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Title: Augsburg College Graduate Catalog, 2009-2010
Collection: Course Catalogs
Search Result: AuGSBURG COLLEGE GRADUATE STUDIES CATALOG 2009-2010 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College's graduate programs. Although information was current at th...
Show more AuGSBURG COLLEGE GRADUATE STUDIES CATALOG 2009-2010 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College's graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Adult and Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page iv for correspondence or telephone inquiries. Published December 2008 www.augsburg.edu :1 / A Greeting from the President I am pleased to know of your interest in Augsburg College's exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College's several graduate-level programs-the Master of Arts in Education (MAE), Master of Arts in Leadership (MAL), Master of Arts in Nursing (MAN), Master of Business Administration (MBA), Master of Science in Physician Assistant Studies (PA), and Master of Social Work (MSW, and MSW/MA or MDiv, together with Luther Seminary)-are distinguished by the opportunities they provide students to expand decision-making and strategic skills. The programs do so in an environment that encourages students to transform theory into action and classroom experience into personal and professional achievement. Augsburg College is characterized by a strong mission: To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. For our graduate programs, this mission helps to shape an innovative educational experience that features expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today's global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economicallysustainable development. We hope that at some time during your degree, you'll explore the opportunities to participate in an international learning experience-for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg's doors, we welcome a diversity of cultures and faiths . Although each graduate program has its own "neighborhood" and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both "horizontal" initiatives-i.e., cross-program collaboration-as well as "vertical" initiatives-engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, ~C.~ Barbara A. Farley Vice President of Academic Affairs and Dean of the College ii Rosemary]. Link Associate Vice President of Academic Affairs and Dean of Graduate Studies Table of Contents Directory of Offices and Programs . . . ... . ... . , .iv Introducing Augsburg College ........ ... .. . . . History ........................... .. ... .. l Minneapolis and Rochester Locations .. ... ... . .2 Accreditation, Approvals, and Memberships . . . . .3 Facts and Figures .... . ................ . ... .4 Academic Programs and Policies Academic Calendars ........... . . _. ..... . .. . .5 Academic Policies . ... ....... . .. .. . . . . ..... .5 Evaluation of Transfer Credit ..... . , ... .... . . .6 Student Rights ................. . . . . ... . .. . .6 Graduate Admissions Admission to Augsburg College .... ... . .... . .. 9 Readmission to the College ....... . ........ . . .9 Admission of International Students .... . ..... .9 Financing Your Education . . .. . . . .. ... ...... . Costs of Study .......... . . .... ..... ... . .. . 11 Payment Options . . .. . .. . .. ... .... ... .. .. . 11 Sources of Financial Aid .. , . . ... , .... . . . ... . 11 Applying for Financial Aid ... . . . ...... .... .. 11 Refund Schedule ... ..... .. . . . . . . . . . . . .. . . . 12 Graduate Programs Master of Arts in Education ................. 14 Master of Arts in Leadership ...... ...... ..... 26 Post-Master's Certificate in Leadership Studies ] oint degree in Accounting and Leadership Master of Arts in Nursing .................. .36 Master of Business Administration ........... .44 Master of Science in Physician Assistant Studies .52 Master of Social Work .. .... . ......... .. .... 60 Dual Degree with Luther Seminary College Information Maps (Minneapolis and Rochester campuses) . , .74 Augsburg Board of Regents ............ . . ... .75 iii Directory of Offices and Programs Academic Affairs: 612-330-1024 Adult and Graduate Admissions Office: 612-330-1101 or gradinfo@augsburg.edu Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 manursing@augsburg.edu www.augsburg.edu/ma_nursing Bool<store: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Registrar's Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa Master of Social Worl< (MSW) Lois Bosch, Director: 612-330-1633 Holley Locher, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu.msw Master of Social Work, and Master of Arts in Theology or Master of Divinity Luther Seminary: 651-641-3521 iv Welcome/Information Desk: 612-330-1000 Introducing Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. MISSION STATEMENT The mission of Augsburg College is to nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. HISTORY A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869 , in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. and city life. This early interest in professional life as well education is a celebrated theme in our history and has led to the fusion of the liberal and professional arts as a hallmark of the Augsburg College graduate. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed This attitude began to change after World War I. In 1911 , George Sverdrup Jr, became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. Students at Augsburg College benefit from the Lutheran tradition of service to your neighbor and faith in the city. A College in the City Paul C. Pribbenow became the 10th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages-in the midst of a great city-to be faithful citizens, in service to the world. AUGSBURG TODAY Augsburg continues to reflect the commitment and dedication of the founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; 1 • An Augsburg education should be preparation for service in community and centers of faith; • The city-with all its excitement, challenges, and diversity-is an unequaled learning environment. Augsburg is a college of the liberal and professional arts and sciences, with its main campus set in the heart of a great metropolitan center. There are now over 20,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences, Augsburg offers master's degree programs in education, leadership, nursing, business, physician assistant studies, and social work, plus a dual degree MSW/MA or MSW/MDiv with Luther Seminary Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. A Community of Learners Essential to the goals of Augsburg's graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their 2 teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. www.augsburg.edu/rochester or by calling the Adult and Graduate Admissions Office at 612-330-1101, or the Rochester program office at 507-288-2886. Augsburg's small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Augsburg's Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to "educate for service," by preparing and equipping women and men to make a difference in the world. MINNEAPOLIS AND ROCHESTER LOCATIONS Augsburg's Minneapolis campus surrounds Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-the University of Minnesota Medical Center, Fairview-are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. Convenient bus routes run by the campus and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Augsburg established its branch campus in Rochester, Minnesota, in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. Further information may be obtained at ON THE MINNEAPOLIS CAMPUS Admissions Offices The Adult and Graduate Admissions Office (for Weekend College, Rochester, and Graduate Studies) is located at 624 21st Avenue South. The Physician Assistant Studies Program admissions office is located in Anderson Hall. Augsburg for Adults Office Augsburg for Adults focuses on adultcentered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. Augsburg Abroad The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center is the hub of college life. The new first-floor student lounge area offers games, TV, and a place to gather. Also in Christensen Center are Cooper's Coffee Shop, the Commons dining areas , Christensen Center Art Gallery, and offices for student government and student publications . The Office of Undergraduate Admissions for Day College is located on the first floor. Murphy Place Murphy Place is home to three of the four components of the Office of International Programs-Augsburg Abroad, Center for Global Education, and International Student Advising. It is also home to the four support programs for students of color - American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center's lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Old Main Home for the Languages and CrossCultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the "gateway" to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of Business Administration program, the Master of Arts in Leadership program, and the Step UP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Cafe, classrooms , and thejohnson Conference Center. Science Hall Kennedy Center This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker-room and fitness facilities, as well as hospitality and meeting rooms, classrooms, and office space. Melby Hall This complex provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College's general auditorium. Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. ACCREDITATION, APPROVALS, AND MEMBERSHIPS • National Council for the Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) • Council on Social Work Education ( CSWE) (bachelor's and master's degrees) Augsburg's programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. • American Association of Higher Education (AAHE) Sverdrup Hall • Campus Compact The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. • Council of Independent Colleges Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president's office, Human Resources, and other administrative and faculty offices. • Physician Assistant Education Association (PAEA) (CIC) • Lutheran Education Council in North America (LECNA) • National American Music Therapy Association, Inc. • National Association of Schools of Music (NASM) 3 • National Society for Experiential Education (NSEE) • Associated Colleges of the Twin Cities (ACTC), • Higher Education Consortium for Urban Affairs (HECUA) • Minnesota Private College Council (MPCC) • Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61to136A.71. Credits earned at the institution may not transfer to all other institutions. • Calendar year-Weekend/evening trimesters and weekday semesters, varying by the graduate program • Majors-More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master's degree programs. • Off-campus programs-The Office of International Programs offers programs through Augsburg's Center for Global Education and International Partners programs for short- and longer-term study abroad, for both undergraduate and graduate students. • Athletic affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division Ill. CLERY ACT INFORMATION AUGSBURG COLLEGE FACTS AND FIGURES • Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. • Religious affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 15 percent are Roman Catholic, and 1 7 percent represent other denominations and religions. • Enrollment (fall 2008)-3,948 students from 40 countries. Graduate student enrollment is 842. • Alumni-Appox. 25,000 alumni from 1870 through August 2008, including over 1,200 graduate program alumni. • Student/Faculty ratio-14 to 1 • Campus-17 major buildings. Major renovations to classrooms in 2007. • Accessibility-Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. • Degrees granted-BA, BS, BM, MA, MBA, MS, MSW • Library-Over 180,000 items, direct access to over 2.5 million through CUC, the Twin Cities private college library consortium. 4 The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/ security/report.html. For a printed copy, contact Augsburg's Department of Public Safety at 612-330-1717. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. Academic Programs and Policies ACADEMIC CALENDARS Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. ACADEMIC POLICIES The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College's academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg's Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. Withdrawn Status W-Grade given when a student withdraws from a course after the deadline without notation on the record Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor gran ts permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistan must consult the PA Program Progression Standards Policy. Attendance Policy Class attendance is expected and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project Students enrolled in a thesis or final project are subject to a continuation fee schedule after the term in which tuition was paid for the project. These continuation fees maintain a student's library, AugNet, and parking privileges while work on the final project is ongoing. During this time of research and writing, students pay either a $10 campus access fee or a $200 continuation fee each term until the project is completed, or until the time limit for project completion is reached. The schedule for when each fee is applied varies among programs. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal for Academic Performance A student whose GPA falls below the required GPA for his/her graduate program (3 .0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. 5 Dismissal for Non-Professional Behavior Students may be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar's office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide 6 appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Master of Arts in Nursing (3.0) Master of Business Administration ( 6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively Courses and credits that are accepted in transfer are recorded on the student's transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student's cumulative grade point average. STUDENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I-Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M-F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student's program.) Part II-Informal Process It is always the student's responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part Ill of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III- Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days . (See Part I for definition of time limits.) • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College . A grievant or respondent must submit a written In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. For a complete copy of the procedures, contact the dean's office, Academic Affairs. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. FER PA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. (See One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health stafD; person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance . It is the responsibility of the student to establish the reasonableness of such non-awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. Physician Assistant Studies for details of its program policy) 7 Right to withhold disclosure of "directory information" FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. "Directory information" includes the following: • The student's name; • The student's address; • The student's telephone number; • The student's e-mail address; • The student's date and place of birth; • The student's major and minor field of study; • The student's academic class level; • The student's enrollment status (FT/HT/LHT); • The student's participation in officially recognized activities and sports; • The student's degrees and awards received; • The weight and height of members of athletic teams; • The student's dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student's photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar 8 must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W, Washington, D.C., 20202-4605, concerning Augsburg's failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. GRADUATE ADMISSIONS Admission to Augsburg College All graduate programs require students to have a bachelor's degree from a regionally-accredited four-year institution. All graduate students must submit completed application forms that can be downloaded from each individual program's web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education-p. 24 www.augsburg.edu/mae MA, Leadership-p. 33 www.augsburg.edu/mal MA, Nursing,-p. 42 www.augsburg.edu/ma_nursing MBA-p. 49 www.augsburg.edu/mba MS , PA Studies-p. 57 www.augsburg.edu/pa MSW-p. 69 www.augsburg.edu/msw READMISSION TO THE COLLEGE tion in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form 1-20, issued by a DBS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S . consulate (although citizens of some countries are exempt from the visa requirement); or 2) if the student is already in the United States and not currently in F-1 status, by sending the 1-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHSapproved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. Simply transferring academically from another school to Augsburg does not transfer a student's F-1 status unless the student and a Designated School Official (DSO) from Augsburg follow these procedures. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: ADMISSION OF INTERNATIONAL STUDENTS To fulfill this requirement Augsburg graduate programs require international applicants to submit an official score report from the Test of English as a Foreign Language (TOEFL) with a minimum score of 100 (iBT), 250 (CBT) or 600 (PBT). Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a "full course of study" to achieve a specific educational or professional objective at an academic institu- U.S. institution with a minimum of two years of successful academic work completed in the U.S. (seven or more courses) . B. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials-to determine if your degree is equivalent to an accredited U.S. bachelor's degree. Course-by-course evaluation-to show your complete course listing with credit values and grades received for each course. • Calculation of grade point averageto demonstrate your cumulative grade point average using the standard U.S. grading system, i.e., A=4.0, B=3.0, C=2.0, D=l.0, F=O.O. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg's Adult and Graduate Admissions Office. Augsburg accepts foreign credential evaluations only from the following organization: World Education Services, Inc. www.wes.org A. Proof of English Competency C. Proof of Financial Support In order to receive an F-1 visa, the U.S. Department of State (DOS) regulations require international applicants to be sufficiently proficient in English to pursue a full course of study. International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses , and living expenses for dependents (if applicable). The TOEFL is waived for applicants who have a four-year degree from a Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student's family. Documentation of scholarships and fellowships may be in the form of an 9 Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll. For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. FINANCIAL POLICIES Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined . Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. 12 CONTAICTTMiE ENROLLMENT C:ENTE'R For info·rm:atlon on eost~ pa~tne11\ts1 flnamli'al aid, tuition disc·ounts, and rr-e~f.uad:s : 13 Master of Arts in Education Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and here's why. OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional: from classroom decision-maker to educational leader-suggests the expectations we have that our students will leave our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively." Our urban setting provides yet another dimension to our programs through course content, field experiences, and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion. OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do . We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY. We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher-the teacher you can become. Vicki Olson, PhD Director, Master of Arts in Education PROGRAMS ELEMENTARY EDUCATION The Education Department offers initial licenses as well as endorsements for already-licensed teachers that also lead to a master's degree. The range of licenses available is described below. The K-6 elementary with a middle school specialty license allows you to teach in grades K-6 and in your specialty area of math, science, social studies, or language arts in middle school. As an alternative to the middle school specialty, MAE elementary licensure students can pursue a prekindergarten specialty. Licensure requirements are offered at both the undergraduate and graduate level. That means classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. Elementary education specialty areas in math, communication arts, and social studies are available through weekend and weekday evening courses. The science specialty area is available through a combination of weekday, weekday evening, and weekend courses. Secondary education licensure is available through weekend and weekday evening courses in social studies, communication arts/literature, and K-12 visual arts. Licenses in other majors, including biology, chemistry, health education, mathematics, music education, physical education, and physics can be completed through a combination of weekend, weekday evening, and weekday courses. All of the following courses must be taken for licensure, and four to six of them may be taken at the graduate (500) level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* Teachers who are already licensed can work towards the MAE degree through the following four licensure options: EDC 410/544 Learners with Special Needs (1.0)* Pre-K specialty area endorsement EED 320/520 K-6 Methods: Reading (1.0)* EDC 490/580 School and Society (1.0) K-12 special education: emotional and behavioral disabilities K-12 special education: learning disabilities K-12 reading endorsement Education Department Mission To complete the license, you will also need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by becoming knowledgeable in content, competent in pedagogy, and ethical in practice, and by building relationships, embracing diversity, reflecting critically, and collaborating effectively. EED 311 K-6 Methods: Health (.25) Master of Arts in Education Conceptual Framework EED 350 K-6 Methods: Math (1.0) * Teacher leadership is the theme that threads through our graduate licensure and degree completion programs. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. EED 360 K-6 Methods: Science (l.O)* The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include at least two graduate-level courses from our Master of Arts in Leadership (MAL) program. This provides students the chance to study aspects of leadership as part of their degree program. Third, the final project-be it an action research or a leadership application project-gives students the opportunity to define an issue of concern and, supported by research, take on a leadership role in addressing it. EED 312 K-6 Methods: Physical Education (.25) EED 330 K-6 Methods: Children's Lit/Language Arts (1.0) EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5)* EED 481,483 Student Teaching (2.0) *Field experience hours are required in these courses. A minimum of 100 hours in the classroom and educationrelated settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. These experiences occur in K-8 classrooms during the weekday. Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor's degree and/or other coursework Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards in a specialty area for middle school: subject area specialties are offered in communication arts/literature, social studies, math, and science. The pre-K specialty is also available. Specific requirements are on file in the Education Department. Previous coursework can be accepted into the licensure program if i.t meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than seven years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. EOC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 312 K~6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) Elementary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EOC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EED 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admissions to department) EEO 330 K-6 Methods: Language Arts/Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Methods: Communication Arts/Literature - Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 34 2 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program portfolio. Preprimary Specialty for Elementary Licensure ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents) SECONDARY EDUCATION K-12 and 5-12 licensures in several content areas are offered weekends and weekday evenings through a combination of graduate and undergraduate coursework. Additional content areas are available through the weekday program. K-12 licenses allow you to teach your content area across elementary, middle school, and high school. Licenses for grades 512 allow you to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to people who already hold a bachelor's degree and meet MAE admissions criteria. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six also may be taken at the graduate level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity I Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience and students experience working with current teachers in site based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545) ECE 347154 7 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner's skills are developed through self-evaluation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the Preprimary endorsement must take SPE 540.) ESE 300/500 Reading and Writing in Content Area (1.0) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)* ESE 481, 483, 485 Student Teaching (2.0-3.0) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in a content area is required for K12 and 5-12 licensure. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional content area coursework tied to licensure standards is generally required, even with a completed academic major. The following majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5-12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. The following majors are offered primarily or entirely through the weekday program: biology, chemistry; physics, health, physical education, music, and mathematics. Students seek- ing licensure in any of these areas will likely need to take additional content courses in the weekday schedule. Students can obtain a 9-12 license in physics, chemistry, or biology and have the option of adding the 5-8 general science to the 9-12 license. Students also can obtain the 5-8 general science license without the 9-12 license. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than seven years is judged on a case-by-case basis. Education Department policy requires that a minimum of two content area courses be taken at Augsburg. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 17. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EDC 480/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Communication Arts/Literature licensure do not take this course). ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 330 K-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 340 K-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 350 K-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary concentration in communication arts/literature and for communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department.) ESE 351 K-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) Licensure Requirements Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (LO)* ESE 352 K-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EED 320/520 K-6 Methods: Reading (1.0)* SPE 315 Special Education Critical Issues Seminar (.5) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three courses. Student teaching occurs upon satisfactory completion of licensure program and program portfolio. SPECIAL EDUCATION The MAE program with licensure in special education is based on an innovative internship model that allows coursework and experience to occur simultaneously. In addition to student teaching, students must complete two 40-hour field placements where they will gain experience working with students from age groups different from their internship site. There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities (EBD), and learning disabilities (LD). Both programs qualify you to teach in special education programs and positions; many students get licensure in both. SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities (LO)** SPE 410/510 Implementing Assessment Strategies (1.0)** SPE 420/520 Planning, Design, and Delivery (1.0) ** SPE 430/530 Instructional and Behavioral Practices (1.0)** SPE 490/540 Parent and Professional Planning (l.O) ** Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 330 Children's Lit./Language Arts and Also available is the Naadamaadiwin Tribal Special Education Cohort-This graduate hcensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is being offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face; partly online) cohort program. The licensure courses can be applied towards the MAE degree . See the Education Department and www.augsburg!edu/ mae/academics/ais_focus.html for more information. EED 350 K-6 Methods: Math* EED 360 K-6 Methods: Science* (see course descriptions under Elementary Education). *Ten to 20 hours of field experience required as part of this course. Students currently working in schools can often use their school employment for their field experience. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K-12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. (Minimum 10 hours/week). EED 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admission to department) Eligibility: To be eligible to apply to the special education program at the graduate level, students must have a degree and be currently employed in a K-12 setting as a paraprofessional or licensed teacher, and/or have experience working with students who are labeled with emotional, behavioral, or learning disabilities, as well as considerable time available for volunteer field placements. EED 330 K-6 Methods: Language Arts/Children's Literature See course description on page 17. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special education students into the regular education classroom. Special Education Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 17. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) See course description on page 17. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EED 350 K-6 Methods: Mathematics See course description on page 17. EED 360 K-6 Methods: Science See course description on page 17. SPE 315 Critical Issues: Special Education Seminar (.5 course) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. SPE 400/500 Teaching Students with Emotional/ Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department) SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the epartment) SPE 420/520 Planning, Desigu, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: PPST and admission to the department). SPE 4 30/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) ESE 300/500 Reading/Writing in the Content Areas* The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Should be taken at the graduate level for the reading endorsement. Field experience required for K-12 reading endorsement. (Prereq.: PPST and admission to the department) SPE 4 34/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: PPST and admission to the department). EDC 505 Literature in the Classroom (.5 course) The study and use of literature in the K-12 classroom. SPE 490/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). EDC 510 Clinical and Reading Program Leadership The study of effective leadership and professional development strategies for individual schools and school districts, reading standards, state and federal reading legislation, and fiscal and budgetary operations. The focused implementation of knowledge and skills gained in reading licensure coursework. Field experience required. (Taken concurrently with EDC 508) EDC 508 K-12 Reading Assessment and Evaluation The study of student reading development, the knowledge and use of gathering and analyzing data of students' reading, and designing and applying appropriate reading curriculum based on this information. Field experience required. (Taken concurrently with EDC 510) SPE 481, 483, 485, 487 Student Teaching (1.0-2.0) READING ENDORSEMENT PROGRAM Augsburg College offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (1.0)* ESE 500 Reading/Writing in the Content Areas (1.0)* *The courses EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students: EED 320/520 is part of the elementary and special education initial licensure programs; ESE 300/500 is part of the secondary initial licensure program. The rigor of the courses is increased at the graduate level. Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg College within the past seven years will not be required to retake the entire version of EED 320/520 or ESE 300/500. However, they will be expected to complete the requirements for the graduate portion of the course they have already taken within the context of a half-credit independent study. If the graduate course was taken as a part of initial licensure (EED 520 or ESE 500) students do not need to repeat the course; however, if ESE 500 was taken without a field experience, 20 hours in a high school or middle school reading setting must be completed. EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (1.0)* EDC 510 Clinical and Reading Program Leadership (1.0)* Reading license candidates who already have received their initial K-8 teaching licensure and who are graduates of Augsburg College, but not within the past seven years, will be required to take EED 520 or ESE 500 at the graduate level. *Field experience required Reading Endorsement Course Descriptions EED 320/520 K-6 Methods: Reading* The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Should be taken at the graduate level for the reading endorsement. (Prereq.: PPST and admission to the department) Reading license candidates who have already received their initial teaching licensure and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500. STUDENT TEACHING Education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point. Student teaching for elementary and secondary initial licenses lasts 12-14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching and meet at Augsburg College for a student teaching seminar several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students do half of the student teaching experience in the metro area and the remaining portion in another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is completed as part of the internship year if students are working in a licensure appropriate setting. If not, student teaching is carried out after completing the special education coursework. A supervised practicum for the reading endorsement is completed as part of EDC 510 Clinical and Reading Program Leadership. No further student teaching is required for this endorsement. GRADUATE DEGREE COMPLETION Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education core, with between four to six Augsburg graduatelevel licensure courses fulfilling master's requirements. To earn a master's degree beyond the core of education classes, students will need to successfully complete a minimum of three additional graduate-level courses: • a research methods course, typically ML 514 • an elective course chosen from leadership-focused courses in the Master of Arts in Leadership (MAL) program The goal for the graduate degree completion component is to foster the development of teachers as leaders within the institution and community as in line with our program theme and department mission statement. Graduate Degree Completion Course Descriptions Research Methods Course All students seeking the Master of Arts in Education degree must complete a graduate-level research requirement. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. MAE Final Project Options Students have two options for fulfilling their Master of Arts in Education final project: a leadership application project (LAP) or action research. This project serves as the capstone of the master's program. EDC 585 Leadership Application Project The leadership application project (LAP) is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate's workplace or place of service. EDC 586 Action Research in Education (.5 course) This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. • a research- or leadership-based final project Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional leadership or education graduate courses to reach the total of nine required courses. A minimum of four graduate-level licensure courses are required for the MAE degree. The research methods course will help prepare students to evaluate and document research for use in their final project or paper. This course examines both qualitative and quantitative research methods. The leadership elective courses allow students to examine issues of leadership at a personal or ins ti tu tional level. Students have two options for fulfilling their Master of Arts in Education final project, which serves as the capstone of the master's program: a leadership application project (LAP) or action research course sequence and project. EDC 587 Action Research (.5 course) The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate's research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. ML 510 Visions of Leadership: A Historical and Literary Journey ML 511 Creativity and the Problem-Solving Process ML 520 Self-Identity, Values, and Personal Growth ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 545 Decision Making and Leadership Credit Evaluation: An official transfer credit evaluation of your previous academic work will be completed as part of the admissions process. ML 550 Communication, Decision Making, and Technology ML 560 Developing a Multicultural Perspective Advising and Registration: You are able to participate in ML 565 Women and Leadership academic advising and the registration process after you have been accepted. ML 599 Special Topics (as appropriate) ADMISSION REQUIREMENTS Students admitted into the MAE program must have completed: • a bachelor's degree from a regionally-accredited four-year institution, and can obtain licensure at the graduate level • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5-3.0 may be admitted conditionally into the graduate licensure program. They can apply to the MAE full licensure and degree program after achieving 3.0 or better in two (2.0) Augsburg courses. Minimum Grade Policy and Academic Probation Students who fail to maintain a cumulative 3.0 GPA in a given term in graduate course work are notified that they are on academic probation and have one term to raise their GPA to the required level. Failure to do so could mean dismissal from the program. Students who receive below a 2.0 in any course required for licensure-undergraduate or graduate-are notified that they are on academic probation and must repeat that course as soon as possible and raise it to the appropriate level. Failure to do so could mean dismissal from the program. Students who receive a 2.0 in a graduate course may use that course for licensure purposes, but it will not be counted towards degree completion. Application Checklist The following items must be sent to the Augsburg Adult and Graduate Admissions Office: • Completed application form-www.augsburg.edu/mae • $35 non-refundable application fee • Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, and vocational/technical schools) sent directly to the admissions office. Applying to the Education Department: Once accepted to the College, students may take designated courses in education and content areas. Students initially admitted at the graduate level may register for courses at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available through the Education Department. MAE IN ROCHESTER In step with Augsburg College's excellent reputation in the field of education, the licensure portion of the Master of Arts in Education program is now offered in Rochester*. Licenses are available in elementary education and special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church in Rochester. *Some licensure and content classes will be held in Minneapolis for students taking the Elementary Education licensure. Elementary education: The K-8 elementary with a middle school specialty license allows you to teach in grades K-8 and in your specialty area of math, science, social studies, or language arts in middle school. Augsburg College offers this license to people who already hold a bachelor's degree and meet admissions requirements. Special education: Emotional Behavioral Disorder/Learning Disability: This program is designed for those currently working with or planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. All courses for these licenses are available in Rochester. MAE degree completion courses are currently held in Minneapolis. ACCREDITATIONS AND APPROVALS Augsburg is accredited by: Admission as an international student • The Higher Learning Commission of the North Central Association of Colleges and Schools International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 9. • National Council for the Accreditation of Teacher Education Augsburg is approved by: Minnesota Board of Teaching Acceptance: You will be notified of the Admission Committee's decision usually within one to two weeks after your application file is complete and has been evaluated by the committee. For additional accreditations, approvals, and membership, seep. 3 MAE FACULTY Elizabeth M. Ankeny , Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Jeannie Uhlenkamp , Instructor of Education, BA, University of Minnesota; MSE, University of Wisconsin-River Falls. Diane C. Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Jacquylynn Brickman , Instructor of Education. BA, Augsburg College; MEd, St. Mary's University. Christopher R. Brown, Field Experience Coordinator/ Charter School Liaison, Instructor of Education. BS, Bemidji State University; MEd , University of Sydney, Australia. Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire , Associate Professor of Education. BS, MA, PhD, University of Minnesota. Cheryl Gresczyk, Instructor of Education. BA, University of Minnesota; MA, College of St. Thomas. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University. Anne Kaufman , Associate Professor of Education. BS, MA, PhD, University of Minnesota. Mary Beth Kelley , Instructor of Education. BS, University of Wisconsin-Eau Claire; MEd , Bethel College. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Lynn Lindow, Associate Professor of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Susan O'Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD , Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson , Assistant Professor of Education. BA, MEd, University of Minnesota. Christina Peper, Instructor of Education. BA, University of Minnesota; MEd, Southeastern Louisiana University. Ronald Petrich , Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota. Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas. Dana L. Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of Minnesota. Barbara West , Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University Master of Arts in Leadership Master of-Arts in 'Leadership Welcome to the Master of Arts in Leadership (MAL), a program that has been a vital part of Augsburg College since being founded in 1987. The MAL program offers students an excellent opportunity to explore leadership within the context of the liberal arts. The program design broadens the skills and mindset you need to improve your leadership capabilities in your current and future positions, as well as in your life. The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations including business, health care, and the nonprofit sector. This diverse learning community provides a rich environment for you to explore leadership beyond your own realm of expertise. Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am frequently told by students that the program has changed their lives, has sharpened their understanding of themselves and others, and has opened doors that would otherwise have remained closed. To learn more about the program, go to www.augsburg.edu/mal. I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit you. Contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing you on campus soon! Norma C. Noonan, PhD Director, Master of Arts in Leadership Mission Statement The primary purpose of the Master of Arts in Leadership program is to develop leaders for organizations, the community, and society Most organizations seek leaders who possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and how it can be managed, sensitivity to the complex problems of organizations, and an ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs of a diverse population, and the ability to inspire and motivate people to work toward a common goal. Introduction The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. The Master of Arts in Leadership (MAL) is the core program of Augsburg's Center for Leadership Studies (CLS). The MAL program, launched in 1987, responds to the leadership development needs of both for-profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent the organization both internally and externally. The MAL program provides a means by which individuals may discover and refine these and other abilities fundamental to effective leadership. Leadership studies is a growing field in American higher education, and the MAL program has significantly developed and modified its curriculum in response to new trends in the field. The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace and society. incorporate some online work into their agenda. MAL students may take up to seven courses during the calendar year. It is possible to complete the degree within two years if a student takes two courses each trimester. Community of Learners Essential to the goals of the MAL program is participation in a community of learners gathered on the Augsburg campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the coursework of the master's program. A sample class schedule in the MAL program Period I Period II Saturday Saturday 8 a.m. to noon 1 to 5 p.m. Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. An occasional course is taught on an immersion model which features fewer but longer sessions. A few courses are held on Sunday afternoons, from 1 to 5 p.m. Augsburg College has a summer session. The MAL program usually offers at least two classes during the summer. The courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. LEADERSHIP DEVELOPMENT MODEL Leadership Development Model-Augsburg College The MAL program promotes leadership as a process that inspires cooperation among people who must compete for limited resources, promotes productivity within and beyond the organization, and works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the leadership development model, that serve as specific outcomes for the MAL program. Augsburg's model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. CURRICULUM DESIGN Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year, classes meet on alternate Saturdays for four hours. A few courses are taught by the immersion model, which has fewer sessions but longer meeting times. Most courses Each MAL course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, discussion, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. LEADERSHIP DEVELOPMENT MODEL Leadership Orientation Toward Action Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Creative • Innovativeness Facility for Persuasion Communicative • • • • • • Risk Assumptive • Curiosity • Achievement motivation • Self-esteem Final project options There are three ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete a thesis or a major leadership application project and 11 credits. In the Non-Thesis Option (Plan B), students must complete 11 credits, two papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 credits, including the comprehensive exam seminar. Plan A: Thesis/LAP Option Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This researchbased study gives the student the opportunity to "tie together" what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593. For more information regarding the Thesis/LAP Option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students who do not complete their thesis or leadership application project within two years are required to pay a continuation fee each trimester.* Effective listener Effective speaker rnective writer Diplomatic ability Effective team member Interpersonal sensitivity Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of Individual differences Decisive • • • • • Self-confidence Analytical ability Ability to think critically Understanding of research Ability to manage connict Plan 8: Non-Thesis Option One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the Non-Thesis Option, refer to the Thesis/LAP Project and Non-Thesis Project Guidelines booklet. Students who do not complete their independent project within a year of registering for ML 597 are required to pay a continuation fee each trimester.* *Both Plans A and Bare governed by Augsburg College's policy on continuation. A student taking Plan A has a maximum of seven trimesters (including the one in which registration initially occurred) to complete a thesis or LAP. After that the student may continue with permission but will pay a fee each trimester. A student taking Plan B has a maximum of four trimesters (including the one in which registration initially occurred to complete the Plan B final project. After that the student may continue with permission but will pay a fee each trimester. The fee is a continuation fee and is separate from any parking permits or other incidental fees. Plan C: Comprehensive Exam Seminar The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a Comprehen- ML 574 Strategic Leadership The course develops students' ability to think strategically and lead organizations through planning and implementation; application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and approximately two weeks in Nicaragua. The Nicaraguan portion includes a home stay, meetings with leaders in various venues, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy; the arts, business, foreign investment, and relations with the U.S. government and nonprofit organizations are explored. ML 580 Colloquium on Contemporary Theories of Leadership Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on critical thinking, discussion, written analysis. Prereq.: oneyear coursework in MAL program and ML 510) ML 589 Comprehensive Exam Seminar (PIN} This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program. No other course may be taken at the same time. ML 592 Thesis/LAP Consultation I (PIN) Independent final research project supervised by an academic adviser. *A student may count only ML 597 or ML 598 for credit toward the MAL degree, except with permission of the MAL program director. Post-Master's Certificate in Leadership Studies Graduate students who already possess a master's degree in any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose any five MAL courses or may wish to focus on a specific area such as ethics and leadership, global leadership, organizational leadership, communications, or leadership development. This option is attractive for people who want to continue their professional studies but not necessarily undertake a full degree program. The normal application process is used for students who wish to pursue the postmaster's certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master's degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings and the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. General requirements for the accounting/MAL program ML 593 Thesis/LAP Consultation II (PIN) Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project* Major written project in an area of the student's choice; to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • completed application form • three letters of recommendation (two from professors and one from an employer) • personal statement • example of their writing in an academic paper ML 598 Independent Study* Provides directed independent study in an area of the student's choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. ML 599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. • GPA of at least 3.30 • interview with a three-person panel from the MAL program Students must also have faculty endorsement from the accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program coordinator: Stu Stoller ADMISSION REQUIREMENTS Admission as an International Student Applicants to the program must have: International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 9. • Bachelor's degree from a regionally-accredited four-year college or university • Minimum cumulative undergraduate grade point average (GPA) of 3.0 (on a scale of A=4.0) and a minimum cumulative GPA of 3.0 for graduate courses completed at an accredited college or university: • Three years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Applicants holding a master's or other advanced degrees from accredited colleges or universities are admissible. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested Application Checklist The following items must be submitted to the Adult and Graduate Admissions Office: ACADEMIC POLICIES Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. In order to graduate a student must have a GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for final projects (ML 589, ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a diploma until all courses and projects are successfully completed. MAL Program Enrollment Policy Students may take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. All students are required to complete all components of the program within five years. Extensions beyond five years will be considered on the basis of petition to the MAL Advisory Committee. Students who leave the program for more than one trimester must request a leave of absence in writing from the MAL program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit to the Office of the Registrar. Time spent on an official MAL-approved leave of absence will not count toward the five-year deadline for degree completion. ACCREDITATION AND AFFILIATIONS • Completed application form-www.augsburg.edu/mal • $35 nonrefundable application fee • A 1-3 page statement relating the applicant's career and life goals to leadership aspirations • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work style and leadership potential Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. MAL FACULTY Andrew Aoki , Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson , Professor Emeritus of Religion. BA, Augsburg • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred. College; BD, Luther Theological Seminary; MA, PhD, Columbia University. • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any Thomas Berl<as, Instructor of Leadership Studies. BCE, PhD, University of Minnesota. Graduate Faculty in Organizational Management, Concordia University, St. Paul. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota. Cass Dalglish , Associate Professor of English. BA, College of St. Catherine; MFA, Vermont College; PhD, The Union Institute. Curtis Paulsen , Associate Professor of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Diane Pike , Professor of Sociology and Director of the Center for Teaching and Learning. BA, Connecticut College; PhD, Yale University. John Schmit, Associate Professor of English. BS, St. John's Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther Northwestern Theological Seminary; PhD, University of Minnesota. John Furia, Assistant Professor of Business Administration. University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson , Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. BA, Rhode Island College; MPA, University of Rhode Island. Joseph Volker, Instructor of Leadership Studies. BA, UniverDaniel S. Hanson , Assistant Professor of Communication sity of California-Irvine; MA, PhD, University of Minnesota. Studies. BA, Augsburg College; MA, University of Minnesota. Garry Hesser, Professor of Sociology, Director of MetroUrban Studies, and Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University: Rosemary J. Link, Professor of Social Work and Associate Vice President for Academic Affairs and Dean of Graduate Studies. BA, University of Southampton; Postgraduate diploma and CQSW, University of London; PhD, University of Minnesota. Steven Manderscheid , Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Thomas Morgan , Professor of Business Administration and Executive Director, Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan , Professor of Political Science, and Director of the Center for Leadership Studies and the MAL Program. BA, University of Pennsylvania; MA, PhD, Indiana University. Magdalena Paleczny-Zapp , Associate Professor of Business Administration. BA, MS, PhD, Academy of Economics, Krakow, Poland. Catherine Paulsen , Instructor. BA, St. Olaf College; MA, Lone Mountain College. STAFF Patty Park, Program Coordinator Master of Arts in Nursing Master of Arts in Nursing We are excited about the educational opportunities, engaging practicum experiences and wealth of transcultural nursing knowledge offered in the Master of Arts in Nursing program at Augsburg College. We are also proud of our students who come from a wide range of diverse cultural, educational, and experiential backgrounds. Some master's degree candidates enter directly from college, others are making mid-life career changes, and some are returning to college after raising a family. The career options in nursing are more variable and more rewarding than ever before. As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and competence. The master's program prepares nurses for leadership across care systems, population groups, cultures, and settings, with particular emphasis on addressing global and local health inequities. Graduates of our master's program are practicing in acute care, community and public health, education, nursing administration, and emerging care settings that are responsive to the needs of culturally diverse and underserved populations. Many of our graduates are creating innovative practice models that demonstrate interdisciplinary leadership and economically feasible solutions to health inequities within communities. Students can choose between two tracks of study in the master's curriculum: Transcultural Nursing in Community or Transformational Nursing Leadership and Management. Classes are offered at the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minnesota. Video conferencing is used for most classes and allows for "real time" connections between students in the two sites. Program faculty and staff are available at both sites and eager to assist students in expanding their nursing practice and advancing their career options while exploring together how we transform our unique gifts and interests into personal and professional service in the world. Sincerely, Cheryl Leuning, PhD Chair, Department of Nursing Director, Master of Arts in Nursing Master of Arts in Nursing Mission Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities. TRANSCULTURAL NURSING IN COMMUNITY The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for certification in Advanced Transcultural Nursing through the International Transcultural Nursing Society. Also, graduates completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification in Advanced Community Health Nursing. A total of 10 courses plus a thesis or graduate project are required. Three courses in the Advanced Nursing Core, which all Master of Arts in Nursing students must take, five courses from the Transcultural Nursing in Community Track, and two electives make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice NUR 520 Research Methods in Nursing NUR 523 Theory, Research, and Practice Seminar Transcultural Nursing in Community track (five courses) NUR 500 Transcultural Health Care NUR 503 Transcultural Health, Families, and the Life Cycle, and NUR 515 Managing Nursing Effectiveness within Care Systems OR The Politics of Health Care NUR 541 Plus, two of the following courses: * NUR 510 Advanced Community Health Nursing I NUR 511 Advanced Community Health Nursing II NUR 530 The Power of Ritual and Ceremony for Transformation NUR 532 Transcultural Healing Practices ELECTIVES-two graduate elective courses, which may include the following: ECO 520 Economics of Health Care in a Global Community Visions of Leadership ML510 ML511 ML530 ML531 ML560 NUR 530 NUR532 NUR562 Creativity and the Problem-Solving Process Ethics in Communication The Dynamics of Change Developing a Multicultural Perspective The Power of Ritual and Ceremony for Transformation Transcultural Healing Practices Walking the Truth: Culture, Gender, and HIV/AIDS in sub-Saharan Africa Note: Academic advisers can inform students about other possible electives. *Students seeking certification in Advanced Community Health Nursing from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the curriculum. Thesis or Graduate Project-students are required to complete either a thesis or a graduate project, which is equivalent to one course. NUR 525 Graduate Field Project NUR 535 Integrative Master's Thesis TRANSFORMATIONAL LEADERSHIP AND MANAGEMENT The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students' competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students take a total of 10 courses, plus a thesis or graduate project. Three courses in the Advanced Nursing Core, which all Master of Arts in Nursing students must take, five courses in the Transformational Leadership and Management Track, and two elective courses make up the course work for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nurs ing Practice Research Methods in Nursing NUR 520 NUR 523 Theory, Research, and Practice Seminar Transformational Nursing Leadership Track (five courses)* NUR 500 Transcultural Health Care NUR 521 Transformational Nursing Leadership BUS 520 Management of the Healthcare Organization Two of the following courses: ML 511 Creativity and the Problem-Solving Process ML 527 Spirituality and Leadership in the Workplace ML 535 Organizational Theory and Leadership ML 565 Women and Leadership Electives-two graduate elective courses, which may include: ECO 520 Economics of Health Care in a Global Community ML510 Visions of Leadership Creativity and the Problem-Solving Process ML511 Ethics in Communication ML530 ML531 The Dynamics of Change ML560 Developing a Multicultural Perspective NUR530 The Power of Ritual and Ceremony for Transformation NUR532 Transcultural Healing Practices NUR562 Walking the Truth: Culture, Gender, and HIV/AIDS in sub-Saharan Africa Note: Academic advisers can inform students about other possible electives. *Upon graduation from the program and completion of the Transformational Leadership and Management track, students are eligible to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). Thesis or Graduate Project Students have two options for fulfilling their Master of Arts in Nursing final project, which serves as the capstone of the master's program: a graduate field project, or an integrative master's thesis. The graduate field project, NUR 525, is based on a selfselected issue relevant to transcultural nursing in community or transformational nursing leadership. The student will focus primarily on the application and integration of knowledge. Working with an adviser, the student will design and/or implement and evaluate a model of advanced practice nursing applied to health inequities in a selected community, or a nursing leadership issue. The integrative thesis option, NUR 535, expands upon and/or extends theoretical foundations or concepts identified in transcultural nursing, community health nursing, and/or nursing leadership literature. The thesis project demonstrates the student's ability to do independent research involving the exposition of primary and secondary literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced practice nursing. Students register for their final project, with their adviser's permission, near the end of the program. Students must complete all coursework and defend the project within two years after registration. After two years, students must pay a continuation fee of $200 per term in order to retain student status in the graduate program, including library privileges, AugNet access, and parking privileges. Please refer to the "Graduate Field Project or Integrative Thesis Procedures and Policies" booklet available in the Nursing Department for additional information. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica all students practice primarily in nontraditional settings with persons underserved or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across health care settings. Students in the Transformational Leadership and Management track have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. Study Abroad and Off-campus Opportunities The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg's Center for Global Education in developing study abroad opportunities. The following study abroad and away opportunities are four examples of existing practicum experiences. Students may travel to Namibia in southwest Africa to spend two weeks exploring health and healthcare challenges within a rapidly developing country. Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum. Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in western South Dakota. These courses and experiences offer students the opportunity to live on the reservation and participate with public health nurses providing health services. They also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Ten-day courses and practica are available in Mexico and Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program. COURSE DESCRIPTIONS NUR 500 Transcultural Health Care This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining "blueprint" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) NUR 501 Transcultural Care Systems In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of selforganization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural healthcare organizations are expected. NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience) NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) NUR 510 Advanced Community Health Nursing I This course focuses on persons, families and groups living in relationship. Emphasis is on applying the core functions of community/public health - assessment, policy development and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (36 hours of practice experience) NUR 511 Advanced Community Health Nursing II Emphasis is on the application of public/community health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and healthcare provisioning. Prerequisite: NUR 510. (72 hours of practice experience) NUR 515 Managing Nursing Effectiveness within Care Systems In planning and implementing nursing activities, healthcare organizations are considered subcultures of society, which entail particular issues of access and utilization for marginalized people. Strategies for negotiating structures of privilege and professional control will be explored. Working with marginalized populations, students will identify and support the agency or persons who are seeking help from these systems. Nursing action will focus on mediating subcultures of clients with the subculture of healthcare systems. Major emphasis will be placed on mutuality with clients in planning actions and evaluating outcomes. (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. Prerequisite: a college-level statistics course. (36 hours of practice experience) NUR 521 Transformational Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (72 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (36 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. Working with a nursing faculty adviser, students design and/or implement and evaluate a theory-based model of advanced practice nursing. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach to healing. Students will have an opportunity to interact with persons who integrate ritual and ceremony into their lives and healthcare practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices , movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. NUR 535 Integrative Master's Thesis The integrative thesis expands upon or extends the theoretical foundations in the literature of Transcultural Nursing in Community or Transformational Leadership and Management. It demonstrates the student's ability to do independent research that integrates past and current literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced nursing practice or leadership in nursing organizations. Students will defend the project to their selected graduate committee (comprised of the student's faculty adviser and two readers) and invited guests. Plans for disseminating the report for public and professional use are encouraged. NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) NUR 562 Walking the Truth: Culture, Gender, and HIV/AIDS in sub-Saharan Africa This broad-based interdisciplinary course explores the influence of culture and gender on the HIV/AIDS pandemic in sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological, and political responses to the disease are examined. Women's collective and individual efforts to preserve the health of their families and communities are highlighted as hopeful and positive responses to the HIV/AIDS crisis in sub-Saharan Africa. NUR 599 Topics Study of selected topics that are not treated extensively through current course offerings. Specific topics will be published prior to registration. BUS 520 Management of the Healthcare Organization This course provides an overview of the key organizational and behavioral concepts which underlie effective management practices in healthcare organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the healthcare system, e.g. , issues of access and cost. ML 510 Visions of Leadership: A Historical and Literary journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 52 7 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ADMISSIONS REQUIREMENTS Applicants into the Master of Arts in Nursing program must have: • Bachelor's degree in nursing from a regionally-accredited four-year college or university, or must have an Associate of Science degree in nursing in addition to a non-nursing bachelor's degree. • Cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework • Experience as a registered nurse • Professional liability insurance ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. • Current nursing license • All required immunizations A college-level statistics course is required for progression in the program, but is not necessary for admission. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), winter Uanuary), and spring (April) terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record and GPA • Letters of recommendation • Professional experience ML 535 Organizational Theory and Leadership In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 560 Developing a Multicultural Perspective This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. It offers an interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. • Written statement describing professional and educational goals Application Checklist The following items must be sent to the Adult and Graduate Admissions Office: • Completed application formwww.augsburg.edu/ma_nursing • $35 nonrefundable application fee • A 2-3 page typed statement describing the applicant's professional and educational goals • Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations • Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred An interview with graduate program faculty and/or staff members may be requested. Admission as an international student International applicants must submit the required application materials listed above . Refer to the additional requirements outlined in Admission of International Students on page 9. ACCREDITATION AND AFFILIATIONS Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. DEPARTMENT OF NURSING FACULTY Magdeline Aagard , Associate Professor of Nursing. BA, Augustana College; MBA, PhD, University of St. Thomas. Marty Alemc\n, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota. I Linda Holt, Instructor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC) . BSN, University of Minnesota; MSN, University of Washington-Seattle. Cheryl Leuning , Professor of Nursing, Chair of the Department of Nursing, and Director of the MAN program. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miiier, Assistant Professor of Nursing. ADN, Rochester State junior College; BSN , Augsburg College; MA, Augsburg College. Susan Nash , Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary's College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Pauline Utesch , Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College. Master of Business Administration Master of Business Administration We are certain that you will make an excellent decision by choosing Augsburg to develop your skills, knowledge, and capabilities. We believe our program will give you an opportunity to challenge yourself by engaging in classes, projects, and studies that will help form and refine your ability to think critically, analyze problems, and align your decisions with ethical values and beliefs-while gaining valuable, relevant, and contemporary business acumen and skills. Today's business world offers great opportunities to not only realize traditional business goals of increasing shareholder or owner value but also offers individuals a unique opportunity to serve their communities, stakeholders, and associates by exercising good decision-making in the areas of corporate social responsibility, sustainability, and diversity. Our increasingly global and virtual economies call for new knowledge, new perspectives, and new competencies. Graduates of our MBA program are qualified to take their place as leaders in their organizations, their communities, and the global economy. Our unique summative course, the Management Consulting Project, gives students the challenging opportunity to work on real business issues with actual businesses and organizations in the Twin Cities and Rochester. Guided and coached by expert faculty with significant business experience, students work in small consulting teams and bring together the business disciplines they have studied in the program to perform an accurate analysis and recommendation to the client organization. Students in the Augsburg MBA program can choose among a growing number of alternatives that include completion of a core curriculum general MBA, a healthcare management-focused MBA, or additional concentrations in finance, marketing, human resources, international business, or project management. We believe we have the structure and design to promote learning and retain rigor, integrity, and quality in an accelerated degree program. The Augsburg MBA is organized into cohorts, taught by experienced and highly qualified faculty, and aided by excellent facilities, multiple locations, and the latest in technology, From the first day of orientation to the day you walk across the stage at Commencement, we promise to offer you an exciting, challenging, reflective educational experience that will increase your confidence, reinforce your concepts of vocation, and enable you to seek greater roles of responsibility and impact in your career. Sincerely, 4-- ~~ Steven M. Zitnick Director, MBA Program The Master of Business Administration MissionTo prepare students for professional careers in business by developing their decision-making skills and judgment, and by transforming them into effective managers and leaders. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. Master of Business Administration Program Overview Todays business leader must be able to quickly analyze situations and information and then critically think through the alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve the students' experience and learning in the program. Our faculty is uniquely qualified to bridge theory and real world application, giving the MBA student the opportunity to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA can be completed in fewer than 24 months. Cohorts Augsburg's MBA program is organized around small groups, or cohorts. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students not only learn from one another, but mentor each other and peer coach. You'll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you will build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Locations and Schedules Classes are offered at four locations: Augsburg's Minneapolis campus, Thrivent Financial in downtown Minneapolis, Augsbsurg's Rochester campus, and at St. Stephen Lutheran Church in Bloomington. Cohorts begin three times per academic year: fall term (September), winter term Qanuary), and spring term (April) . Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Adult and Graduate Admissions Office at 612-330-1390. MBA Advisory Board The MBA Advisory Board is composed of both active and retired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly to review the program's progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board is invited to participate in student and alumni events throughout the year. COURSE DESCRIPTIONS MBA 592 Leadership: Ethics, Service, and Transformation This course will provide learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. MBA 520 Accounting for Business Managers Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, breakeven calculation, and capital budgeting. MBA 545 Organizational Development Theory and application of organizational development (OD) of human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of OD strategies. MBA 570 Quantitative Decision-Making for Managers Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. MBA 575 Strategic Technology Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the Internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. MBA 510 Managerial Economics Application of economic tools in solving managerial problems . Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers plodding along the beaten path of others. MBA 550 Marketing Management Applying marketing theory and practice to real-li.fe marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. MBA 580 Management Consulting Project Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. MBA 530 Managerial Finance Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy; and multinational implications. MBA 540 Business and Professional Ethics This course provides students with an understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. MBA 560 Communication Issues in Management An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. MBA 565 Managing in a Global Environment Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. MBA 595 Strategic Management Organizations that survive over time generally meet customer needs more effectively than the customer's alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization's capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. THE AUGSBURG MBA WITH A HEALTHCARE MANAGEMENT CONCENTRATION This program includes the following courses from the MBA core program, followed by the Healthcare Management Concentration. MBA 592 MBA 520 MBA 510 MBA 570 MBA 530 MBA 560 MBA 545 MBA 575 MBA 550 MBA 595 Leadership: Ethics, Service, and Transformation Accounting for Business Managers Managerial Economics Quantitative Decision-Making for Managers Managerial Finance Communication Issues in Management Organizational Development in Healthcare Management Strategic Technology in Healthcare Management Marketing in Healthcare Management Strategic Management for Healthcare Management MBH 597 Integrated Health Delivery Systems (Required) This course is focused on the health-related industries that comprise the healthcare system in the United States. Critical success factors for the medical care, hospital care, long-term care, mental health care, medical equipment, pharmaceutical, health insurance, and managed care industries are examined. The course also considers the influences of demographics, consumer expectations, and government policies on healthcare system performance. MBH 542 Legal and Ethical Considerations in Health Care (Required) This course covers the laws affecting administration of hospitals and other healthcare organizations: administrative law, corporate and business law, labor law, civil liability, and taxrelated issues. The course also considers the ethical issues underlying financing, organization, and delivery of healthcare services as well as addresses the numerous ethical issues raised by advances in technology, changing societal values, decreased resources, and increasing professional liability. MBH 53 7 Healthcare Financing (Required) This course focuses on a variety of public and private third party mechanisms for financing healthcare services. A review is made of the various trends and constraints associated with each mechanism. Particular attention is paid to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisite: MBA 530 Managerial Finance MBH 546 Human Resource Issues in Health Care (Elective or required, depending on location) This course provides complete coverage of relevant human resource issues in healthcare management, as well as a solid foundation in both HR and healthcare administrative practices. It offers a comprehensive, focused approach to the demands of the current human resources role. This practical, hands-on course introduces human resources to those who are preparing to work in any area of health care or health services. Written for practitioners and students in all disciplines related to health, this course covers important topics such as recruitment, training, termination, legal issues, labor unions, design and analysis safety, employee relations, healthcare compensation practices, and the challenges facing healthcare management today. MBH 593 Healthcare Operations Management (Elective) This course analyzes the operations of healthcare organizations to improve quality and productivity. Quality improvement models including Six Sigma are reviewed for usefulness and effectiveness within healthcare delivery or manufacturing environments related to health care. Management information systems (MIS) are evaluated as aids to the quality process. A course project is a key element in applying strategic concepts and processes. MBH 562 Global Healthcare Issues (Required) Governments bear significant responsibilities for assuring the health of their people. As our understanding of the social determinants of health has improved, exercising this responsibility calls for national policies that include planning for the personal healthcare system, addressing broader issues of population health services and links to policies that affect education, economic development, the environment, among other areas. All nations, especially developing countries and those in transition, face challenges to their national health strategies from the effects of globalization and global decision-making on issues that affect health. MBH 572 Information Technology in Health Care (Elective) The course focuses on managing information as a strategic resource within healthcare organizations; designing information systems to capture, combine, and transform information to measure processes and outcomes of care, support collaborative clinical decision-making, support management decisions, empower patients, and improve healthcare operations. CONCENTRATIONS Master of Business Administration students may choose a concentration in one of several disciplines following com- pletion of the core curriculum. A concentration allows students to become competitive in a specific career field or, in some cases, assists the student in achieving a professional certification or accreditation. Graduate Certificates The following concentrations are also available as graduate certificate programs. Students who seek advanced skills and knowledge in a specific business discipline, but either already possess an MBA or are not interested in pursuing a degree at this time, may enroll in any concentration as a certificate student. These courses are transcribed and "for credit." In most cases, (depending on employer policies) they will be accepted for tuition reimbursement. Contact the MBA Office at 612-330-1778 or the Adult and Graduate Admissions Office at 612-330-1390 for more information. Finance Concentration Students prepare for careers in international banking, finance, and investments by learning finance and investment theory and applications , and the operations of financial markets. • Financial theory and applications • Investment theory and portfolio management • Financial markets • Options and derivatives • International finance • Financial statement analysis Marketing Concentration Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing. • Marketing research • Marketing communications • Sales management • Consumer behavior • Technology and e-commerce • International marketing Human Resource Management Concentration Students can prepare for careers in the field of human resource management. Major topics cover a wide range of HR functions including training and selection, compensation and benefits, and global issues in human resources. Students completing the certificate will be preparing for certification as a human resource professional (PHR). • Training, selection, and performance • Industrial/Labor relations • Compensation and benefits management • Organizational effectiveness • Global human resources • Strategic human resources Healthcare Management Concentration The Master of Business Administration with a concentration in healthcare management (MBA/HCM) is designed to provide students with leadership as well as the management knowledge and skills needed to be successful in today's healthcare organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and decision models that will support the variety of management roles that can be seen in today's healthcare environment. • Legal and ethical considerations in healthcare management • Official GMAT score report (school code 6014)-not required for certificate applicants Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission oflnternational Students on page 9. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. • Integrated health delivery systems • Healthcare financing • Cross-cultural issues in health care • Global healthcare issues • Healthcare operations management (elective) Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 6.) Students must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg College. GMAT Waiver Policy International Business Concentration Students develop a specialized toolkit to deal with the global economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions. • Business English • International marketing • International managerial finance • International business negotiations • International logistics As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate's opportunity for success as well as indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. • Legal aspects of international business ELIGIBILITY Project Management Concentration-coming in 2009 ADMISSION REQUIREMENTS Applicants to the MBA program must have: • bachelor's degree from a regionally accredited four-year institution • minimum of two years of relevant work experience • personal interview with the MBA program director Admission checl<list The following materials must be submitted to the Adult and Graduate Admissions Office: • completed application-Apply online at www.augsburg.edu/mba/admissions/application.html • $35 application fee • Two personal statements • Official undergraduate/graduate transcripts sent directly to the Augsburg Adult and Graduate Admissions Office • Current resume of work history • Two confidential letters of recommendation GMAT waivers may be offered to: Those candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. • Those who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD,DDS) • Law degree QD)-depending on undergraduate major • Master's or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master's, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the U.S. will be evaluated by the Admissions Committee. (See grade requirement above) • Those who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver will not be granted. GMAT WAIVER CHECKLIST Please submit the following documentation to the associate director of the MBA program: • One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver • Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the graduate admissions office) • Current resume (unless previously submitted to the graduate admissions office) • Any other information that you wish to submit to support your request Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, please contact either the Adult and Graduate Admissions Office or the MBA program office. ACADEMIC POLICIES MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one trimester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Last Day to Withdraw from Class For information regarding the last date on which students may withdraw from a class and receive a "W" on their records, please contact the MBA office. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale as defined below: 4.0 Achieves highest standards of excellence 3.5 3.0 Meets acceptable standards 2.5 2.0 Meets minimum standards Unacceptable performance (no credit - course must be repeated) 1.5-0.0 Unacceptable performance (no credit - course must be repeated) W Grade assigned when a student withdraws from a course after the deadline, "Without notation on the record." Students can only withdraw from the same class two times. If a student withdraws from the same course a third time, he or she must meet with the director of the MBA program to discuss continued participation in the MBA program. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Degree Requirements To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher • Successful completion and submission of the management consulting project Students who successfully complete Augsburg's MBA program will receive a Master of Business Administration degree. ACCREDITATION AND AFFILIATIONS Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. MBA FACULTY William Arden , Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego. Lori Peterson, Assistant Professor of Business Administration. BSB, Carlson School, University of Minnesota; PhD, University of Minnesota. Larry Sallee , Instructor, Business Administration. BS, University of Wisconsin-Superior; MBA, University of WisconsinLaCrosse; DBA, U.S. International University; Certified Public Accountant (CPA), Certified Management Accountant. Nora Braun , Associate Professor of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. John Schmit, Associate Professor of English. BS, St. john's Thomas Burns, Instructor, Business Administration. BA, Iona David Schwain , Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. College; MBA, University of St. Thomas. C. Lee Clarke , Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary; MBA, University of St. Thomas. University; MA, University of New Orleans; PhD, University of Texas. Joanne Smith , Instructor, Business Administration. BA, Smith College; MA, University of Minnesota. David Conrad , Assistant Professor of Business Administration. Peter Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, EdD, Pepperdine University: BA, Winona State University; MA, EdD, St. Mary's University of Minnesota. John Stein, Instructor, of Economics. BS, University of Detroit; MA, University of Illinois. Stella Hofrenning , Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Stuart Stoller, Professor of Business Administration. BS, MS, Long Island University; Certified Public Accountant (CPA). Mark Isaacson , Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Steven Zitnick, Assistant Professor of Business Administra- Ashok Kapoor , Associate Professor of Business Administra- tion and Director of the MBA program. BA, Shimer College; MS, University of Utah. tion. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University: Edward Lotterman , Assistant Professor of Economics. BA, MS, University of Minnesota. Steven Lukas, Instructor, Business Administration. BS, MA, University of Nebraska; EdD, University of St. Thomas. Roseanne Malevich , Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison. Marc Mcintosh , Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University: Michael Mcllhon, Instructor, Business Administration. BBA, MA, University of Iowa. John Molloy, Assistant Professor ofBusiness Administration. BBA, MS, University of Wisconsin, Madison. Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Master of Science in Physician .Assistant ·studies Master of Science in Physician Assistant Studies Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the information included in this catalog helpful as you make the decision to pursue your graduate degree in physician assistant studies. Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity; and commitment to lifelong personal and professional development. Your education here will be guided by a group of faculty who are committed to the physician assistant profession and to seeing you achieve success as a graduate of the program. With a PA degree from Augsburg College, you will stand out as a person who cares about changing the world one person at a time, and who is willing to risk becoming different by building on your strengths. Since its founding in 1995, our program graduates have achieved many successes, some of which include: • The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the National Board Exam. • 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try. • ALL graduates seeking employment in the PA field have been employed within six months of graduation. We believe that this success is due in part to the quality of the education and preparation that the student receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working, committed individuals dedicated to their goal of becoming a physician assistant. Choosing the PA Program at Augsburg College will require you to move beyond current comforts and assumptions. You will likely encounter people of different backgrounds, and learn from their experiences to transform yourself into a competent and caring healthcare provider. Here you will begin your lifelong commitment to the care and well being of people. Dawn B. Ludwig, PhD, PA-C Director, Physician Assistant Studies Program student has been in for the required rotations, or may be elsewhere in the state. The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare providers. Each student is evaluated by the physician preceptor for the designated rotation. Nine times during the clinical phase students will return to Augsburg for testing as well as didactic and clinical skill workshops. CLINICAL PHASE DESCRIPTIONS PA 600 Family Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 601 Internal Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 602 General Surgery Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 603 Pediatric Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 604 Women's Health Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of women's health. Inclusion of proper data callee- tion through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 605 Emergency Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 606 Psychiatry Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of psychiatric medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 607 Elective Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Prerequisite: Clinical phase PA student PA 620 or 621 or 622 Preceptorship A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607 PA 690 Capstone This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program's and profession's principles. Prerequisite: PA 600-607 • Demonstration of a commitment to, and involvement with, underserved communities. ADMISSION REQUIREMENTS Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Note: The Graduate Record Exam (GRE) is not required. Admission to any physician assistant program is a highly competitive process. Augsburg College's graduate program in physician assistant studies receives approximately 250 applications for each entering class of 28 students. The Augsburg Physician Assistant Studies program has a two-step application process-applying through CASPA and to Augsburg's PA Studies Program. Qualified applicants will have: • Bachelor's degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 • Completed the prerequisite courses listed below PA Studies Application Process The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at www.caspaonline.org. Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. If you have already completed your undergraduate degree, prerequisites must be completed by the end of fall semester (no later than December 30) of the year you are applying. If you are completing your first undergraduate degree, you may complete prerequisite course work in the spring semester of the year you are applying; however, that coursework must be completed prior to the start date of the program. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your situation. Augsburg's PA Program Supplemental Application can be downloaded from www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the $25 supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Since all incoming students begin the course of study in late May, the application is thus made approximately a year before matriculation. • one full course of general psychology • one full course of developmental psychology (birth to death lifespan) • one full course of physiology* (human/vertebrate/organ) • one full course of microbiology* • one full course of biochemistry* • one full course of general statistics • one course of medical terminology *Labs are recommended but not required. Refer to our "Guide to Prerequisites" on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • Minimum science GPA of 3.0 • Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry • Clinical healthcare experience. Direct patient contact is the best type of experience to obtain in order to strengthen an application. Healthcare experience may be full time or part time, paid or volunteer. Selection Process All complete files ( CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blind review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including cumulative GPA, science GPA, overall academic record, service to underserved (meaning disadvantaged, minority; or under-represented populations), direct patient contact experience, knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted in mid- to lateJanuary. In addition, those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. After telephone interviews are conducted, the class of 28 students, as well as a list of alternates will be selected. All applicants are notified of their status by midFebruary. PA PROGRAM POLICIES Technical Standards • The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of all qualified students and prohibits unlawful discrimination against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability. • Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but will expect all applicants and students to meet certain minimal technical standards, with or without reasonable accommodations. Physician assistants must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/ social. Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKGs with or without the use of assistive devices . Thus, functional use of vision is necessary. • Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the healthcare team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. • Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopul- • • monary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium, and integrated use of the senses of touch and vision. Cognitive: In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum. Successful completion of these examinations is required of all candidates as a condition for continued progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible. Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and curriculum progression of the candidates. Therefore, the process of faculty evaluation of the clinical performance of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made, participation in clinical experiences and the evaluation of that participation is required. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg's PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student's work obligations. It is further expected that work obligations will not interfere with the physician assistant students' learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should ou tline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 5 for information on withdrawal. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students who submit letters will be reviewed by the program faculty. Any student requesting readmission will be considered a new applicant to the program and will be required to complete the program application process as a new applicant, and may be required to repeat coursework. Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student's previous academic record and the request for readmission, a decision will be made. Students may be required to repeat selected coursework or meet new requirements of the Physician Assistant Program that became effective after the student's withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed. COSTS OF THE PA PROGRAM For tuition information go to www.augsburg.edu/pa. Payment Options For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll. FACULTY Beth Alexander , Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth , Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Heather Bidinger, Assistant Professor and Clinical Coordinator, Physician Assistant Studies. BA, University of St. Thomas; MMS, PA Certification, St. Louis University. Donna De Gracia, Assistant Professor of Physician Assistant Studies. BA, Ohio State University; MPAS, University of Nebraska; PA Certification, Bowman Gray School of Medicine. Dawn Ludwig , Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD , Capella University; PA Certification, University of Colorado. Patricia Marincic , Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim , Instructor and Medical Director, Physician Assistant Studies. MD , University of Minnesota; MDiv, Luther Seminary. Brenda Talarico , Assistant Professor of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Master of Social Work Master of Social Worl< You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg's MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students but at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. If you are interested in learning more about our program, I invite you to come to campus for an information session. In that session, we will show you our tightly integrated curriculum, explain our cohort model, and introduce you to some of our faculty and staff. We also invite you to meet individually with our faculty and staff, who are available for appointments. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work SWK 620 Research 2: Practice Evaluation Building on the basic research skills developed in Research I, this course offers a practice-oriented exploration of the range of research methods used in social work practice evaluation. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers to "expand the knowledge base" of social work The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and practice evaluation. Students completing the thesis will have additional assignments fitting the thesis. SWK 625 Family Practice I The family practice methods sequence builds upon the theoretical framework of systems theory, the problem-solving model, and the strengths perspective from the foundation year. This first course in the sequence introduces students to the family level of need conceptual framework (Kilpatrick & Holland, 1999) as the foundation for choice of models for assessment and intervention with diverse families in a variety of practice settings. Family level of need is conceptualized as a hierarchy of needs ranging from basic survival to issues of intimacy or self-actualization of family members. Levels I (assessment and intervention models and strategies directed at basic survival needs) and II (structure and organization of families) will be taught. Presentation of the models will be integrated with current research, family policy; values, ethics, and global perspectives. SWK 626 Family Practice 2 This second course in the family practice methods sequence proceeds to Levels Ill and IV of the family level of need framework (see above). These levels focus on boundaries, conflict, and intimacy. Students will gain a working knowledge of strategies derived from these models. Presentation of the models will be integrated with current research, family policy, values, ethics, and global perspectives. Prerequisite: SWK 625 SWK 627 Family Practice 3 This third course in the family practice methods sequence offers students a selection of one course from two or more special topics, such as Advanced Family Therapy or Mental Health Practice. This will be an opportunity to tailor the skills learned in Family Practice 1 and 2 to an area of specialization within practice with families. Prerequisite: SWK 626 SWK 630 Family Social Policy This course explores the impact of social policies on diverse families, including policies that relate to housing, income maintenance, health, long-term care, education, and discrimination. This course has a dual purpose: to teach substantive knowledge of child and family policy and to teach policy practice skills. The diversity in families as well as ethnic , racial, cultural, and social class differences will be immersed in all content areas. National and international political, social, and economic systems will be a reference point. SWK 634 Creative Problem Solving in Supervision (.5 credit) This course examines knowledge and skill building in the administrative, educational, and supportive functions of social work supervision. The interactional model, creative problem solving, and strengths perspective are the frameworks for understanding and influencing the dynamics of supervision in a variety of settings. SWK 639 Topics in Family Practice: Ethics (.5 credit) Social workers and other human service professionals are often faced with ethical dilemmas and choices requiring ethical decision-making in all fields of practice. The purpose of this course is to help students acquire the knowledge base for ethical practice and to develop skills in identifying and resolving ethical dilemmas. Also, the course will provide students with tools required to make ethical decisions when confronted with conflicting choices occurring within the context of a profession with a specific values base and a code of ethics addressing ethical principles and standards related to clients, colleagues, employers, the profession of social work, and society. Program Development, Policy, and Administration Concentration Courses SWK 651 AND 652 Field Seminar 3 and 4: PDPA (.5 credit each) The goal of these two courses is to strengthen the connections between theory and practice with both taking on new dimension and meaning for students. All students in field placements must participate in the appropriate concurrent Field Seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content-particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. SWK 65 7 AND 658 Diversity and Inequality I and 2: PDPA (.5 credit each) These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy; culturally competent supervision, administration, program development, and advocacy. SWK 660 Research 2: Program Evaluation Building on the basic research skills developed in Research 1, this course offers a program-oriented exploration of the range of research methods used in social work There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery; and identification with the responsibility of social workers "to expand the knowledge base" of social work The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. SWK 667 Organizations/Social Administrative Practice 1 This course examines organizational theory and strucLure, processes of development, research, and evaluation, and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. SWK 668 Organizations/Social Administrative Practice 2 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Prerequisite: SWK 667 SWK 669 Organizations/Social Administrative Practice 3 This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy groups. Prerequisite: SWK 668 SWK 675 Planning and Policy Practice 1 This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. SWK 676 Planning and Policy Practice 2 This course examines theories, concepts, and analytical frameworks for analyzing policy. lt addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675 Both Concentrations SWK 699 General Elective Students in both concentrations complete at least one general elective credit for graduation. The following are examples of elective offerings that are rotated each year: • Parent and Professional Planning • Interdisciplinary Perspectives on Aging • Child Welfare: History, Policy, and Practice • Social Work with Involuntary Clients • Spirituality in Social Work and Human Services We also offer electives abroad: Exploring Human Services in International Settings (Examples include England, Mexico , Norway, Portugal, Slovenia, and Taiwan.) SWK 698 Independent Study Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work that is of interest to him or her. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. FIELD WORK AND FIELD PLACEMENT Social work education goes beyond the classroom. Through the field experience, we expect that sLUdents will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • ethical, competent professional practice • problem solving within a systems framework and strengths perspective • use of advanced practice theories in Family Practice or Program Development, Policy, and Administration settings • evaluation of the effecLiveness of program or practice activities • an understanding of, and respecL for, diverse peoples and cultures • responsibility and service to the local and global community in the interest of social justice • a commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionallytrained, MSW-level, and program-approved field instructors, students will spend a minimum of 920 hours in two field practica. Each practicum is spread over at least two trimesters (fall and winter) and is concurrent with enrollment in field work integrative seminars as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and winter terms in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and winter terms in this practicum. Process for Field Practicum Selection Field practica begin in the fall. Selection begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. The opportunity is also provided to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work. At this Field Fair, students are able to meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students work with the MSW field coordinator for such proposals. • • • • • • • • victims of torture faith-based social services neighborhood services legislation advocacy housing services employment services community organizing research centers DUAL DEGREE IN SOCIAL WORK AND THEOLOGY Augsburg College's Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology (MSW/MA) or Master of Divinity (MSW/MDiv). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in Theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual degree. For application information visit the Luther Seminary website at www.luthersem.edu/catalog/05_07/ dual_msw.asp. Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Field Practicum Settings Three primary objectives have been established: The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved field sites includes agencies in the following areas of practice: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways. • • • • • • • • • • • • • • • • • family and children child welfare mental health crisis intervention senior resources family social policy health and human services corrections and probation public and independent schools youth services hospitals developmental disabilities American Indian family services chronic and persistent mental illness chemical dependency court services immigrant, migrant, refugee services • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty. • To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment Dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (full-time). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued fulltime. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of Dual Degree Requirements Luther Seminary full courses: 9 Augsburg College full credits: 12-advanced standing, 17-foundation (elective is met at Luther) MSW field practicum course credit hours: see guidelines under field practicum MSW Summative Evaluation Project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. ADMISSION TO THE MSW PROGRAM The Augsburg College MSW program promotes the widest possible diversity within its student populatiop.. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the MSW application documents for details regarding specific application requirements. Admission Requirements • Bachelor's degree from a regionally-accredited college or university • Cumulative undergraduate GPA of 3.0 or higher • Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The following materials must be submitted to Augsburg's Adult and Graduate Admissions Office: • Completed and signed application form-www.augsburg.edu/msw or call 612-330-1520. The application completion deadline is January 15 each year for entry in the following academic year. All applica- tions and materials noted below are due by 5 p.m. on the application completion deadline. • $35 application fee • One official transcript from each previously attended postsecondary institution. This includes colleges, universities, and vocational/technical institutions. • Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics course. These courses must be completed prior to enrolhnent. • Completed BSW course equivalency checklist (for advanced standing applicants) • Three completed and signed recommendation checklist forms , with letters attached • Typed, double-spaced personal statement responding to the questions noted on the application form • Results of the TOEFL language tests (for non-native English speakers) • Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 9. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to eight (8.0) transfer credits. (See evaluation of Transfer Credit on p. 6.) Eligible courses must be from a CSWE-accredited program and must receive a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg College. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor's degree in social work accredited by the Council on Social Work Education (CSWE) . Advanced standing applicants may seek waivers for up to eight of the following MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Fieldwork Seminars 1 and 2, which include 420 field practicum hours. Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3 .0) or higher in order to receive a waiver. Admissions Q&A What do I do if my cumulative GPA is below 3.0? Our faculty are willing to review the application files of applicants with a cumulative GPA below 3.0; however, the comparative standard remains 3.0 or higher. A small percentage of applicants not meeting the GPA prerequisite may be admitted, if otherwise qualified. If your GPA is below 3.0, you must include a brief "Explanation of GPA" with your application documents. You should address the following questions: • Were there limitations that affected your GPA? If so, what is your plan to address these limitations? • Were there extenuating circumstances contributing to the GPA? If so , have those circumstances been resolved? Is human service experience required? Although it is not a requirement, strong preference is given to those applicants with paid or volunteer experience in human services, particularly experience that demonstrates responsibility and leadership. Applicants are advised that MSW field placement options may be limited for those who lack prior human service experience. What if my prerequisite coursework is not done? We require nine prerequisite courses for admission to our MSW program. These include four social science courses, three humanities courses, one biology course, and one statistics course. We are willing to review an application if at least seven of the nine prerequisites are finished at the time of application. This means a maximum of two prerequisites can be pending or unfinished at the time of application and the file will still be reviewed. In the event an offer of admission is extended, it will be conditioned on completion of any outstanding prerequisite courses before enrollment in MSW courses. What if my bachelor's degree is not yet finished when I apply? We are willing to review the application file of an applicant who is lacking one semester or two trimesters of coursework (including practicum) at the time of application. This means that when you apply to our program in January; if you have just finished your final fall semester but still have a final spring term to complete, you must ensure that your fall grades have been posted to the official transcript before having it sent to our office for your application. In the event an offer of admission is extended, it will be conditional on the completion of the bachelor's degree before enrollment in MSW courses. Is academic credit granted for life or work experience? Although experience will make for a strong application file, we are unable to waive any degree requirements for work or life experience. This is the policy in all CSWE-accredited programs. May I seek course waivers for the MSW courses listed on the BSSW Equivalency Checklist if I have taken these equivalent courses at the undergraduate level, but did not major in social work? Unfortunately; no. We offer course waivers for certain MSW courses only when the entire BSSW major (CSWE-accred- ited) has been completed by an applicant and we can therefore assume the applicant has been adequately prepared as a generalist social worker. For the particular MSW courses open for waiver to these advanced standing applicants, we expect a grade of B or higher in the BSSW equivalent course. But it also is expected that the remaining BSSW courses from the social work major were completed satisfactorily and the applicant graduated with an accredited bachelor's degree. If an equivalent course has been taken from another MSW program, please ask us about our transfer of credit procedure. Who makes the admission decision on my application file? Each application file is reviewed by three full-time social work faculty who each make a recommendation on the file. These recommendations are taken to the Social Work Admissions Committee which then renders a final admission decision. How long should my personal statement be? On average, MSW applicants submit a personal statement between three and five pages (double spaced). Approximately one page per question is considered adequate. Fewer than three pages is probably too brief, but more than eight is probably too much. May I visit to speak with someone for advice on putting together the strongest possible MSW application? Absolutely! You may contact our graduate admissions counselor at 612-330-1520 or e-mail to mswinfo@augsburg.edu to schedule an advising appointment. ACADEMIC POLICIES Academic Achievement Students must maintain at least a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • maintain expected grade point average (3.0 or higher); • complete course requirements of the program and field placement in a timely manner; • complete the program within four years; • abide by the department's Standards for Social Work Education and the NASW Code of Ethics. • No more than two courses with a grade of 2.0 or 2.5 will count toward the degree. Courses with a grade below 2.0 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade of N in a field course the MSW director will initiate a Level III review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking the field placement. www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.students.gov www.srnexpress.com Four-Year Limit All students are required to finish the degree within four years of matriculation. See page 5 for policy on Continutation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Examples of Social Work Graduate Scholarships Carl A. Scott Book Scholarship Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org). Gosnell Scholarship Funds Ten awards ($1 ,000-$4 ,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org) . Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students and can be found at www.augsburg.edu/socialwork/msw/policies.html. Graduate Scholarship Search Tips Searching for grants and scholarships for graduate study can be an arduous task. As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend some time doing your own independent research into graduate funding available locally, nationally; and globally. The simplest way to begin a search for graduate funding is to look online. There are many "free" scholarship search engines on the Web. We suggest you start with these before moving on to the fee-based ser vices. As with most free services, there is a draw-back-your e-mail address may be shared with other organizations that may send you solicitations. You should always use caution when providing your personal information via the Internet. Make sure the webpage you are using to enter a "profile" about yourself is protected by a security system. This is usually indicated by your browser with a closed padlock icon in the lower right corner. You should also check the fine print and know if anything besides your e-mail address will be sold to other organizations. Having said that, the following websites may provide a good starting point for your search : www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnsocialserviceassoc.org www.fastweb.com Vern Lyons Scholarship One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship One $500 award offered to students from African-American, American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc .org). Marjorie J. Carpenter Scholarship One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due injune (see www.mnsocialserviceassoc.org). Resources in Academic Libraries Most academic libraries have several directories to peruse if you prefer using hard print. Examples in Augsburg's library reference section: Grants Register Directory of Financial Aids for Women Scholarships and Other Financial Aid for Minnesota Students Financial Aid for Native Americans 1999-2000 (part of a series consisting of additional volumes for African Americans, Hispanic Americans and Asian Americans .) Augsburg Scholarships Augsburg's Social Work Department offers several scholarships each year. These are available to second-year students only. They range in amount from $300 to $3,000. Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers-25% off the tuition cost of one course per trimester. This would apply to all trimesters of your MSW program. Military Discount (see page 11.) Other Resources There is a general guide on Augsburg's webpage that gives advice to "seniors" about finding funding for graduate school-go to www.augsburg.edu/gradstudy. ACCREDITATIONS AND AFFILIATIONS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. The Augsburg Master of Social Work program is accredited by the Council on Social Work Education ( CSWE). For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. MSW FORUM All MSW students are invited to participate in the studentrun organization, MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work department meetings via representatives. The forum historically has been volunteer based. Any student may serve on the forum, provided he or she can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. • receive and give feedback on expectations of faculty, students, and the College • plan and coordinate MSW student events, lectures, discussions • organize social action projects FACULTY Anthony Bibus, III, Professor of Social Work, Department Chair. BA., College of St. Thomas; MA, University of Virginia; PhD , University of Minnesota. Laura Boisen, Associate Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Associate Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Francine Chakolis, Assistant Professor of Social Work. BS , Augsburg College; MSW, University of Minnesota. Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences. Christina Erickson , Assistant Professor of Social Work. BS, University of Minnesota; MSW, University of MinnesotaDuluth; PhD, University of Illinois-Chicago. Annette Gerten, Assistant Professor of Social Work BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work. BA , Knox College; MSW, Tulane University; PhD, Case Western Reserve Universit. Rosemary J. Link, Professor of Social Work and Associate Vice President of Academic Affairs and Dean of Graduate Studies. BA, Southampton University; CQSW, London University; PhD , University of Minnesota. Curt Paulsen, Associate Professor of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Field Institute. Past forum members established these guidelines: Nancy Rodenborg , Associate Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School oflnternational Training; PhD, University of Arizona. • provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department Glenda Dewberry Rooney , Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD , University of Minnesota . • encourage constructive dialogue among students, faculty, and department and College administrators • make recommendations to the department regarding program improvements Michael Schock, Assistant Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Ngoh-Tiong Tan, Professor of Social Work. BA, University of Singapore; MSW, University of Pennsylvania; PhD, University of Minnesota. STAFF Emily Cronk, Administrative Assistant Doran Edwards, BSSW Assistant Director Holley Locher, MSW Program Coordinator Stacy Myhre, Field Assistant Augsburg College Map Forest Lake 1. Center for Counseling and Health Promotion 2. Weekend and Graduate Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Structure 5. Christensen Center and Day Admissions 6. MBA Program 7. Foss, Lo beck, Miles, Center for Worship, Drama and Communication 8. Sverdrup Hall 9. Husby-Strommen Tennis Courts 10. Ice Arena 11. Marketing and Communications 12. Lindell Library 13. Maintenance and Grounds Shop 14. Mortensen Hall 15. Murphy Place 16. Murphy Park 17. Music Hall 18. New Residence Hall 19. Old Main 20. Anderson Hall 21. Quad 22. Science Hall 23. Public Safety Communications Center 24. Shipping and Receiving 25. Si Melby Hall 26. Sverdrup-Oftedal Memorial Hall 27. Urness Hall 28. Kennedy Center 29. Oren Gateway Center 74 Rochester ~ 0 lJ -I :i: 6th Street S. I\) "' :f ~Interstate 94 West Interstate 94 East ===?- Augsburg College Board of Regents 2008-2009 Andra Adolfson Dan W. Anderson '65 Jackie Cherryhomes '76 Mark A. Eustis Anthony Genia, MD '85 Alexander J. Gonzalez '90 Michael R.Good '71 Norman R. Hagfors Jodi Harpstead Richard C. Hartnack Rolf Jacobson Rev. Craig E. Johnson, ex officio Ruth E.Johnson, MD '74 Eric J. Jolly Dean Kennedy Dean C. Kopperud Andre J. Lewis '73 Gloria Lewis Jennifer H. Martin Marie 0. McNeff Paul S. Mueller, MD '84 Rev. Duane C. Pederson, ex officio Stephen Sheppard Marshall S. Stanton, MD Philip Styrlund '79 Emily Anne Tuttle Joan Volz '68 Rev. Norman W. Wahl '76 Bonnie Wallace 75 ------ - -- - -- - - --- - -- - --..- ..
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Title: Augsburg College Undergraduate Catalog, 2008-2010
Collection: Course Catalogs
Search Result: Augsburg College Undergraduate Catalog 2008-2010 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information...
Show more Augsburg College Undergraduate Catalog 2008-2010 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2008 www.augsburg.edu A Greeting from the President Stephen Geffre A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share you own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President Table of Contents Academic Calendar – 4-7 Directory – 8 Introducing Augsburg – 9 Facts and Figures – 19 Undergraduate Admissions – 21 Day College – 22 Weekend College – 23 Financing Your Education – 27 Student Life – 37 Academic Information – 53 Departments and Programs – 98 Includes majors, minors, and course descriptions College Information – 339 Board of Regents – 340 ELCA Program Unit for Vocation and Education – 341 Faculty and Administration – 342 Faculty Emeriti – 366 Maps – 369, 370 Index – 371 4 2008-2009 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Summer........................................First-year registration Aug. 31-Sept. 2/Sun.-Tues. ..........New student orientation Sept. 3/Wed. ................................Classes begin Oct. 24/Fri. ..................................Mid-term break (one day only) Nov. 10-26/Mon.-Wed. ................Registration for spring Nov. 27/Thurs. ............................Thanksgiving recess begins Dec. 1/Mon. ................................Classes resume Dec. 12/Fri. ..................................Classes end Dec. 15-18/Mon.-Thurs. ..............Final exams Spring Term 2009 Jan. 12/Mon. ................................Classes begin Mar. 16/Mon. ...............................Mid-term break begins Mar. 23/Mon. ...............................Classes resume Apr. 6-17/Mon.-Fri. .....................Registration for fall Apr. 10/Fri. ..................................Easter break begins Apr. 24/Fri. ..................................Classes end Apr. 27-30/Mon.-Thurs. .............Final exams May 2/Sat. ....................................Baccalaureate/Commencement 2009-2010 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Sept. 9/Wed. .................................Classes begin Oct. 23/Fri. .................................Mid-term break (one day only) Nov. 26/Thurs. .............................Thanksgiving recess begins Nov. 30/Mon. ...............................Classes resume Dec. 11/Fri. ..................................Classes end Dec. 14-17/Mon.-Thurs. ..............Final exams Spring Term 2010 Jan. 11/Mon. ................................Classes begin Mar. 15/Mon. ...............................Mid-term/Easter break begins Mar. 22/Mon. ...............................Classes resume Apr. 23/Fri. ..................................Classes end Apr. 26-29/Mon.-Thurs. .............Final exams May 1/Sat. ....................................Baccalaureate/Commencement 5 6 2008-2009 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Class Weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 10-12, Oct. 24-26, Nov. 7-9, Nov. 21-23, Dec. 5-7 Winter Term 2009 Class Weekends: Jan. 2-4 (MSW only), Jan. 9-11, Jan. 23-25, Jan. 30-Feb. 1, Feb. 13-15, Feb. 27-Mar. 1, Mar. 6-8, Mar. 20-22 Spring Term 2009 Class Weekends: Apr. 3-5, Apr. 17-19, May 8-10, May 15-17, May 29-31, Jun. 5-7, Jun. 19-21, Jun. 26-27 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 2009-2010 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Class Weekends: Sept. 11-13, Sept. 25-27, Oct. 9-11, Oct. 23-25, Nov. 6-8, Nov. 20-22, Dec. 4-6, Dec. 11-13 (for programs meeting eight weeks) Winter Term 2010 Class Weekends: Jan. 8-10, Jan. 22-24, Jan. 29-31, Feb. 12-14, Feb. 26-28, Mar. 12-14, Mar. 26-28 Spring Term 2010 Class Weekends: Apr. 9-11, Apr. 23-25, May 7-9, May 21-23, Jun. 4-6, Jun. 18-20, Jun. 25-27 NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 7 8 DIRECTORY Area Code 612 Access Center ................................................................................................................330-749 Academic Advising......................................................................................................330-1025 Academic Enrichment.................................................................................................330-1165 Academic Affairs .........................................................................................................330-1024 Admissions Offices Office of Undergraduate Admissions (Day College)........................................... 330-1001 Toll-free number........................................................................................1-800-788-5678 Office of Adult and Graduate Admissions ..........................................................330-1101 Augsburg for Adults....................................................................................................330-1782 Alumni Relations.........................................................................................................330-1178 Toll-free number........................................................................................1-800-260-6590 Athletics ......................................................................................................................330-1249 Campus Activities and Orientation ............................................................................330-1111 Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053 Center for Service, Work, and Learning.....................................................................330-1148 Classroom Services......................................................................................................330-1219 College Pastor/Campus Ministry ................................................................................330-1732 Counseling and Health Promotion .............................................................................330-1707 Development (financial gifts to the College)..............................................................330-1613 Toll-free number........................................................................................1-800-273-0617 Enrollment Center.......................................................................................................330-1046 Toll-free number........................................................................................1-800-458-1721 Event Services .............................................................................................................330-1107 Facilities Management ................................................................................................330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only)............................330-1000 Fax ....... ...............................................................................................................330-1649 Graduate Studies .........................................................................................................330-1101 Human Resources........................................................................................................330-1058 Lost and Found ...........................................................................................................330-1000 Marketing and Communication..................................................................................330-1180 Parent and Family Relations .......................................................................................330-1525 President’s Office .........................................................................................................330-1212 Registrar ......................................................................................................................330-1036 Residence Life (Housing)............................................................................................330-1488 Rochester Campus ...............................................................................................507-288-2886 StepUP ........................................................................................................................330-1405 Student Affairs.............................................................................................................330-1160 Student Government...................................................................................................330-1110 Summer Session ..........................................................................................................330-1046 TRIO/Student Support Services ..................................................................................330-1311 Weekend College ........................................................................................................330-1101 Mailing address: 2211 Riverside Avenue Minneapolis, MN 55454 Website: www.augsburg.edu Introducing Augsburg College About Augsburg – 10 Augsburg for Adults Weekend College – 13 Rochester Campus – 14 Partner Hospitals Program – 14 Campus Location – 14 Facilities and Housing – 15 Associated Support Organizations – 17 Policies – 17 Accreditation and Memberships – 18 Facts and Figures – 19 10 ABOUT AUGSBURG A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum — designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors— or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 17 majors and five certificate programs. MISSION STATEMENT . Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and to the mission of the College: “To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.” HISTORY . A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg’s first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged 12 About Augsburg with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became the 11th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. AUGSBURG TODAY . Augsburg continues to reflect the commitment and dedication of the founders who believed: • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now over 20,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to Augsburg’s traditional undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. For information on graduate programs, go to www.augsburg.edu. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. About Augsburg 13 In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., and offers a bachelor’s completion degree in nursing in the Twin Cities at United, Mercy, and Unity hospitals. AUGSBURG FOR ADULTS . Augsburg for Adults is focused on all adult-centered educational programs, from community seminars to graduate degrees. Adult students, who are recognized as learners from age 25 to 60-plus, have different educational needs and goals than traditional-aged students, and Augsburg for Adults assists adult learners in their educational journey, whether they take classes in the traditional weekday undergraduate program or one of the Augsburg for Adults programs listed below. For information on Augsburg’s master’s degree programs, see the Augsburg College Graduate Studies Catalog. Augsburg for Adults aims to evaluate how each program fulfills students’ needs and to bridge any gaps in providing quality education and student services. ■ WEEKEND COLLEGE Augsburg’s Weekend College (WEC) offers the same undergraduate degree as in the traditional weekday program on alternate weekends as an opportunity for adults who want to complete a baccalaureate degree, but who work or have other commitments during the week. Some classes may meet on weekday evenings. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and 17 majors, WEC is one of the largest programs of its type among Minnesota private colleges. Augsburg’s Weekend College understands that adult students are resourceful and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Most courses include a Webbased course management site. Alternate Weekend Schedule To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both Day and Weekend College students. The WEC academic year is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community in enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library and the Christensen Center, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, and fine arts. The WEC student body elects its own leaders and a WEC Student Senate. 14 About Augsburg Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are fulltime Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold the doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ■ ROCHESTER CAMPUS Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city. Rochester contains approximately 100,000 residents and enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule, on weekday evenings and on occasional Saturdays, making them accessible to working adults. Several complete degree programs are available through the Rochester campus. In addi- tion, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. ■ PARTNER HOSPITALS PROGRAM Also within Weekend College, Augsburg offers a bachelor’s completion degree in nursing for registered nurses at three area hospitals, making their education convenient to their workplace. Classes are taught at United Hospital in St. Paul, with videoconferencing of these classes to classrooms in Mercy Hospital in Coon Rapids and Unity Hospital in Fridley. ■ COLLEGE OF THE THIRD AGE In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods at churches and senior residences. A variety of classes is offered, and many of the instructors are retired Augsburg faculty. The College of the Third Age is located at 620 21st. Ave. ■ CAMPUS LOCATION Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the “City of Lakes.” The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to About Augsburg 15 Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map on page 369.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. ■ FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices — The Office of Undergraduate Admissions for Day College is located on the first floor of Christensen Center. The Office of Adult and Graduate Admissions for Weekend College, the Rochester Campus, the Partner Hospitals program, and Graduate Studies is located at 624 21st Ave. Anderson Hall (1993) — Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Marketing and Communication. College of the Third Age and InterRace — This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion — The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue. Christensen Center (1967) — The College center, with spacious lounges and recreational areas, dining areas, art gallery, and offices for student government and student publications. The Office of Undergraduate Admissions is located on the first floor. Edor Nelson Field — The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988) — The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974) — Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. 16 About Augsburg Kennedy Center — Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997) — This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999) — Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961) — Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973) — Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964) — Murphy Place is home to the three of the four components of the Office of International Programs: Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color: American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and Hispanic/Latino Student Services. Music Hall (1978) — Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900) — Home for the modern languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center — Dedicated in 2007 and named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substancefree student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949) — Houses classrooms; well-equipped laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955) — Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. About Augsburg 17 Sverdrup-Oftedal Memorial Hall (1938) — Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967) — Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ■ ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter-Race: The International Institute for Interracial Interaction — Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 620 21st Avenue. ■ POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. 18 ■ ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and M.S.W.) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association for Music Therapy, Inc. • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. AUGSBURG COLLEGE FACTS AND FIGURES ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 21 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 17. Enrollment (Fall 2007)—3,872 students from 40 countries. Graduates—20,627 graduates from 1870 through August 2007. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. ■ ■ ■ ■ ■ ■ ■ Financial Aid—Over 80 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year—Two semesters from September to May, and three summer school sessions. Augsburg for Adults: Three trimesters, September to June, for Weekend College, Rochester campus and most graduate programs. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 19 20 Undergraduate Admissions For Day College First-Years – 22 Early Admission of First-Years – 23 For Weekend College – 23 For Transfer Students – 23 For Former Students – 24 For Special Students – 24 (Non-Degree) For International Students – 24 22 UNDERGRADUATE ADMISSIONS A ugsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, first-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s Day College admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.—612330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1101. APPLICATION PROCEDURES. ■ DAY COLLEGE FIRST-YEARS Application for Admission— Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refund- able $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. Transcripts—An official transcript from the high school is required of firstyear applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations — Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, or other person for whom the applicant works. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Undergraduate Admissions 23 Notification of Admissions Decision— Augsburg College uses a “rolling” admissions plan. The first offers of admission are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission— Accepted students are asked to make a $150* enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of First-years Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for first-year applicants and arrange a personal interview with the director of undergraduate admissions. ■ WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Adult and Graduate Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekend>. Transcripts — Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Adult and Graduate Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Additional Information — If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision — Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ■ TRANSFER STUDENTS A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Information regarding transfer credit policies is found in the 24 Undergraduate Admissions Academic Information section of the catalog, beginning on page 53. ■ FORMER STUDENTS Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/United/ Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for readmission through the registrar’s office to resume attendance. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. ■ SPECIAL STUDENTS (NON-DEGREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. ■ SPECIAL STUDENTS (SECOND DEGREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. ■ INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>; or write to: International Student Admissions CB 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States need to obtain a foreign credential evaluation by contacting one of the services listed below. These organizations will examine transcripts and prepare a report of U.S. Undergraduate Admissions 25 course and grade equivalencies. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. Augsburg will accept evaluations performed by any of these agencies: World Education Services, Inc. Website: www.wes.org Bowling Green Station P.O. Box 5087 New York, NY 10274-5087 Phone: 212-966-6311 Fax: 212-966-6395 Educational Credential Evaluators, Inc. Website: www.ece.org P.O. Box 514070 Milwaukee, WI 53202-3470 Phone: 414-289-3400 Fax: 414-289-3411 Global Credential Evaluators, Inc. Website: www.gcevaluators.com P.O. Box 9203 College Station, TX 77842-9203 Phone: 800-517-4754 Fax: 512-528-9293 International Education Research Foundation Website: www.ierf.org P.O. Box 3665 Culver City, California 90231-3665 Phone: 310-258-9451 Fax: 310-342-7086 Foundation for International Services, Inc. Website: www.fis-web.com 14926 35th Ave West, Suite 210 Lynnwood, WA 98087 Phone: 425-487-2245 Fax: 425-487-1989 26 Financing Your Education Day College Costs Tuition and Fees – 28 Room and Board – 28 Other Special Fees – 28 Deposits – 29 Weekend College Costs – 29 Payments – 30 Financial Policies Refunds – 30 Financial Aid How and When to Apply – 32 Kinds of Aid Academic Excellence Scholarships – 33 Achievement Scholarships – 34 Leadership, Service, and Performance Scholarships – 34 Lutheran Congregational Scholarship Program – 34 Gift Assistance – 35 Loan Assistance – 35 Student Employment – 36 28 FINANCING YOUR EDUCATION A ll students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts— from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. COLLEGE COSTS 2008-2009. DAY COLLEGE. The Board of Regents has approved the costs listed below for the 2008-09 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. ■ DAY COLLEGE TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$25,610 This rate applies to all full-time students attending in September 2008. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 3,150 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $180 for that course. Audit Fee (for part-time students) per course................................$ 770 Full-time students—see audit policy on page 90. Room Rent (on average, includes basic services) ..................................$ 3,658 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 3,503 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 3,414 Flex 5 point plan ....................$ 3,120 Student Activity Fee................$ 180 ACTC Bus (full-time students only) ..$ 13 Information Technology Fee ..$ 300 ■ OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 90 Late Registration ..............................$ 200 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Financial Information 29 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$3,150 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) ......$390 (14 lessons—.5 cr.) ......................$780 Student Teaching (per course for full-time students) ..................$125 Student Teaching (per course for part-time students) .................$185 Study Abroad (in approved non-Augsburg programs) .............$425 Zero-credit seminar (part-time students) .......................................$770 Fees Payable by Check/Cash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 40 Student Parking Lot Permit —car ...........................................$220 —motorcycle ..............................$ 110 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) ■ BOOKS AND SUPPLIES These costs are estimated to average $125 per course. ■ DEPOSITS Enrollment Deposit (non-refundable) ....................$ 150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be for- feited. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. COLLEGE COSTS 2008-2009 . WEEKEND COLLEGE . Application Fee (payable once, non-refundable) .........................$ 35 Tuition (per course credit) ...............$1,625 Tuition (per summer course 2008) ..$1,570 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 770 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 200 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar ...........................$ 770 Extended Payment Plan Fee .............$ 50 30 Financial Information ■ PAYMENTS—DAY COLLEGE Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options—Day Program— Augburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. ■ PAYMENTS—WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/account) FINANCIAL POLICIES. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. ■ REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract Financial Information 31 and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. • The Augsburg College Refund Policy for Day, Weekend, Rochester, Partner Hospitals, and Graduate Studies. The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 50% remaining Refund equals the percentage of term remaining 49% or less remaining No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund check will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. ■ MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. ■ UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. 32 Financial Information A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of nonattendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. FINANCIAL AID. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage <www.augsburg.edu/enroll/finaid/standards.html>. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2007-2008 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. ■ HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at <www.augsburg.edu/enroll>, and submit it to the Enrollment Center. Financial Information 33 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2007 to be considered for financial aid for 20082009). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. ■ WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • institutional financial aid programs and requirements for continued eligibility, In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships ■ KINDS OF AID President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. Phi Theta Kappa Scholarship— These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is March 1. Call Undergraduate Admissions for information, 612-330-1001. • federal and private loan programs (students must complete a loan application to receive loan funds), and • payment plans/options for the current school year. 34 Financial Information Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship— Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to fulltime day students working toward their first bachelor’s degree who are children of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science Scholarship—These scholarships are awarded to incoming first-years majoring in chemistry or physics at Augsburg who are in the top 30 percent of their high school class and have a 3.00 GPA or better. Deadline: Accepted for admission by May 1. ACAP Scholarship—Awarded to incoming first-years students who have participated in a college preparatory program such as Upward Bound or Big Brothers/Big Sisters. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships — Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The deadline is February 1 for fall or November 1 for spring. Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship — Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, St. Paul Synod, S.E. Metro Synod or N.E. Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. Financial Information 35 PRIME Scholarship — Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Verification of award must be submitted to the Enrollment Center by August 1. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Gift Assistance (Need-Based) Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2008-09 is $4,731. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Loan Assistance Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2008, is a fixed rate of 6.0% and 6.8% , respectively. 36 Financial Information The following borrowing limits apply to the Stafford Loan program after July 1, 2008: • First-years: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $8,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement, the interest rate is a fixed rate of 8.5% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Enrollment Center website. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Student Life Campus Ministry – 38 Vocation – 38 Student Government – 38 Orientation and Campus Activities – 39 Student Center – 40 Fine Arts – 40 Anne Pederson Women’s Resource Center – 40 Athletics and Sports – 41 Gage Center for Academic Achievement – 41 Academic Advising – 41 Center for Learning and Adaptive Student Services (CLASS) – 42 Academic Skills Office – 42 TRIO Programs – 43 TRIO/Student Support Services – 43 McNair Scholars Program – 43 Office of Undergraduate Research and Graduate Opportunity (URGO) – 44 Services for Students with Physical Disabilities – 44 ACCESS Center – 44 StepUP® Program – 45 Ethnic Student Services – 46 American Indian – 46 Hispanic/Latino – 47 Pan-Asian – 47 Pan-Afrikan – 47 Scholastic Connections – 47 LGBTQIA – 47 Health and Fitness – 48 International Student Advising – 49 Residence Life Program – 49 Housing – 50 Food Service – 51 College Policies – 51 Student Standards of Behavior, Complaints, Records – 51 Official Notices – 51 Family Educational Rights and Privacy Act – 52 Discrimination Complaints – 52 38 STUDENT LIFE A ugsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. CAMPUS MINISTRY . As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. VOCATION . Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to consider Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. STUDENT GOVERNMENT . The members of the Augsburg student body, in order to further the educational goals and general welfare of the college community, developed their own governing system. Their purpose is to establish and provide guidelines for two studentelected organizations to represent the Day Student Body and the Weekend College (WEC) Student Body. These organizations are to support and advocate for student concerns, needs, and activities. They serve Student Life 39 as the primary voice and liaison between students and the administration, faculty, and staff of Augsburg. These groups collectively oversee the use and administration of the student activities fee. To aid in this work they have established an executive board and several student leadership committees. Additionally, in collaboration with the campus activities and orientation department, they oversee the management of all campus student organizations. ORIENTATION AND. CAMPUS ACTIVITIES . ■ ORIENTATION PROGRAMS The campus activities and orientation department staff understand what important transitions our students are making, whether transitioning from high school to college or from another college to Augsburg. Both experiences introduce their own challenges and excitement. A specialized orientation program for new and transfer day program students has been developed with this in mind. The goal is to create a seamless and successful academic and social transition into the Augsburg community, while encouraging our community members to become engaged, connected, and reflective learners. SOAR, our first year orientation program, is built on a peer mentoring philosophy which helps students establish connections with a returning student. SOAR is a fun experience that helps students learn more about Augsburg’s beautiful urban campus and community, its excellent academic programs, and the outstanding resources that make being an Auggie so rewarding and Augsburg such a great place to study. The orientation program for transfer students is offered at the beginning of each semester. TRANSFER-mation is designed to address different areas students will experience in their transition to Augsburg. Many transfer students are concerned about connecting and establishing their social base, so activities have been designed to assist with developing social relationships. ■ AUGGIE DAYS The focus of Auggie Days is to help students develop an awareness of self, self in the community, and self in the world, in addition to the more tangible needs of acclimating to life at Augsburg. Starting with move-in day and lasting for nine full days, this fall transition program is designed to help one get to know Augsburg, the city, the neighborhood, classmates, the faculty, the staff ... and for campus activities staff to get to know the students! Activities include speakers and discussion, concerts, small group meetings with faculty, art exhibitions, festivals and fairs by on-campus organizations, chances to get to know other Auggies, athletic events, games, food and fun, and other events through the whole week. It is a time when the whole community celebrates the arrival of new students as well as the return of all students. ■ CAMPUS ACTIVITIES The mission for campus activities programming is to support individual identity and enhance social and communal development. We strive to create an environment that allows students to connect, engage, and invest in the Augsburg experience and to recognize the benefits associated with student engagement outside of the classroom. The department works to sup- 40 Student Life plement the liberal arts instruction of the College through transitional programs for new students as well as through leadership education and student involvement. The campus activities department empowers students to learn and experience leadership and become investors in the institution, while acknowledging the value of faith, urban life, relationships, and citizenship as fundamental components. This understanding recognizes that we are a community of leaders and global citizens in a world that is constantly changing. STUDENT CENTER . Christensen Center, our student center, represents the community center of the campus environment, serving students, faculty, staff, alumni and guests. Through a variety of programs, activities, services, and facilities that collectively characterize a well-considered plan for the community life of the college, the student center acts as an integral part of the educational mission of the institution. Traditionally considered the living room of the campus, our student center serves and symbolizes the essences of our community, physically representing as the gathering place of our community: the community hearth. It serves our diverse populations of residential, commuter, Weekend College, and graduate students alike and represents the merging of curricular and co-curricular. The Christensen Center also houses several student services, such as the Office of Undergraduate Admissions, the Department of Campus Activities and Orientation, Event Services, the Copy Center, Shipping and Receiving, Information Desk, Food Service, Mail Services, and Cooper’s (our very own Starbucks coffee lounge.) The student activities center, called the Auggie’s Nest, is located on the first floor of the Christensen Center. Augsburg Day and Weekend College (WEC) Student Senates, Echo, and KAUG, as well as other student organizations, have office or work space in this area. The Auggie’s Nest serves as a hub for student activities. Throughout the year, the center is home for a variety of social and cultural activities that take place on campus. The surrounding community is vibrant with events, fairs, and community gatherings. These activities include dances, films, theatre, theme events, cultural community fairs, speakers, and visiting personalities in various fields. Students are encouraged to engage in Minneapolis for both personal and academic growth. ■ FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. ■ ANNE PEDERSON WOMEN’S RESOURCE CENTER The Anne Pederson Women’s Resource Center at Augsburg College offers a variety of programming for Augsburg students (women and men) and is a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library (including current magazines), a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging Student Life 41 out. The Women’s Resource Center sponsors numerous programs and activities, and provides a safe place on campus for discussions, explorations and women’s advocacy. The resource center is located in 207 Sverdrup Hall. ATHLETICS AND SPORTS ■ INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. ■ INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. ■ SPORTS AND RECREATION At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 49.) GAGE CENTER FOR ACADEMIC. ACHIEVEMENT. The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Center consists of five collaborating units: Academic Advising Center for Learning and Adaptive Student Services (CLASS) Academic Skills Office TRIO/Student Support Services and McNair Undergraduate Research and Graduate Opportunity (URGO) ■ ACADEMIC ADVISING Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All Day students are required to meet with their assigned faculty adviser each term prior to registration. Both Day and weekend college students are 42 Student Life encouraged to meet with their faculty adviser as often as is necessary. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. ■ ACADEMIC SKILLS OFFICE The office is staffed by academic skills coaches who offer: • comprehensive academic support on a variety of topics, such as time management, note taking, motivation, procrastination, college reading, and strategies for improving testing • the Conditional Admit Program (CAP) to assist under-prepared students with the transition into college • support and advocacy for students on academic probation • free tutoring and/or supplemental instruction for most classes Student Life 43 ■ TRIO PROGRAMS TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support Services— Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/Student Support Services serves 160 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: •Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building •Academic program planning, including pre-registration for each term, major and career decision-making, and long-term course planning •Financial aid counseling and education •Academic progress monitoring, weekly progress meetings for students on academic probation •Academic success workshops, group academic skill development •Student leadership development and opportunities for conference travel •Social and cultural activities and student-led events •Five week residential Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for 25 incoming first-year students •Need-based scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS adviser, please contact TRIO/SSS program staff at 612-330-1311, or Science 152. McNair Scholars Program — The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments of society and to encourage these students to consider becoming college professors. Students eligible to become McNair Scholars are sophomore, junior, or senior undergraduate currently enrolled full-time (or will be enrolled full-time) at Augsburg who exhibit strong academic potential and 44 Student Life an interest in pursuing doctoral studies. Students must be a first-generation college student (neither parents graduated from a four-year college) who is low-income OR a member of a group underrepresented in graduate study — African American, American Indian, Alaskan Native, or Hispanic/ Latino. The Augsburg McNair program serves 25 students per year. The major component of the Augsburg McNair Scholars Program is a summer research experience. McNair Scholars will conduct original research in collaboration with a faculty mentor, and have opportunities to publish and present their work at a professional conference. For this work, Scholars receive a $4,000 stipend and acquire the research tools needed for graduate study. Students will also be a part of: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as application and GRE fee waivers and other financial incentives, such as McNair designated fellowships • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuition-free academic credit courses, Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community ■ OFFICE OF UNDERGRADUATE RESEARCH AND GRADUATE OPPORTUNITY (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. In addition, URGO awards special research funding and support for lowincome and first-generation college students and their mentors. SERVICES FOR STUDENTS WITH. DISABILITIES. ■ ACCESS CENTER The Access Center provides support and specialized services to students with documented physical disabilities. These may include mobility impairments, Traumatic Brain Injury, vision, hearing, and speech or other health impairments that may affect the ability to function in a college setting. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • individual meetings with the physical disabilities specialist Student Life 45 • Determination of academic accommodations for classroom and testing needs • Assistance with time management and study skills • Academic advising and assistance • Advocacy with faculty and staff • Use of assistive technology • Assistance with community support services and other non-academic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access Center for assistance. Every effort will be made to schedule a meeting time that works for all involved. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 42.) ■ TRIO/STUDENT SUPPORT SERVICES (Students with disabilities may be eligible to apply for TRIO/SSS. See listing on page 43.) STEPUP® PROGRAM. The StepUP Program at Augsburg College is for students in recovery from addiction to alcohol and other drugs who wish to pursue a college education. StepUP’s comprehensive approach supports students in both their recovery and academic studies. StepUP students live in separate chemical-free housing, have individual support meetings with a licensed alcohol and drug counselor, and participate in extracurricular team and community building activities. In addition, students have access to academic skills specialists and other services in student service departments on campus. In order to qualify for the program students must be committed to a 12-step abstinence-based recovery program, have a minimum of six months of continuous sobriety, and agree to abide by the StepUP contract and live in StepUP housing. The StepUP Program fosters academic success and encourages the discovery of positive relationships. Students are challenged to take responsibility for themselves and their decisions while maintaining a healthy respect for the disease of chemical dependency. Participation in the program offers students leadership opportunities both on and off campus. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP Program will last a lifetime. 46 Student Life ETHNIC STUDENT SERVICES. ■ AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg’s policies, procedures and expectations. The program • Assists with application process • Helps students secure financial aid • Nurtures students’ identification as an American Indian • Provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about American Indian culture • Provides academic advising and assists in the development of individual education plans Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul public school districts, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one-fifth of the loan will be forgiven. ■ HISPANIC/LATINO STUDENT SERVICES The Hispanic/Latino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Day, WEC, and graduate students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. ■ PAN-ASIAN STUDENT SERVICES The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Student Life 47 ■ PAN-AFRIKAN STUDENT SERVICES The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. ■ SCHOLASTIC CONNECTIONS Scholastic Connections is a scholarship and mentorship program for achievementoriented students of color who are continuing Augsburg students. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges and inspires Scholars to ensure their success at Augsburg College and beyond. Each year five new Scholars are selected as program participants via an application process. Scholars receive a $5000 scholar- ship and are paired with a Mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services Directors we form Scholar/Mentor pairings that match ethnic group and field of interest. Eligible Scholars: • Demonstrate leadership ability • Have a GPA of 2.5 or higher • Have demonstrated financial need • Could benefit from a mentor Program objectives are to: • Support Scholars as they continue at Augsburg • Frame the Big Questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? • Assist in discerning vocation • Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA SUPPORT SERVICES. The LGBTQIA (Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual) Support Services is housed within the Department of Campus Activities and Orientation, with a mission to create an environment that gives space and time to voices, which have been historically unheard. The aim is to establish a sense of community, advocacy, and support for LGBTQIA-identified individuals as well as an atmosphere of education and growth for the entire Augsburg community in regards to gender identity/expression and sexual orientation. It is the philosophy of LGBTQIA Support Services to provide assistance and education for the LGBTQIA-identified individuals as a first priority. The second 48 Student Life priority is to educate and support members of the Augsburg community who view themselves as allies. LGBTQIA Support Services also plans programs and events throughout the course of the year for social as well as educational purposes, including Safe Space Training and LGBT History Month Celebration events. Staff collaborate with the Enrollment Center to offer the Karen Neitge Scholarship. For more information, go to www.augsburg.edu/campusactivities HEALTH AND FITNESS. ■ CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Personal counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of licensed psychologists. Services include individual counseling, assessment and referral, workshops, consultation, and outreach. Students may discuss personal issues such as stress, depression, anxiety, roommate problems, intimacy and sexuality, drug use, motivation, transitions, family issues, self-image, difficult decisions, eating concerns, grief and loss, or other issues with the psychologist. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. ■ HEALTH INSURANCE Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for information on obtaining student health insurance through college affiliated agencies. ■ HEALTH CLINIC SERVICES The College offers basic health care services to students through a contract with UFP – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance or health clinic services, call 612-330-1707 or visit <www.augsburg.edu/cchp>. Student Life 49 AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! cation theory to explore their adjustment to a new culture and education system. Located on the lower level of the Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Education Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. INTERNATIONAL STUDENT ADVISING . (ISA) . (Also see Study Opportunities Abroad on page 65 and Student Teaching Abroad on page 65.) ■ FITNESS CENTERS ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: •Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program •General advocacy for international students •Advising the International Student Organization •Facilitating intercultural skill building sessions for students, faculty, and staff •Celebrating diversity of cultures by increasing awareness of international/intercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communi- RESIDENCE LIFE PROGRAM. Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun, and leadership. 50 Student Life Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. In order to secure housing, students are urged to make their enrollment deposit by May 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after May 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall—Home to new Auggies and upper-class Resident Advisers, this nine-story high-rise houses 324 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms may be available. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper-class students, and the special interest housing program. All rooms are furnished with beds, dressers, desks, and chairs. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP community and upper-class students committed to an alcohol and drug free environment. Flats/condos, apartments, and studios are furnished. Meal plans are optional. Special Interest Housing—Special interest housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, and the Cross-Cultural House. Student Life 51 ■ FOOD SERVICE Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Cooper’s Coffee Shop—On the main level of Christensen Center, Cooper’s Coffee Shop sells coffee, smoothies, sandwiches, and snacks. Murphy’s Grill—Located on the ground floor of the Christensen Center, Murphy’s features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Nabo — This eatery is located in the Oren Gateway Center. Pronounced ‘náhbu’, with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. COLLEGE POLICIES. ■ STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at <www.augsburg.edu/studentguide>. ■ OFFICIAL NOTICES Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet. 52 Student Life ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog on page 95 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. ■ DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612-330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin) Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on gender or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Academic Information General Information – 54 Degrees Offered – 54 Academic Calendar – 54 Faculty – 55 Library and Information Technology Services – 55 Academic Organization and Programs – 56 Divisions and Departments – 56 Majors and Minors – 56 Teaching Licensure – 60 Pre-Professional Programs – 60 Honors Program – 62 Inter-Institutional Programs – 62 Augsburg Abroad – 63 Center for Service, Work, and Learning – 68 Graduate Programs – 70 Other Programs – 72 Academic Policies and Procedures – 73 Registration – 73 Crossover Registration – 74 Withdrawal from College – 75 Student Standing Committee Petition Process – 76 Transfer Credit – 77 Graduation Requirements – 79 Graduation Requirements – 79 Augsburg Signature Curriculum – 81 Quick Check Summary of Graduation Requirements – 82 Liberal Arts Foundation – 85 Skills Requirements – 86 Evaluation and Grading – 88 Explanation of Grades – 88 Assessment of Previous Learning Program – 91 English Language Learners – 92 Academic Progress, Probation and Dismissal – 93 Dean’s List – 93 Latin Honors – 94 Commencement – 94 Enrollment/Degree Verification – 95 FERPA – 95 54 ACADEMIC INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. ■ DEGREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), and the master of social work degrees. ■ ACADEMIC CALENDAR The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term.** Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for 3-1/2 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester campus operates on a trimester calendar. Classes are held on weekday evenings and meet alternate weeks. Similar to Weekend College, Rochester’s fall trimester begins in September, winter trimester begins in January, and spring trimester begins in April. There are 7-8 class sessions each trimester with each class meeting for 3-1/2 to 4 hours. Students may take one to four classes each term.** **(See Registration on pages 73-75 and Calendars on pages 4-7) Courses and majors offered through Weekend College and the Rochester campus are the same as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Academic Information 55 Augsburg offers three summer school sessions, including a summer online option. The summer session schedule is available in the winter of each year. Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate Programs on page 70.) ■ FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every first-year is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. ■ LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened in 1997. The four-level, 73,000square-foot facility houses all library and information technology functions of the College. In addition to the 190,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and stu- dent computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to the new Oren Gateway Building as well as to Sverdrup Hall, which houses the Enrollment Center, additional computer labs and multimedia classrooms, a lounge, and a vending area. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the library holdings of the seven private liberal arts colleges in the Twin Cities. Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit the Student Technology website <www.augsburg.edu/techdesk> for more on IT at Augsburg. 56 Academic Information Computing Students have access to over 250 oncampus computers. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technologyenhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network from dormitory rooms or on 80% of the campus using WiFi. All of the AugNet online services and several of the Registrar’s student services are available securely on the Web to students on and off-campus. ACADEMIC ORGANIZATION AND. PROGRAMS . ■ DIVISIONS AND DEPARTMENTS The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities— American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences— Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. Professional Studies—Business administration, education, health and physical education, nursing, social work. ■ MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. The College requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the Academic Information 57 term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess BOTH the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: a. A statement of learning goals and objectives. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Center for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the Dean’s Office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. 58 Academic Information Listings that are shaded are offered through both the day program and Weekend College. Weekend/Rochester/ Partner Hospitals students may choose a major offered in the day program if they wish, but must adhere to crossover registration policies and limitations. They may also take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year, and will take effect the following term. MAJORS AND AREAS OF EMPHASIS. Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology (B.A. or B.S.) Life Sciences (B.A.) Business Administration Economics/Business Administration International Business Management Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Mass Communication Organizational Communication Professional Communication Human Relations Marketing Communications Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English Creative Writing Literature, Language, and Theory Media Writing Environmental Studies Film Finance Health Education (B.A. or B.S.) Health Fitness History International Relations International Business Languages and Cross-cultural Studies 1 French German Norwegian Spanish Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Music Music (B.A.) Music Business (B.A.) Music Education (B.M.) Music Performance (B.M.) Academic Information 59 Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Weekend College only) Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion Youth and Family Ministry Social Work (B.S.) Sociology Community Studies Crime and Deviance Organizational Studies Social Psychology Student-Designed Theatre Arts Directing/Dramaturgy Concentrations Performance Concentration Technical Design/Technology Concentration Women’s Studies1 MINORS. Accounting American Indian Studies Art Architecture Art History Studio Art Biology Business Administration Chemistry Communication Computer Science Economics English Environmental Studies Film Health Education History International Business International Relations Languages and Cross-cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Middle East Studies 1 Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 60 Academic Information ACTC Majors—It is possible for fulltime day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be signed by the ACTC school adviser. Some majors may have a competitive application process with acceptance determined by the major department. music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. ■ OTHER STUDY PROGRAMS Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middle school education with subject area specialties in one of the following: mathematics, science, communication arts/literature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this license obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music and instrumental K-12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Certificate Programs Augsburg offers undergraduate certificates through the departments of Art and Business Administration. Certificates are available to non-degree seeking students or students who are completing a degree from a different academic department. A student may declare degree seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who Academic Information 61 want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116 (or 105, 106), 351, 352; MAT 114 or 163; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements on pages 179-180. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine—A major in chemistry and biology is not required to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. Students should review requirements and recommended courses of each program being considered for application and consult early and frequently with a pre-health science adviser. Coursework that is required by most medical schools includes: one to two semesters of English composition such as ENL 111, 220; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146, 163; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy—Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116 (or 105, 106), 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in Behavioral Sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Exploring Our Gifts office (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. 62 Academic Information ■ HONORS PROGRAM The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program director, e-mail address honors@augsburg.edu. ■ INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, Europe, Bangladesh, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320 or 1-800328-6819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under Academic Information 63 an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Naval ROTC—Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. ■ AUGSBURG ABROAD Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, and internship requirements. This is determined prior to departure when students fill out the required Credit Agreement form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Study abroad program selection advising • Students can study abroad at any point in their academic career. • Financial and academic advising for study abroad Semester and Summer Programs • Registration and billing for study abroad • Courses taken on off-campus programs during the senior year will meet the Augsburg residency requirement. • Pre-departure and re-entry support (application, orientation, etc.) • You must take a full load of credits while abroad on semester programs. • Faculty-led, short-term program coordination • You must take courses A-F while abroad. About half of Augsburg undergraduate students are studying abroad. Graduate students also find short-term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. • Grades received on affiliated and nonAugsburg programs will be reported on your transcript, but not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permis- 64 Academic Information sion prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. program. The student is responsible for all non-recoverable program costs incurred. • Overload Fee Exemption for Facultyled January programs: January faculty-led programs are placed within the spring semester. However, you will not be billed an overload fee if you take 4.0 or 4.5 credits in the spring. The overload fee is the only policy affected; a student taking minimal credits in the spring can use it as a spring course in order to be considered part-time or full-time. Augsburg Abroad manages the advising and administrative processes so students will also need to meet the eligibility requirements of, and apply to, a program provider (as outlined in the Study Abroad Programs section). Additionally, students who have applied to the Augsburg Abroad office, for any program, must email their intent to withdraw if they choose not to continue with study abroad. Failure to e-mail may result in fees owed by the student. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course and similarly for day students doing a study abroad program placed in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. • Sophomore, junior or senior standing by the time you study abroad. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the • Not have an outstanding balance on your student account. Application deadlines for semester programs are October 1 for spring semester study abroad and March 1 for fall semester study abroad. Program provider deadlines will vary; students need to meet all deadlines set by program providers. Students should start planning in first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are responsible for disclosing their disability and requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with CLASS and ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid Study abroad is based on program fees which is a package of costs that generally includes tuition, housing, international health insurance, some meals, excursions, and study abroad fees however this varies from program to program. Augsburg College pays the program provider on the students’ behalf and then bills the Academic Information 65 Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Cost estimates for the time abroad are drawn up to assist the financial aid office in awarding aid to students studying abroad. Students are required to notify Augsburg Abroad immediately once they choose not to continue with their study abroad experience. At the moment of notification non-recoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of their program provider. Study Abroad Programs Students have over 200 programs in over 60 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburg-affiliated options then they can apply to do a non-Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Credit Agreement form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) — Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; and learn first hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women’s studies, and Spanish. Internships and independent studies are also available. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar 66 Academic Information in El Salvador. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and four to six weeks living with Mexican host families. Prerequisite: one college-level Spanish course or its equivalent. International Business and Global Citizenship (Mexico) — Fall apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. The largest immigrant group in the United States is composed of people born in Mexico, and Mexico is front and center in debates about globalization and U.S. immigration policy. This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. Students will have the opportunity to study Spanish at levels from beginning to advanced, live with a host family for four weeks, and develop closer relationships in the community and improve their international business background by completing an internship in a local business or government office. Prerequisites: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua) — Fall or Spring Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) — Fall or Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Migration and Globalization: Engaging Our Communities (Mexico) — Spring Academic Information 67 sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico) — Spring tural factors on the human community. HECUA programs emphasize intense language experience, internships, and field study. For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. Scandinavian Urban Studies Term: Norway—Fall International Partners Community Internships in Latin America: Ecuador—Fall and Spring International Partners offers a broad range of learning opportunities in Norway, Finland, and Germany. Students can choose from several options: group programs, “tailor-made” individual study programs, and practical professional experiences. Program length varies from one month to one year. All course work is in English. Some travel scholarships are available. For further information contact the International Partners office. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, Europe, Ecuador, Ireland, Bangladesh, and the Twin Cities. All programs emphasize the impact of civic engagement, social change, and cross-cul- This interdisciplinary program focuses on contemporary Scandinavian society, culture, language, and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Northern Ireland: Democracy and Social Change — Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students 68 Academic Information get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short-term travel. Contact Augsburg Abroad for the most current list of programs. ■ THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service- and work-based learning experiences and the exploration of personal and professional vocation throughout their college years. The center encourages students to take advantage of Augsburg’s metropolitan location through the highly successful service-learning, Campus Kitchen, internship, and career planning programs that link the College’s academic programs to community organizations and businesses. Service- and work-based experiential education opportunities are closely related to students’ coursework, majors, and/or career interests. Learning opportunities may be in non-profit organizations, churches, schools, government agencies, community-based organizations, small and mid-size companies, and large corporations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of “knowing and doing” adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work, and Learning includes the following programs: Community Service-Learning Augsburg’s Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers; volunteering at homeless shelters, Habitat for Humanity, and community centers; or working with cultural and environmental groups. Academic Information 69 The service-learning program also works closely with the student-directed Augsburg LINK and campus ministry. Campus Kitchen at Augsburg The Campus Kitchen at Augsburg College (CKAC) is a unique student led program that brings together Augsburg student, faculty and staff volunteers, the campus food service, local food banks, and neighborhood community organizations to utilize surplus food to meet hunger and nutritional needs in our neighborhood. CKAC volunteers coordinate food donations, prepare and deliver free meals to area community partners, and teach nutrition education to local youth. Key program goals are to provide leadership development and service learning opportunities for Augsburg students, encourage deeper understanding of hunger issues, and foster a long-lasting commitment to service and active citizenship. Affiliated with the Campus Kitchens Project, a non-profit organization in Washington, D.C., this program is one of only 12 in the nation. ■ INTERNSHIPS Academic Credit An academic internship is a carefully planned, service- or work-based learning experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Internships can be registered for 1 course credit or .5 course credit. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 88. A maximum of four courses of internship may count toward the total courses required for the degree. Transcript Notation Non-credit internships related to a student’s major or career objective can be registered for a zero-credit transcript notation. The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part-time during the academic year and/or full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation, set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises transcript notation work experiences. Academic internships and internships for zero-credit may be used to fulfill the Augsburg Experience graduation requirement. Career Services Career Services is committed to providing opportunities and programs to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning, and coaching. Staff 70 Academic Information also assist with choosing majors, locating internships, preparing for job searches, graduate school applications, and making connections to community, business, and alumni resources. ■ GRADUATE PROGRAMS Augsburg College offers six graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Adult and Graduate Admissions office. For further information about the programs, contact the Education Department or the admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary pro- gram directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. (Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a B.A. in Accounting and an M.A. in Leadership. See the Accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Web-enhanced pedagogies are used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala, Namibia, Pine Ridge, S.Dak., and/or Europe. The Master of Arts in Nursing Program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Academic Information 71 The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive Management Consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, human resource management, international business, and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. A dual degree (Master of Social Work and Master of Arts in Theology) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. 72 Academic Information ■ OTHER PROGRAMS Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, the Center for Leadership Studies, Education, Nursing, Religion, Social Work, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. College of the Third Age Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community. Approximately 50 retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200 classes available for group study only. To obtain further information about the program or to request a catalog, call 612330-1139. To ask questions or to schedule a program, call the program director at the above number. Academic Information 73 ACADEMIC POLICIES AND. PROCEDURES. ■ REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits; cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Please note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s Web page. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. Afer initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Combined Academic Calendars” at <www.augsburg.edu/enroll/ registrar>. Weekend College, Rochester, and Partner Hospitals program students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. The last day to initially register for courses in the Weekend College and the Partner Hospitals program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or with- 74 Academic Information draw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Academic Advising—612-330-1025 Augsburg for Adults—612-330-1782 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5. Students have registration priority in their home program. Crossover registration Academic Information 75 begins only after the open Web registration period closes for both programs. A schedule is published on the registrar’s office Web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC, Rochester, and Partner Hospitals programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester/hospital students may NOT crossover to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Registration All day students are required to meet with their academic adviser prior to registration. Incoming first-years and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Weekend College and Rochester campus students may register during the designated time prior to the start of each term. The primary method of registration will be via the Web through AugNet during the open registration period. Please reference the academic calendar on AugNet for specific dates. Day students will be able to register only after meeting with their faculty adviser. The Enrollment Center is also available to process registration forms. Note: Web registration may not recognize prerequisites fulfilled by transfer work. In these cases, please process your registration at the Enrollment Center. When the open registration period ends, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the Web closes. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s Web page. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must re-admit to the College when they are ready to resume their studies. The Application for Readmission form is available from the 76 Academic Information Enrollment Center or can be downloaded from the registrar’s Web page. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100% refund of tuition and fees upon verification of call to active duty. The student must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the Dean’s Office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published petition deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation. The committee typically meets every other week throughout the school year Academic Information 77 (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage: <www.augsburg.edu/ enroll/registrar>. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/ Enrollment Center, include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Catalog Applicability Students must fulfill the general education requirements in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (B.A., B.M., B.S.) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a B.A. in computer science and a B.S. in computer science, but may earn a B.S. in computer science and a B.A. in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcripts. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Augsburg does not grant credit for developmental courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quar- 78 Academic Information ter hours are converted to Augsburg course credits by dividing by four or six respectively. • The Augsburg Core Curriculum will be adjusted so students need only to complete the following: Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from twoyear institutions toward the minimum number of course credits required for a baccalaureate degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. • REL 300 Bible, Christian Theology, and Vocation Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students Students transferring from the Minnesota State Colleges and Universities system who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MnSCU, and have a 2.50 cumulative GPA (on a 4.0 scale) from the degree-granting institution will be given transfer status as outlined below: • Students will be granted 16 Augsburg course credits in transfer from two-year institutions. This will assure admission with junior standing. No additional credits will be accepted from two-year institutions. • One Augsburg Experience • Senior Keystone Course • Modern Language requirement (0-2 courses, depending on initial assessment) • Math Placement Group 3 (or MAT 105) • HPE 001 Foundations of Fitness or one HPE lifetime activity course (This requirement is waived for students who have transferred two equivalent courses.) *The A.A. degree and Minnesota Transfer Curriculum must be completed prior to enrolling at Augsburg in order to qualify for this transfer status. Note: Additional prerequisite coursework beyond the A.A. degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C – grades or below will not be accepted as prerequisites or for application to majors. Admission to a major — a separate process from admission to the College — is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Academic Information 79 Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 & REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. A full description of these requirements is found on pages 78-84. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. GRADUATION REQUIREMENTS. The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Office of the Registrar about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 — Special Students (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s Web page. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements For Undergraduate Graduation: Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. 80 Academic Information 1. Completion of 32 course credits — No more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) – 14; music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.) – 17; and social work (B.S.) – 15; youth and family ministry (B.A.) – 15. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 2. Completion of a Major — Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum — Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average — Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in course work for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence — The last year of fulltime study or equivalent (no fewer than seven of the last nine credits/requirements) must be completed at Augsburg or within an approved ACTC exchange program. No fewer than a total of nine credits are to be taken at Augsburg College. Contact the registrar’s office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. Academic Information 81 ■ THE AUGSBURG CORE CURRICULUM The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements THE AUGSBURG SIGNATURE CURRICULUM Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church of America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the college’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome — whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is ‘spiritual but not religious.’ Our Christian understanding is rooted in a generous spirit of hospitality. • We will treat each other with respect as we learn how to engage in conversation (Continues on p. 84) 82 Academic Information CHECKLIST AND SUMMARY OF GENERAL EDUCATION REQUIREMENTS. FOR GRADUATION. • Complete at least one Augsburg Experience • Complete a Senior Keystone course. This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 76. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. All new first-years and all first-year and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Complete Entry Level Skills Assessments and Core Skills Requirements: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts • Critical Thinking Assessment • Mathematics Assessment • Modern Languages Assessment • Writing Assessment Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 • Achieve a Math Placement Group score of three. Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete Effective Writing Music Performance (B.M.) . . . . . . . . . .14.5 • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Youth and Family Ministry (B.A.) . . . . . .15 Other maximums are described on page 80. ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. • Complete HPE 001 Foundations of Fitness and one HPE lifetime activity course. All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Complete the Signature Curriculum: Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete two (2) Search for Meaning courses. Music Performance (B.M.) . . . . . . . . . .14.5 • Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 • Complete the fall orientation and Augsburg Seminar. • Complete an Engaging Minneapolis course. Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Youth and Family Ministry (B.A.) . . . . . .15 Other maximums are described on page 80. Academic Information 83 ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Complete the Signature Curriculum: Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete REL 300 Bible, Christian Theology, and Vocation course Music Performance (B.M.) . . . . . . . . . .14.5 • Complete a Senior Keystone course. Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 • Complete one Augsburg Experience Youth and Family Ministry (B.A.) . . . . . .15 Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts Complete Entry Level Skill Assessments and Core Skills Requirements: Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Other maximums are described on page 80. ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: • Satisfy entry level skill requirements in writing. • Complete REL 300 Bible, Christian Theology, and Vocation course. • Achieve a Math Placement Group score of three. • Complete a Senior Keystone course. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Entry Level Skills Assessments and Core Skills Requirements: • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment.) • Complete one Augsburg Experience • Complete one college algebra course course (MAT 105) or a Math Placement Group 3. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment) All students are required to file a graduation application with the Office of the Registrar one year prior to graduation. 84 Academic Information with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time — open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism — their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: • Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar, a firstyear learning community in their major or related area of academic interest. Each week Augburg Seminars devote an hour to topics relevant to an Augsburg education: becoming an intentional learner; making connections to the larger Augsburg learning community; and exploring strategies for success in the AugSem course(s) and future college work. • Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Students take one course that introduces them to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Most Engaging Minneapolis courses also fulfill an Augsburg Core Curriculum or major requirement. They should be taken during the first year, but may be taken in the second year. • Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships (including field- Academic Information 85 work, practicums, and student teaching), faculty-student research, service learning/ community service, study abroad, and offcampus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrate experiential learning with academic learning and (2) Link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences will vary. Senior Keystone The official list of approved keystone courses is found on the registrar’s web page — under the heading ‘General Education’, click on ‘Senior Keystone’. THE LIBERAL ARTS FOUNDATION The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two courses from two different departments in each domain. The list of courses meeting the Liberal Arts Foundation requirement is available online at the registrar’s web page and from the registrar’s office. The official list of approved LAF courses is found on the registrar’s web page — under the heading ‘General Education’, click on ‘Approved LAF Courses and Skills Listing’. The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education — vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. Natural Sciences and Mathematics The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Economics, Environmental Studies, Political Science, Psychology, Sociology Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two courses from two different departments: Humanities Two courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, 86 Academic Information Religion, Modern Language and Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. Fine Arts Two courses or approved activities from two different departments: Art, Music, Theatre Arts. One Fine Arts LAF requirement can be met with four semesters of participation in the following major choral ensembles (any combination of four): MUE 111, MUE 112, MUE 114, MUE 115. SKILLS REQUIREMENTS Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. • Critical Thinking Assessment and Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are required to take GST 100 Critical Thinking. • Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Academic Information 87 • Writing Assessment and Requirement This entry level assessment determines readiness for ENL 111 or 112. Students who do not place highly enough on the entry level assessment will be required to take ENL 101 Developmental Writing before ENL 111. Students who have transferred in a course equivalent to ENL 111 are excused from the entry level exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements • Effective Writing ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of their sophomore year because it is a prerequisite for Writing Graduation Skill courses. • Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. The BYU-CAPE language assessment is offered to students who have had at least one year of study of French, German, or Spanish language in high school. For a language previously studied, successful completion (minimum grade of 2.0 or P) of the 112 level satisfies the requirement. Students placing into 112 must enter at the 112 level. No college credit will be given for repeat of 111. Students whose placement test is at 211 or higher will be exempted from further language study. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information about English Language Learners is found on page 92. • Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course credit graduation requirement. 88 Academic Information Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. See department and program pages in this catalog or consult the department chair for more information. • Physical Education (teaching licensure only) • Physics 2. Bachelor of Science/Modern Language Waiver. Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry Core Curriculum Modifications • Clinical Laboratory Science Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. • Mathematics 1. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver. Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Music Therapy • Nursing • Physics EVALUATION AND GRADING. ■ EXPLANATION OF GRADES The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Academic Information 89 Pass/No Credit 3.0 Students who choose the P/N option are cautioned: 2.5 • In order to receive a grade of P, a student must achieve at least a grade of 2.0. 2.0 • Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 1.5 • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations under Graduation Requirements, page 80. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 3.5 Achieves highest standards of excellence 1.0 Achieves above basic course standards Meets basic standards for the course Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. 90 Academic Information Extension (X) Grades Auditing Courses Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 28. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits. • Juniors—16 completed course credits. • Seniors—24 completed course credits. Academic Information 91 ■ ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising web site. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Additional information is available on the Academic Advising web page and from the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising web page. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. 92 Academic Information The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. ■ ENGLISH LANGUAGE LEARNERS (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. Academic Information 93 All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Committee to re-enroll. Students who have been dismissed may apply for readmission after one year, at which time the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his or her commitment to academic success. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Students may be removed from probation when the cumulative GPA reaches 2.00. Students placed on probation as firstyears for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.00. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.00. ■ ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.00 cumulative grade point average (GPA). It should be noted that a minimum GPA of 2.00 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.00 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a first-year who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission from the Student Standing The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission is given by the student, an announcement 94 Academic Information is sent to the hometown newspaper for those students on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Latin honors replaces the previous honors designation of “With Distinction.” Students may also receive honors recognition for departmental honors and for participation in the honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80-3.89 GPA Cum laude: 3.60-3.79 GPA To be eligible, a student must complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at <www.augsburg.edu/enroll/ registrar>. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate students in Weekend College, Rochester campus, and the Partner Hospitals program. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Academic Information 95 Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearing house.org Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the V. A. Certifying Official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. 96 Academic Information Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Departments and Programs Course Descriptions with Major and Minor Requirements – 98 Department majors and programs are listed alphabetically. Also see index. 98 DEPARTMENTS AND PROGRAMS A s a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. COURSE DESCRIPTIONS. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College’s program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online. Weekend College classes are available online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Summer Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work courses are published in a separate Graduate Studies catalog. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight three-and-one-half-hour sessions during fall and for seven four-hour sessions during winter and spring term. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Departments and Programs 99 Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. INTERNSHIPS AND . INDEPENDENT STUDIES. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. ■ INTERNSHIPS Registration for internships consists of the following steps: 1. Obtain the internship registration permission form and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. 2. Register: Turn in the completed internship registration form (with all signatures) to the Enrollment Center. You must register the internship for the academic term that coincides with the internship experience. 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 196 197 198 199 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. 396 397 398 399 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links 100 Departments and Programs the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) ■ DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent Study/Research An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. ACCOUNTING See listing under Business Administration. AMERICAN INDIAN STUDIES A merican Indian studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, cul- ture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. American Indian Studies Faculty Eric Buffalohead (Chair), Elise Marubbio American Indian Studies 101 Adjunct Faculty Sophia Jacobson, Richard Gresczyk, Dale Weston DEGREE AND MAJOR REQUIREMENTS. American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor: Five courses including AIS 105. At least two must be upper division. COURSE OFFERINGS AT AUGSBURG COLLEGE. AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. 102 American Indian Studies AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. AIS/ENL 255 American Indian Literature American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. American Indian Studies 103 AIS 332 Native American Storytelling The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. AIS/ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2xx women’s studies course; or AIS 105 or any 2XX American Indian studies course; or consent of instructor.) AIS 490 Keystone Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. 104 American Indian Studies AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. AIS 499 Independent Research An independently designed research project. ART—ART A rt is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas experienced on a small campus in the heart of a major metropolitan area. We balance a solid foundation of drawing, design, and history with technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs creative curriculum for traditional disciplines in drawing, painting, ceramics, sculpture, and photography with emerging disciplines in hand papermaking, book arts, architecture, and digital media. Class sizes are small; we will get to know each other. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach an average of 700 students a year from all disciplines, graduating 25-30 majors annually with B.A. degrees in art history, studio art, art education; and certificates in studio art and graphic design. For over 40 years, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. Art Faculty robert k. tom (Chair), Kristin Anderson, Lynn Bollman, Kim Bowden, Tara Sweeney DEGREE AND MAJOR REQUIREMENTS. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 257 Watercolor Painting I One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Art 105 or ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in a solo or two-person show with a senior review, and the annual senior group exhibition. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: Studio art majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Studio art majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 Modern Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: Art history majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Art history majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department adviser to plan appropriately. 106 Art Departmental Honors Art History Minor GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Graphic Design Eight art courses, including four in graphic design, one in art history, and three studio electives. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349. ART COURSES. Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. ■ STUDIO ART FOUNDATIONS ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis is placed on foundational drawing concepts. ■ STUDIO ART ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Art 107 ART 106 Chinese Calligraphy and Painting I Introduction and practice of Chinese calligraphic painting and writing. ART 118 Painting I Introduction to painting media and technique in acrylic or oil. Emphasis is placed on color, perception, and expression. ART 122 Plein Air Sketching I This foundational course in plein air sketching introduces observational skills and sketching on-site in the midst of daily life as a meditative way of seeing deeply and responding to place. Students explore media, technique, and subject matter, visit sites and museums to understand context and meaning, and respond creatively. ART 132 Photography I The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course explores the theory and practice of web design. Focus is placed on effective design and usability. Students will become familiar with Dreamweaver, Photoshop, and Illustrator. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 Graphic Design I Graphic Design I is an introduction to the principles and practices of visual communications focusing on text and image using grid layouts. 108 Art ART 247 Life Drawing An introduction to the methods and techniques of drawing the human form through the use of live models. Emphasis will be placed on perceptual drawing skills and accurately rendering the human form in a spatial environment. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. ART 257 Watercolor Painting I Introduction to transparent watercolor; emphasizes perceptual observation to explore color theory, media, and technique. Class sessions often include painting outside on location. ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking, box building, and contemporary bookmaking; emphasizes the interplay of text and image in the handmade book. ART 306 Chinese Calligraphy and Painting II Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106) ART 315 Web Design II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 322 Plein Air Sketching II This advanced course in plein air sketching is a continuation of ART 122, which introduces observational skills and sketching on-site in the midst of daily life as a meditative way of seeing deeply and responding to place. As advanced students develop mastery of technique and expression of personal subject matter and style, it is expected that there will be significant, experiential engagement with artistic, cultural, and historical*h resources, as well mentoring of beginners. (Prereq.: ART 122 or permission of instructor) ART 330 Graphic Design II Graphic Design II explores visual communications in the retail environment — developing advertising materials, sales promotions, packaging, and displays. Art 109 ART 332 Photography II Advanced study in black and white film photography. Projects will encourage the refinement of technical and formal skills and the development of a personal approach to subject matter and content. Students will be introduced to archival print methods, expanded film exposure and development styles, portfolio presentation, develop the vocabulary to write an artist’s statement, and research contemporary photographers. (Prereq.: ART 132) ART 340 Digital Imaging Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. ART 351 Ceramics II Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118) ART 357 Watercolor Painting II Advanced exploration in transparent watercolor; emphasizes individual expression. (Prereq.: ART 257) ART 368 Print Making II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq: ART 280) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ■ ART AND ARCHITECTURAL HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modern times. 110 Art Note: The following courses are offered intermittently, usually two or three sections per year. ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART/THR 265 Computer Drafting for the Stage and Architecture (See Theatre Arts section for course description.) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) Art 111 ART 388 Modern Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ART 299 Directed Study See description on page 100. ART 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ART 499 Independent Study/Research See description on page 100. 112 AUGSBURG CORE CURRICULUM— AUG/KEY/GST THE SIGNATURE CURRICULUM . Augsburg Seminar AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Senior Keystone KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. LIBERAL ARTS FOUNDATION . Connections Courses Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under academic departments) or through interdisciplinary Connections courses. FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: theatre, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-century Europe This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli- Augsburg Core Curriculum 113 gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, spring) SBS 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences LAF. Prereq.: SCI 110) SKILLS. Entry Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to complete GST 100 with a minimum grade of 2.0 or better. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. 114 Biology Graduation Skills GST 200 Quantitative Reasoning/Statistical Literacy This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.: MPG 3) Other General Studies Courses GST 009 Internship Transcript Notation (.0 course) A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. BIOLOGY—BIO W e are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics and computer science, biology is increasingly a multidisciplinary venture, Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society and in turn humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly integrated within the curricula. For many, an undergraduate major in biology serves as a springboard for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates Biology 115 have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural resources, and environmental education. Biology Faculty Dale Pederson (Chair), Jennifer Bankers-Fulbright, Ralph Butkowski, William Capman, Brian Corner, David Crowe DEGREE AND MAJOR REQUIREMENTS. Students may choose one of the following degree options: Bachelor of Science in Biology, Bachelor of Arts in Biology, or Bachelor of Arts in Life Sciences. Bachelor of Science in Biology Nine courses including: BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology and BIO 361 Plant Biology or BIO 481 Ecology Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 145 Calculus I or MAT 163 Introductory Statistics or PSY 215 Research Methods: Design, Procedure, and Analysis I and five upper division biology electives chosen from the following list: Bachelor of Arts in Life Sciences BIO 351 BIO 353 This major is appropriate for students also seeking secondary teaching licensure in biology. BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 476 BIO 481 BIO 486 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Microbiology Ecology Immunology Special Topics in Biology Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology electives are required, along with: Two additional science courses, chosen from the following list: PHY 101 SCI 106 An introductory geology course 116 Biology Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 151 and 152 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.00 for BIO 151, 152, and 253 is a prerequisite for enrollment in upper division biology courses. A grade of 2.00 or above is required for all upper division courses applied toward the major. Biology for Health Sciences GPA of 3.50 in biology and 3.00 overall, one course of approved independent study (BIO 499) or a research internship combined with BIO 498, public presentation of results along with a written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, medical schools require a two semester sequences in calculus, physics and organic chemistry. Biochemistry is also commonly required and in some instances statistics and literature. Programs in physician assistant training, veterinary medicine, physical therapy and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisers — Dixie Shafer and Dale Pederson. Minor Graduate Training in Biology A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The majority of courses in biology must be taken at Augsburg College. Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus and physics. Also required is extensive involvement in research through Aug Experience, internships and/or independent study. Careful consultation with the Biology Departmental Honors Biology 117 adviser is recommended to select among course work and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Beta Beta Beta Membership in the Augsburg Chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.00 in biology. Cooperative Education and Service Learning The department works with the Center for Service, Work and Learning in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. Augsburg Student Association for Health Sciences The Augsburg Student Association for Health Sciences exists to serve all students preparing for post-baccalaureate study and/or careers in medicine and allied health professions. It facilitates volunteer and work opportunities, provides contact with admissions representatives from several professional schools, and arranges visits with alumni in several health fields. BIOLOGY COURSES. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) SCI 280 Introduction to Research This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. (Prereq: Invitation to participate in course; 0.5 course) 118 Biology BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 100 before taking this class. Fall and spring) BIO 151 Introductory Biology First of a three-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 152 Ecology, Evolution, and Diversity Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, four hours laboratory. Spring) BIO 253 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall: alternate years) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) Biology 119 BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 369 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 253. Spring) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three hours lecture, four hours laboratory. Prereq.: BIO 369.) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, junior standing.) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prereq.: BIO 369 (Three hours of lecture, four hours laboratory. Spring) 120 Biology SCI 490 Integrated Keystone The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major; P/N for 0.5 course) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses: BIO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 151, 152. P/N only) BIO 299 Directed Study BIO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) DEPARTMENT OF BUSINESS ADMINISTRATION— BUS, ACC, FIN, MIS, MKT O ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Magdalena M. Paleczny-Zapp (Chair and International Business Coordinator), William Arden (Management Coordinator), Nora M. Braun (MIS Coordinator), John C. Cerrito, Peggy M. Cerrito, C. Lee Clarke, David Conrad, John Furia, R. Brooks Gekler, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor (Finance Coordinator), Steven J. LaFave (Accounting Coordinator), Laura K. Lazar, Lori L. Lohman, Rosanne Malevich, Marc McIntosh, Fekri Meziou, Lori A. Peterson, Milo A. Schield, David G. Schwain (Marketing Coordinator), Kathryn A. Schwalbe, Peter Stark, Stuart M. Stoller, Steve Zitnick Business Administration 121 GENERAL REQUIREMENTS. Majors The Department of Business Administration offers five majors: business administration (BUS), accounting (ACC), finance (FIN), management information systems (MIS), and marketing (MKT—day program only). Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are four specializations: management, marketing (WEC only), music business, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration, international business, music business, accounting, management information systems, and marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in information technolo- gy, business management, and finance through the Weekend College program. Graduation Requirements To graduate without intentionally taking courses in excess of the minimum number required (see page 80), students must avoid taking too many electives in the major or minor or exceeding the 13course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, FIN, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Advising Students who plan to major in business administration, accounting, finance, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. 122 Business Administration Internships International Business Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. The international business faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. BUSINESS ADMINISTRATION—BUS T he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. DEGREE AND MAJOR REQUIREMENTS. Business Core Nine courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or BUS 264 Statistical Literacy for Managers FIN 331 Financial Management Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Specialization in Management Business core plus four courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Business Administration 123 The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the business administration major, management specialization. The graduation skill in Speaking (S) is met by completing the following courses: S: MIS 376 or ECO 318 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in International Business Business core plus four courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business administration major, international business specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in Music Business Business Core* plus seven courses: MUS/BUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — or — 2 MUS credits and 1 MUE credit, selected from: (2 credits must be in residence at Augsburg): MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music Business majors are exempt from BUS 379 and may substitute BUS 254 in place of BUS 242 or 200. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: MUS/BUS 105 or MUS/BUS 245 W: MUS/BUS 105 and MUS/BUS 245 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 124 Business Administration Specialization in Marketing (Weekend College students only) Business core plus three courses: MKT 352 Marketing Research MKT 355 Marketing Communications or MKT 357 Advertising MKT 450 Marketing Management Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business aministration major, marketing specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS or marketing course. ECO 112 ECO 113 ECO 312 ECO 313 Principles of Macroeconomics Principles of Microeconomics Intermediate Macroeconomics Intermediate Microeconomics and one other upper division economics course Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in business administration and economics. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 or 200, MKT 252, FIN 331 or BUS 264 or 379. Other configurations may be permitted with the approval of the department chair. This minor is automatically completed while completing a major in accounting, finance, MIS or marketing. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 200 or MKT 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. Minor in Music Business Eight courses including: MUS/BUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399 (maximum of 1 credit in MUE and/or MUP courses). Business Administration 125 This minor is a collaborative program between the music and business departments. The minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. Departmental Honors See Business Administration Department Chair. BUSINESS ADMINISTRATION COURSES. BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. This course is also offered as MUS 105. BUS 200 Exploring Business as Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. 126 Business Administration BUS 264 Statistical Literacy for Managers Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC & Evening schedule: Additional evening sessions are required.) BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200) BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC and evening schedule: Additional sessions are required, usually on a weekday evening.) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.) Business Administration 127 BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 299 Directed Study See description on page 100. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. BUS 499 Independent Study/Research See description on page 100. ACCOUNTING—ACC T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. 128 Business Administration Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year bachelor’s degree plus a master’s degree. DEGREE AND MAJOR REQUIREMENTS. Accounting Major Business Core Requirements ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I BUS 301 Business Law FIN 331 Financial Management Required Accounting Courses Four courses including: ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice II ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students should take the courses in the sequence given above. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the accounting major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: ACC 423 or ACC 424 W: ACC 423 and ACC 424 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Joint B.A. in Accounting and Master of Arts in Leadership A B.A. in Accounting and an M.A. in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the 5th year and successful completion of all requirements, the student receives both a B.A. in Accounting and an M.A. in Leadership and will have fulfilled the 150- Accounting 129 hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings. It is recommended that the students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes: submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of their writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel from the MAL program. 2. Students must also have faculty endorsement from the accounting program. 3. Students must complete at least on year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting Six courses including: ACC 221, 222, FIN 331 or ACC 324, ACC 322, 323 and one of the following: MIS 260, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACCOUNTING COURSES. ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) 130 Accounting ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, FIN 331, MIS 260 or 270, MKT 252) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ACC 299 Directed Study See description on page 100. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ACC 499 Independent Study/Research See description on page 100. FINANCE–FIN T he finance major prepares students for professional careers in corporate finance and the financial services industry. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA) conducted by the CFA Institute. DEGREE AND MAJOR REQUIREMENTS. Finance Major Finance Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I 131 BUS 301 FIN 331 Business Law Financial Management Required Finance Courses Five courses including: ACC 322 Accounting Theory and Practice I (Prereq: ACC 222) FIN 433 Financial Theory: Policy and Practice (Prereq: FIN 331) FIN 438 Investment Theory (Prereq: ENL 111 or 112 or HON 111 and FIN 331) FIN 460 International Finance (Prereq: FIN 331) ECO 315 Money and Banking (Prereq: ECO 112) The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the Finance major. The graduation skill in Speaking (S) is met by completing the following course: S: FIN 438 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) 132 Finance FINANCE COURSES. FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331) FIN 460 International Finance This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq: FIN 331) MANAGEMENT INFORMATION SYSTEMS—MIS T he major in management information systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. DEGREE AND MAJOR REQUIREMENTS. Management Information Systems Major Business Core Requirements Seven courses including: BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation FIN 331 Financial Management BUS 379 Quantitative Methods for Business and Economics or BUS 264 Statistical Literacy for Managers ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II MKT 252 Principles of Marketing MIS 260 Problem Solving for Business Required MIS Courses Five courses including: MIS 270 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 MIS 475 MIS 476 Project Management Systems Analysis and Design Information Systems Projects Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the MIS major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Minor in MIS Six courses including: MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318. 133 134 MIS MIS COURSES. MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3) MIS 270 Data Management for Business Introduces the concepts of data modeling, database structures, and relational databases. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375) MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Marketing 135 Internships and Independent Study Courses: MIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MIS 299 Directed Study See description on page 100. MIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MIS 499 Independent Study/Research See description on page 100. MARKETING—MKT T he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. DEGREE AND MAJOR REQUIREMENTSS Marketing Major Business Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 301 Business Law FIN 331 Financial Management MIS 260 Problem Solving for Business BUS 379 Quantitative Methods for Business and Economics 136 Marketing or BUS 264 Statistical Literacy for Managers Required Marketing Courses Five courses including: MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the marketing major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Minor in Marketing Five courses including: MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. MARKETING COURSES. MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379 or 264, ECO 113, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) Marketing 137 MKT 354 Sales Management Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MKT 299 Directed Study See description on page 100. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MKT 499 Independent Study/Research See description on page 100. 138 CHEMISTRY—CHM C hemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to better the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: •To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. •To provide programs of study for professional goals in addition to the traditional positions as chemists. •To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. •To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. •To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), Ron L. Fedie, Arlin E. Gyberg, David R. Hanson, Sandra L. Olmsted DEGREE AND MAJOR REQUIREMENTSS. ■ BACHELOR OF ARTS Major in Chemistry CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) One course in biochemistry and one additional course from: CHM 364 Physical Chemistry II Chemistry 139 CHM 367 CHM 464 CHM 481 CHM 482 CHM 470 Properties of Polymers Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, II Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc. — see pre-professional program listings in the Academic Information section) should consult members from the chemistry department for assistance in course planning early in their college careers. ■ BACHELOR OF SCIENCE American Chemical Society Approved Major CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361, 363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory II CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course in biochemistry One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III PHY 121, 122 General Physics I, II (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation B.S. chemistry majors are allowed a two course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking and Writing graduation skills are embedded throughout the chemistry major for both B.A. and B.S. degrees. ENL 111 should be taken in the 140 Chemistry first year. Consult members of the chemistry faculty concerning the Quantitative Reasoning (QR) graduation skill. The Speaking skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. all; one course or summer of approved research; participation in seminar. Departmental Honors Note: Credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics, 3.00 over- Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351, 352, and CHM 353. CHEMISTRY COURSES. Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) CHM 100/102 Chemistry for Changing Times Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section; CHM 100 does not have a lab section. Students may not take both CHM 100 and CHM 102 for credit. (Prereq.: MPG 2) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. and concurrent registration with MAT 105, or MPG 3. Fall) Chemistry 141 CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 4. Fall) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) CHM 351, 352 Organic Chemistry I, II Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. QEM course. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 Physical Chemistry Laboratory I (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration. Fall) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) 142 Chemistry CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Fall) CHM 470 Principles of Medicinal Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. A course in biochemistry is recommended. Spring, alternate years) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.0 course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Chemistry 143 CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. CHM 299 Directed Study See description on page 100. CHM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. CHM 499 Independent Study/Research See description on page 100. (Prereq.: junior or senior standing) 144 CLINICAL LABORATORY SCIENCE—CLS C linical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the pre-requisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL, 60631, 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview Red Wing Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside UMMC, Fairview-University Generalized four-year academic plan for clinical laboratory science (CLS) majors To complete the program in four years, students must: a. achieve MPG 3 or 4, AND b. qualify for ENL 111, AND c. score above 45 on the critical thinking exam, AND d. do not require ENL 217/218, AND e. meet graduation skills requirements within the major and supporting courses, AND f. satisfy the Engaging Minneapolis requirement with BIO 151/152 Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115. Consult your department chair Clinical Laboratory Science 145 or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. First year: Fall Term: BIO 151: Introductory Biology CHM 105 or CHM 115: General Chemistry REL 100: Search for Meaning Elective Spring Term: BIO 152: Ecology, Evolution and Diversity CHM 106 or CHM 116: General Chemistry ENL 111 Elective Second Year: Fall Term BIO 253: Introductory Cell Biology CHM 351: Organic Chemistry I REL 200: Search for Meaning Elective Spring Term BIO 355: Genetics CHM 352: Organic Chemistry II MAT 163: Statistics (QR) Elective Third Year: Fall Term BIO 369: Biochemistry BIO 473: General Physiology Elective Elective Spring Term BIO 476: Microbiology BIO 486 Immunology Elective Elective Fourth Year: Clinical Program Summer Session CLS 400: Introduction to CLS CLS 405: Body Fluids CLS 410: Clinical Hematology/Hemostasis CLS 415: Clinical Immunology CLS 425: Clinical Chemistry Clinical Rotations: Fall & Spring Semester CLS 450: Applied Clinical Chemistry CLS 455: Applied Hematology/Hemostasis CLS 460: Applied Immunology CLS 465: Applied Immunohematology CLS 470: Applied Clinical Microbiology Fall Semester CLS 420: Immunohematology CLS 430: Clinical Microbiology CLS 433: Virology/Mycology/Parasitology CLS 435: Molecular Diagnostics Clinical Rotations Spring Semester CLS 440: Laboratory Management & Education CLS 445: Research Design & Methods LS 475: Advanced Applications in CLS CLS 480: Advanced Topics in CLS CLS 485: Advanced Studies in CLS SCI 490: Keystone course Clinical Rotations Special core requirement courses and professional courses must be completed with a grade of “C” (2.0) or above. Students must meet all College graduation requirements including General Education, grade point, College residency, and total credits. 146 Clinical Laboratory Science CLINICAL LABORATORY SCIENCE COURSES. CLS 400 Introduction to Clinical Laboratory Science CLS 405 Body Fluids Course is designed to provide the CLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by healthcare professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and admission to the CLS program) Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program) CLS 410 Clinical Hematology/Hemostasis Course is designed to provide the CLS student with the basic knowledge of hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476 and 486; and admission to the CLS program) CLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486; and admission to the CLS program) CLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening and identification. (Prereq.: BIO 355, 369, and 486; and admission to the CLS program) CLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program) Clinical Laboratory Science 147 CLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the CLS program) CLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program) CLS 435 Molecular Diagnostics A course on the composition, structure, function and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the CLS program) CLS 440 Laboratory Management and Education Course is designed to introduce the clinical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the CLS program) CLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MAT 163 and admission to the CLS program) CLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425) 148 Clinical Laboratory Science CLS 455 Applied Clinical Hematology/Hemostasis Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience processing and analyzing patient’s specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410) CLS 460 Applied Immunology Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using patient specimens, students will gain experience in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the CLS program and CLS 400 and 415) CLS 465 Applied Immunohematology Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS 420) CLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of CLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS 430 and 433) CLS 475 Advanced Applications in CLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the CLS program and enrollment in applied courses) CLS 480 Advanced Topics in CLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) Communication Studies 149 CLS 485 Advanced Studies in CLS A capstone research project required for satisfactory completion of the CLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a major paper and presentation. Area of emphasis will be in one of the specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the CLS program and senior standing) CLS 499 Independent Study in CLS Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to the CLS program; repeatable for maximum of one credit) COMMUNICATION STUDIES—COM O ur discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with: interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redmond (Chair), Kristen Chamberlain, Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Communication Studies Major Twelve courses overall — eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all communication studies majors: COM 111 Public Speaking COM 280 Introduction to Communication Studies COM 351 Argumentation COM 352 Persuasion COM 354 Interpersonal Communication COM 355 Small Group Communication 150 Communication Studies COM 321 Business and Professional Speaking or COM 329 Intercultural Communication COM 490 Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as: communication graduate school; other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speech writer. Four additional electives from the following: COM 321 (required), COM 329, 345, 399, 499; THR 350, 360; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; REL 383; SOC 362, 363 Organizational Communication Emphasis Appropriate for: business related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 326, 329, 345, 399, 410; PSY 373, 385; SOC 265, 349, 375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 321, 326, 329, 399, 410, 480; MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from the following: COM 345 (required), COM 321, 326, 329, 399, 410, 480, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375 Four additional electives from: ENL 227 (required); COM 321, 326, 329, 345, 399, 410, 480; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342 Supervisory Management Emphasis Mass Communication and Journalism Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 326, 329, 399, 410, 480, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349 Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Communication Studies 151 Four electives from the following: ENL 227 (required); COM 247, 321, 329, 343, 348, 399, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327; POL 342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328 Graduate Study Emphasis Courses in this emphasis would be especially helpful for students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 420 (required); COM 321, 329, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students should be aware that the tournament season is essentially from October through mid-March, and should plan schedules accordingly. All day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: COM 111 or 115 W: COM 351 and any 200 level writing course in English Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 152 Communication Studies Communication Studies Minor Required of all Film Majors: Six courses including: COM 111 Public Speaking COM 280 History of Rhetorical and Communication Theory POL 342 Mass Communication in Society or COM 343 Studio Production COM 351 Argumentation or COM 352 Persuasion COM 354 Interpersonal Communication COM 345 Organizational Communication or COM 355 Small Group Communication Six Core Courses FLM/THR 216 Film Production I ENL 241 Intro to Cinema Arts ENL 371 History of Cinema FLM/THR 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting or THR 233 Acting for Camera Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Kristin Anderson, Julie Bolton, Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio, Robert Thom Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your adviser who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: FLM/THR 312 16mm Film II, COM 343 Studio Production, COM 348 Digital Video Production, COM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328 Stage Design Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENL/FLM 328 Screenwriting, PHY 119 Physics for the Fine Arts Communication Studies 153 Track #3 Theory & Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and Method, COM 499, AIS 364 Indigenous Filmmakers, AIS 264 American Indians in Cinema, AIS 208/408 Native American Women & Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture Through Film, REL 309 Religion at the Movies Film Minor Six courses including: ENL 241 Introduction to Cinema Art FLM/THR 216 Film Production I THR 233 Acting for Camera COM 343 Studio Production FLM/THR 420 Issues in Contemporary Cinema Plus one of the following: THR/ENL 325 Playwriting or ENL/FLM 328 Screenwriting THR 328 Stage Design COM 247 Documentary COM 348 Digital Video Production THR 366 Stage Direction AIS 364 Indigenous Filmmakers Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser. COMMUNICATION COURSES. COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall, spring) COM 112 Contest Public Speaking Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall) COM 115 Scientific and Technical Public Speaking An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.) 154 Communication Studies FLM/THR 216 Film Production I This course demonstrates the basics of 16mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. FLM/THR 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. (Fall) FLM/THR 312 Film Production II The focus of this course builds on the lessons learned in FLM/THR 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or 115) COM 326 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following courses — SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years) Communication Studies 155 COM 343 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 343 or 247) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or 115 or consent of instructor. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111 or 115 or consent of instructor. Spring) COM 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. (Spring) COM 410 Communicating a Self in the Modern Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) FLM/THR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 371) 156 Communication Studies COM 480 Public Relations/Promotional Communication Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) COM 490 Communication Studies Keystone: Critical Conversations About Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. COM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. COM 299 Directed Study See description on page 100. COM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. COM 499 Independent Study/Research See description on page 100. ELECTIVES. See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 440 BUS 450 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 430 INS 325 MIS 175 MIS 379 MKT 252 MKT 352 MKT 355 PHI 230 POL 342 POL 375 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 SOC 363 SOC 375 THR 232 THR 325 THR 350 THR 360 COMPUTER SCIENCE—CSC T he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Charles Sheaffer, Erik Steinmetz, Shana Watters DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Computer Science Major Twelve courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I and two electives from CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least one elective must be an upper division course. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (115 recommended), or b) A sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Computer Science Major Sixteen courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization 157 158 Computer Science CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 145 Calculus I MAT 146 Calculus II Two courses from: MAT 245 Calculus III MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 271 Discrete Mathematical Structures (recommended) and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (COM 115 recommended), or b) A sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science, six from economics, and a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Charles Sheaffer, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or EC0 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses Computer Science 159 and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 History of Philosophy IV: 20th Century Philosophy PHI 365 Philosophy of Science PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. 160 Computer Science COMPUTER SCIENCE COURSES. CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3) CSC 170 Introduction to Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Computer Science 161 Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) CSC 440 Advanced Networking and Operating Systems Network management; client/server databases and workstations; TCP/IP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 345 or concurrent registration, CSC 385 or concurrent registration, and CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC 385) CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. (Prereq: CSC 210, MPG 4) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading only. CSC 299 Directed Study See description on page 100. CSC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading only. CSC 499 Independent Study/Research See description on page 100. 162 ECONOMICS—ECO T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Augsburg offers degrees in economics, applied economics, business and economics, computational economics, and economics and political science (education majors only.) For the economics and applied economics majors, the capstone experience is Economics 490 Research Methods in Econometrics. Students in other majors should consult their adviser for other alternatives. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning DEGREE AND MAJOR REQUIREMENTS. Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics and three other upper division economics courses Economics 163 Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 145, 146 Calculus I & II Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Economics and Business Administration Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 350 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 379 Quantitative Methods for Business and Economics or MAT 163 ENL 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science. Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 331 Financial Management or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. 164 Economics Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113, 312, 313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. ECONOMICS COURSES.. ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 311 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) Economics 165 ECO 312 Intermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring and alternate winter trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall and alternate winter trimester) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years) ECO 318 Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall trimester and spring semester) ECO 350 Labor Economics Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Spring: alternate years) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. (Prereq.: Econ 113. Spring: alternate years) 166 Economics ECO 370 International Economic Development This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. (Prereq.: Econ 112 or Econ 113. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122. On demand) ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (P/N Grading only.) ECO 299 Directed Study ECO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research EDUCATION—EED, ESE, EDC, EDU, SPE T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in life science, chemistry, and physics, grades 5-8 in general science, and K-12 specialist licenses in visual arts, physical education, music, and special education: EBD and LD. (Note: special education: EBD and LD are available in WEC only.) The K-12 Reading Licensure Endorsement is also available at the graduate level to already licensed teachers. Degree and/or licensure programs are available in both weekday and weekend/ evening formats. Weekend College degree and licensure programs are limited to elementary, communication arts/literature, social studies, visual arts, and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. A graduate level licensure option is available in weekend/evening format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied to a Master of Arts in Education degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and one or more subject matter tests. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are assigned an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. 167 168 Education Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. No one may be licensed under programs described in catalogs prior to 2002. Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Education Faculty Lynn Lindow (Chair), Chris Brown, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens, Barbara West ELEMENTARY EDUCATION—EED/EDC Elementary Major and Licensure Requirements: SCI 110 SCI 111 Elementary education majors are required to complete the following nonmajor and major courses. To be licensed they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the bachelor of science Liberal Arts Foundation requirements. Option B is for weekday, weekend and/or transfer students with at least one college level science course accepted in transfer or for weekday students who have already started this sequence. PHY 103 Conceptual Physics or EED 203 Elementary Education Physical Science (summer school only; does not fulfill general education requirement) or EED 200 Elementary Education Earth Science (summer school only; does not fulfill general education requirement) BIO 102 The Biological World Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Math sequence for non-math specialty students MPG 3: MPG 4: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) MAT 137 (optional) MAT 138 (required) Science sequence for non-science specialty students Option A is for weekday students who do not have college level science courses in their background. Natural Science I Natural Science II Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians Foundations Block II (courses from this point and on require admissions to the department) Elementary Education 169 EDC 310 Learning and Development Methods Block I EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/Children’s Literature Methods Block II EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies/Thematic Studies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 Learners with Special Needs EDC 490 School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Areas (requirements subject to change — see Education Department for most current list) Communication Arts Specialty ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 329 or 351 or 354 or 355 EED 331 Middle School Writing Methods (.5) ESE 350 5-12 Methods: Adolescent Literature/Reading in the Content Areas Social Studies Specialty POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; SOC 141 ESE 495 Topics: Human Geography ESE 311 Middle School Methods: Social Studies (.5) Math Specialty MPG 4 or MAT 114 Precalculus MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 331 Middle School Methods: Mathematics (.5) Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry II or CHM 116 General Chemistry II BIO 121 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics SCI 106 Meteorology Geology (take elsewhere — see Education Department for suggestions) ESE 341 Middle School Methods: Science (.5) A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the 170 Elementary Education Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. A graduate-level elementary licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergradu- ate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. Pre-Primary Specialty: A pre-primary specialty for elementary is currently being developed. Contact the Education Department for further information. SECONDARY EDUCATION—ESE/EDC I PROGRAM REQUIREMENTS. t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science. Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Methods Block I ESE 300 Reading/Writing in the Content Area ESE 325 Creating Learning Environments Non-departmental requirements: ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Capstone Block EDC 410 Learners with Special Needs EDC 490 School and Society Foundations Block II (Courses from this point and on require admission to the education department.) EDC 310 Learning and Development Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Student Teaching Block ESE 481, 483, 485 Student Teaching (2.03.0) Elementary Education 171 A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Adult and Graduate Admissions Office for information. EDUCATION CORE COURSES - EDC. EDC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience required. This course meets Engaging Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and summer only) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 211 Minnesota American Indians (.5) An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. 172 Elementary Education EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EDC 410 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. (Prereq.: PPST and admission to department or special permission of instructor) EDC 490 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST and admission to department) ELEMENTARY EDUCATION - EED. EED 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 203 Elementary Education Physical Science Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts learned, students will develop demonstrations and lessons for K-5 classrooms. Assessment is based on written assignments, a technology project, lessons/demonstrations, and classroom participation. (Prereq.: PPST and admission to department; students must be Elementary Education majors — this course does NOT meet the Science Lab graduation requirement. Summer only) Elementary Education 173 EED 299 Directed Study See description on page 100. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to department) EED 330 K-6 Methods: Language Arts/Children’s Literature Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: PPST and admission to department) EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to depart- ment) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) 174 Secondary Education EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) SECONDARY EDUCATION - ESE. ESE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ESE 299 Directed Study See description on page 100. ESE 300 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking the 5-12 Communication Arts/Literature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) Secondary Education 175 ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Successful completion of student teaching occurs upon satisfactory completion of licensure program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) 176 SPECIAL EDUCATION: EMOTIONAL/BEHAVIORAL DISABILITIES AND/OR SPECIAL EDUCATION: LEARNING DISABILITIES—SPE T EED 350 EED 360 SPE 315 SPE 400 A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. he special education EBD and LD majors are available only through Weekend College; ideally, to people who are currently in schools working with students with this label. These majors lead to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Variations on this ideal are possible; see the Education Department for more information. Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing Required Education Courses for EBD: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Learners with Special Needs EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/ Children’s Literature K-6 Methods: Math K-6 Methods: Science Critical Issues Seminar (.5) Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Required Education Courses for LD: All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of Learning Disabilities SPE 434 Teaching Content Areas to Students with Learning Disabilities Special Education 177 SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: PPST and admission to department) SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) SPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: PPST and admission to department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) 178 Special Education SPE 434 Teaching Content Areas to Students With Learning Disabilities This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. (Prereq.: PPST and admission to department) SPE 490 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the Senior Keystone requirement in the core curriculum. (Prereq: PPST and admission to department) SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) SPECIAL EDUCATION MINOR. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 Learners with Special Needs EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective EDC 410 PSY 105 Principles of Psychology Choose one from the following: PSY 250 Child Development PSY 251 Adolescent and Young Adult PSY 252 Aging and Adulthood Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Assessment Interested students should contact the director of special education at the outset of coursework. Learners with Special Needs (see EDC course descriptions) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) ENGINEERING A ugsburg College has cooperative arrangements with two universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics Department, 612-330-1070. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (B.A./B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. 179 Bachelor of Arts/Master of Engineering (B.A./M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. 180 Engineering Michigan Technological University This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. DEGREE AND MAJOR REQUIREMENTS. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENL 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics II Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. ENGLISH—ENL T hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life’s complexity, experience life as others do, and better understand the world in which we live and work. Students majoring in English have the opportunity to choose one of four concentrations: Literature, Language and Theory; Media Writing; Creative Writing; and Secondary Licensure in Communication Arts/Literature. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. 181 Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Doug Green (Chair), Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, John Harkness, Colin Irvine, Dan Jorgensen, Deborah Kuhlmann, Dallas Liddle, Scannell (James) McCormick, John Reimringer, John Schmit, Kathryn Swanson, Mzenga Wanyama, Cary Waterman, Susan Williams DEGREE AND MAJOR REQUIREMENTS. Choosing a Concentration The English Literature, Language, and Theory concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works 182 English of fiction, poetry, creative non-fiction, film, and drama. All literature classes involve students in dynamic and enjoyable literary examination, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing — skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study crosslisted with American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies. The English Writing concentration is for students who intend to develop professional skills in either Creative or Media Writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. The Communication Arts/Literature Teacher Licensure major is for students who seek to be licensed to teach in Minnesota in Communication Arts/Literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a Communication Studies major. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. MAJOR REQUIREMENTS. English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least two 200level literature courses as prerequisites for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least five 300level courses, with one each in British liter- English 183 ature, American literature, and world literature. Majors must take at least one 400-level course with concurrent enrollment in ENL 490 English Keystone. Any 300-level course serves as a prerequisite for the 400level. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language and theory courses, three of which must be upper division courses. Media Writing Emphasis Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221. Also required, ENL 327 Quantitative Journalism; ENL 390 Media Ethics and Theory; and two additional courses from the following: ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC writing/reporting course; or an internship. And ENL 420, the Keystone writing course. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). English Writing Concentration Minor in Writing Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three Literature, Language, and Theory courses. At least one of these must be at the 300-level or higher. A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative writing course; or an internship. And ENL 420, the Keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 390, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): 184 English ENL 220 ENL 240 ENL 365 ENL 380 ENL 396 Intermediate Expository Writing Introduction to Literary Study Contemporary Post Colonial Fiction Introduction to the English Language Internship in Teaching Writing And three upper-division ENL Literature courses, one each in British, American, and world literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval). Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 343 Broadcast Production I COM 352 Persuasion COM 354 Interpersonal Communication Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. Contact an education department adviser for information about education courses. Departmental Honors GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). OTHER REQUIREMENTS. Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of 2.0 or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in English 185 consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. ENGLISH COURSES. Service Courses: The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENL 111 Effective Writing Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. 186 English Literature, Language, and Theory Courses: The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for Communication Arts/Literature Teacher Licensure major. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 Introduction to African American Literature American literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different collection of those voices. A specific minority literature, such as Hispanic American literature, Asian American literature, or African American literature, is usually emphasized each term; sometimes the course explores the writing of women or gay writers. Determine which version of the course is being offered in any given section by checking the departmental web page, or get a detailed course description in the English department. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL/AIS 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) English 187 Spotlight Courses — Offered Alternating Terms (Content for each will vary by term—check online course descriptions) ENL 260 Authors A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Themes This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Genres Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Students must take ENL 220 or 221 (see writing courses), and two 200-level literature courses, or gain consent of the instructor as a prerequisite. British Literature ENL 330 Shakespeare Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) 188 English ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 334 British Literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 and two 200level literature courses, or consent of instructor.) English 189 ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200-level literature course and THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) American Literature ENL 350 Readings in American Minority and Alternative Literatures A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 351 19th Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genres — slave narratives, romances, tall tales, epic poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) 190 English ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL/AIS 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include American Families, Blacks and Whites, and Sex and Self on the American Stage. Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200level literature course and THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) English 191 ENL 365 Contemporary Post Colonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for Communication Arts/Literature Teacher Licensure major. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include Classical Theaters, Spanish and Latin American Drama from the Renaissance to the Present, Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200-level literature course and THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neo-realism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 380 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) 192 English ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 390 Media Ethics and Theory This course acquaints students with the concepts and functions of the news media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Cross listed with Communication. (Prereq.: ENL 220, or 221, or 226, or 227, or 228, and two 200-level literature courses.) ENL 394 Composition Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor) English 193 ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 228 Broadcast and Online Journalism This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112) 194 English ENL 320 Fiction One Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226) ENL 321 Fiction Two A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story drafts written by the student and offered as work the student will refine in Fiction Two.) ENL 322 Poetry One Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. (Prereq.: ENL 226) ENL 323 Poetry Two A writing workshop in which students will revise a body of poetry, redrafting and polishing a collection of poems for inclusion in a portfolio of work. Students will also be expected to create new work during this workshop term. (Prereq.: ENL 322 or review and acceptance by instructor of a collection of poetry written by the student and offered as work the student will refine in Poetry Two.) ENL 324 Creative Nonfiction Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENL 220 or 221 or 226) ENL/THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended.) ENL 327 Quantitative Journalism: Computer Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of news reports and news features. This course is designed for persons wishing to explore the use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228) English 195 ENL/FLM 328 Screenwriting An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or 228) ENL 420 Advanced Studies in Writing The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. (Prereq.: Any 300-level writing course) ENL 490 English Keystone (.0 course) Students seeking keystone credit must register for this no credit, P/N course, along with ENL 410, 420, or 430. Directed Studies, Internships, and Independent Studies ENL 299 Directed Study ENL 396 On-Campus Internships This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. ENL 399 Off-Campus Internships ENL 499 Independent Study and Honors Projects Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. 196 ENVIRONMENTAL STUDIES E nvironmental studies is the interdisciplinary investigation of human relations with the natural environment. The program pursues a multifaceted examination — across the natural sciences, social sciences, humanities, and professional studies — of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, and history, environmental studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption, transportation, and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a B.A. or a minor in Environmental Studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple discipli- nary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the CedarRiverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in non-profit organizations, government policy and planning positions, law, education, ministry, and corporate settings. Environmental Studies Faculty Michael Lansing (History, Director), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Keith Gilsdorf (Economics), John Harkness (English), Colin Irvine (English), Joan Kunz (Chemistry), Joe Underhill (Political Science), John Zobitz (Mathematics). Major 14 Courses (standard track or HECUA track) Standard Track Requirements (14 course credits): Core courses: SBS 100 Environmental Connections SCI 106 Introductory Meteorology SWK 210 Environmental Justice and Social Change POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/WST 341 Environmental Politics (CGE) or SOC 381 The City and Metro Urban Planning ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/WST 313 Environmental Theology and Ethics (CGE) HIS 316 U.S. Urban Environmental History Environmental Studies 197 ECO 365 Environmental Economics and Sustainable Development INS 399 Internship SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity BIO 481 Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) HECUA Track Requirements (14 course credits): SBS 100 Environmental Connections SWK 210 Environmental Justice and Social Change ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/WST 313 Environmental Theology and Ethics (CGE) HIS 316 U.S. Urban Environmental History INS 345, INS 346, INS 399 (HECUA ENVIRONMENTAL SUSTAINABILITY SEMESTER, 4 course credits) SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity BIO 481 Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) Minor (7 courses) SBS 100 Environmental Connections CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity SWK 210 Environmental Justice and Social Change HIS 316 U.S. Urban Environmental History or ENL 270 Rites of Thematic Passage or REL 313/WST 313 Environmental Theology and Ethics (CGE) POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/WST 341 Environmental Politics (CGE) or ECO 365 Environmental Economics and Sustainable Development or SOC 381 The City and Metro-Urban Planning Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 198 Health, Physical Education, and Health Fitness FILM See listing under Communication Studies. FINANCE See listing under Business Administration. FOREIGN LANGUAGES See listing under Languages and Cross-cultural Studies. FRENCH See listing under Languages and Cross-cultural Studies. GERMAN See listing under Languages and Cross-cultural Studies. HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS—HPF A ll students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Health Fitness. The philosophy of the department is to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Both recreational participants as well as athletes will find ample opportunity for developmental activities. The physical education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The health education program prepares students for careers in school health education and wellness. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The health fitness program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school Health, Physical Education, and Health Fitness 199 in any of the allied health fitness professions. All students seeking teaching licensure must receive a grade of 2.0 in all required courses with an HPF prefix. Health, Physical Education, and Health Fitness Faculty Eileen Kaese Uzarek (Chair), Sam Barber, Jennifer Britz, Chris Brown, Anthony Clapp, Carol Enke, Marilyn Florian, Paul Grauer, Aaron Griess, Frank Haege, Melissa Lee, Mike Navarre, Joyce Pfaff, Jessica Rinehart, Missy Strauch DEGREE AND MAJOR REQUIREMENTS. ■ HEALTH EDUCATION Health Education Major HPF 104 Components of Fitness Training HPF 110 Personal and Community Health HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education HPF 205 Introduction to Health, Physical Education, and Health Fitness HPF 215 Exercise and Health Psychology HPF 316 Human Sexuality HPF 320 School Health Curriculum HPF 357 Measurement in Health, Physical Education, and Fitness HPF 358 Assessment in Health and Physical Education HPF 390 Instructional Methods and Materials in Health Education HPF 410 Administration and Supervision of the School Health Program HPF 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 250 Child Development OR PSY 252 Adolescent and Young Adult Development Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPF 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (There is no teaching minor in Minnesota public schools) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. ■ PHYSICAL EDUCATION Physical Education Major HPF 104 Components of Fitness Training HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education 200 Health, Physical Education, and Health Fitness HPF 205 HPF 220 HPF 254 HPF 275 HPF 324 HPF 334 HPF 335 HPF 340 HPF 350 HPF 351 HPF 357 HPF 358 HPF 473 BIO 103 Introduction to Health, Physical Education, and Health Fitness Motor Learning Introduction to Developmental and Adapted Physical Education Prevention and Care of Athletic Injuries K-6 PE Games and Activities 7-12 Sport Skills and Activities Outdoor Education Organization and Administration of Physical Education Programs Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Assessment in Health and Physical Education Physical Education Curriculum Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPF 104, 115, 205, 324, 334, 351. (There is no teaching minor in Minnesota public schools) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The fol- lowing courses are recommended for those interested in coaching in Minnesota public schools: HPF 114 HPF 275 HPF 280 Safety Education Prevention and Care of Athletic Injuries Coaching Theory The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. ■ HEALTH FITNESS Health Fitness Major HPF 104 Components of Fitness Training HPF 110 Personal and Community Health HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education HPF 205 Introduction to Health, Physical Education and Fitness HPF 215 Exercise and Health Psychology HPF 275 Prevention and Care of Athletic Injuries Health, Physical Education, and Health Fitness 201 HPF 300 HPF 305 HPF 350 HPF 351 HPF 357 HPF 430 HPF 445 Nutrition (Prior to Fall 2010, HLTH 345 Nutrition at Univ. of St. Thomas) Stress Management (Prior to Fall 2010, HLTH 375 Lifetime Stress Mgmt. at Univ. of St. Thomas) Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Epidemiology (Prior to Fall 2010, HLTH 400 Epidemiology at Univ. of St. Thomas) Health Fitness Seminar (Prior to Fall 2010, HLTH 449 Health Promotion Seminar* at Univ. of St. Thomas. *=HLTH 449 does not satisfy the keystone requirement. Students completing HLTH 449 will complete the keystone requirement outside of the major) HPF 450 HPF 499 Current Health Issues Internship in Health Fitness Select and complete one (1) of the following two (2) courses: HPF 315 Exercise Testing and Prescription HPF 330 Community Health Methods BIO 103 Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS COURSES. HPF 001 Foundations of Fitness (.0 course) This course is required of all Augsburg students outside the HPF major. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but the skills an individual can use to assess, monitor, and discipline him/herself to maintain a lifestyle of fitness and wellness. (Fall, spring) HPF 002, 003 Lifetime Activity (.0 course) Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. (Fall, spring) HPF 104 Components of Fitness Training This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) 202 Health, Physical Education, and Health Fitness HPF 110 Personal and Community Health Concepts and practices of health and healthful living applied to the individual and the community. (Prereq,: ENL 111. Fall) HPF 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) HPF 205 Introduction to Health, Physical Education, and Health Fitness (.5 course) An introduction to the professional field of health, physical education, and fitness. Includes history, current trends and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a healthy lifestyle found on the wellness continuum, which includes physical, intellectual, spiritual, social, emotional, environmental, and occupational health. (Spring) HPF 215 Exercise and Health Psychology Study of the impact of psychological, behavioral, social, and biological interactions on health. Health promotion, adherence and maintenance, prevention and treatment of illness, stress management, and healthy lifestyles will be emphasized. (Spring) HPF 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) HPF 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school based health and physical education programs for students with disabilities will be addressed. (Fall) HPF 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPF 114. Spring) HPF 315 Exercise Testing and Prescription (.5 course) This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI) certification exam. (Prereq.: MPG III, HPF 357. Fall) Health, Physical Education, and Health Fitness 203 HPF 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality (Prereq.: HPF 110. Spring) HPF 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of National Standards and pedagogy for health education, curriculum, and assessment included. (Prereq.: HPF 110. Fall even years) HPF 324 K-6 PE Games and Activities (.5 course) This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring) HPF 334 7-12 Sport Skills and Activities (.5 course) Theory and practice in skills, teaching and officiating elected games and activities. (Fall) HPF 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPF 104, HPF 114, HPF 205. Fall even years, spring even years) HPF 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPF 205. Fall) HPF 350 Kinesiology A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Fall) HPF 351 Physiology of Exercise The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. (Prereq.: ENL 111, BIO 103. Spring) HPF 357 Measurement of Health, Physical Education, and Health Fitness (.5 course) Concepts of statistics and the use of statistical procedures in health, fitness and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Prereq.: MPG 3, HPF 104, HPF 220, and either HPF 110 or HPF 205. Fall) HPF 358 Assessment of Health and Physical Education (.5 course) Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPF 104, 220, 357 and either HPF 110 or HPF 205.) 204 Health, Physical Education, and Health Fitness HPF 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K6. An in depth view of all aspects of teaching physical education to elementary aged children. (Prereq.: HPF 104, HPF 324. Fall) HPF 368 Physical Education Methods (7-12) Procedures, materials, and issues involved in teaching physical education in secondary schools. (Prereq.: HPF 104, HPF 334. Spring) HPF 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. (Prereq.: HPF 110. Spring) HPF 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Prereq.: HPF 110. Fall even years) HPF 450 Current Health Issues (.5 course) This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPF 110. Fall odd years) HPF 473 Physical Education Curriculum (.5 course) Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. (Prereq.: HPF 205. Fall) Internships and Independent Study Courses: HPF 199 Internship See descriptions for this and other internship options (on-campus, off campus, credit options ) on page 99. HPF 299 Directed Study See description on page 100. HPF 399 Internship See descriptions for this and other internship options (on-campus, off campus, credit options ) on page 99. HPF 499 Independent Study/Research See description on page 100. Open only to junior or senior majors. HISTORY—HIS H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Jacqueline deVries (Chair), Phil Adamo, Bill Green, Don Gustafson, Michael Lansing DEGREE AND MAJOR REQUIREMENTS. Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and 205 medieval, modern Europe, United States, and non-Western. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking and Writing skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. 206 History Medieval Studies Prerequisites The History Department also hosts the major in Medieval Studies. For more information, please refer to “Medieval Studies” in this catalog. Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. OTHER REQUIREMENTS. First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. HISTORY COURSES. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. HIS 121 19th-Century United States A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. History 207 HIS 122 20th-Century United States A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. HIS 150/350 Latin American History This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350) HIS/WST 155/355 Cultural Conflict and Change in Latin America Center for Global Education course. See International Studies, Sustainable, Development and Social Change (Guatemala, El Salvador, Nicaragua) HIS 162/462 20th-Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. 208 History HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS 349) HIS 280 The History Workshop This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. (Prereq.: ENL 111 or 112) HIS 282 The History of Women Since 1848 This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. HIS 311 Topics in Women’s History Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 316 U.S. Urban Environmental History A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. History 209 HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 327 Racism and Resistance in Southern Africa and the U.S. Center for Global Education course. See International Studies section, Nation Building, Globalization, and Decolonizing the Mind (Namibia) HIS 331 Topics in United States History In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of United States Foreign Relations A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. HIS 343 The North American West This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (International Studies— Namibia) 210 History HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150. HIS 352 Modern Germany A survey of the social, political, and cultural development of modern Germany, focusing on the question of Germany’s sonderweg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and Ireland This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for Global Education. Cross-listed with Women’s Studies. HIS 360 Ancient Egypt and Classical Greece This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 361 Hellenistic Greece and Rome This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. HIS 370 The Late Middle Ages to 1648 This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. HIS 374 Medieval Crusades This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, History 211 we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th-Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. This course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered fall and spring terms.) Internships and Independent Study Courses: HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. HIS 299 Directed Study See description on page 100. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. HIS 499 Independent Study/Research See description on page 100. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.50 GPA in history) 212 HONORS PROGRAM—HON T he Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program Director, e-mail at <honors@augsburg.edu>. Honors Program Recognition Students who finish the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admissions Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school G.P.A. of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application located at <www.augsburg/honors.edu>. Students applying for the Honors Program also automatically apply for the College’s highest academic-based scholarships, the President’s, Honors Regents’, and Harwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, and PostSecondary Option courses may satisfy Honors Program requirements, and/or be granted college credit. Contact Academic Advising or the Honors director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors Honors Program 213 Humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program for Advanced Transfer Students Students with more than 16 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, students must: join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take: HON 340, HON 490 and any two other Honors courses. Honors Co-Curricular Activities Honors Houses: All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their Houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship such as College scholarship events and high school research fairs. The Pike Stewards House coordinates public relations, job placement, and fund raising opportunities for all Honors students. Pike House also organizes events for alumni and fund raising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as honors service days and Augsburg experiences. Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Honors Disputation League: Students organize, coach, research, write, and rehearse as teams which then compete in intramural debate tournaments held four times each year. Student House Presidents, Debate Captains, and Student Councils: Students elected to leadership within their Honors House may serve as House Presidents or Debate Captains. The House Presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. House Debate Captains organize the Inter-House Disputations and judge disputes among the Honors Houses. 214 Honors Program Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through studentcreated learning experiences. These student created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements at the same time, or simply be an elective. Student-created learning experiences may take any form. Some possible forms include: • Student Created courses (created in collaboration with faculty) • Full course (10-20 students) • Reading Groups (2-9 students) • Individual Reading and Examination (individual study) • Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council Member or the Honors Program Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program Director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. First Year Fall • First-year students select Honors House membership. • First-year students not permitted to join Augsburg Honors Review or Honors Disputation League. • HON 100 Christian Vocation and the Search for Meaning I • HON 120 Scholar Citizen (includes theatre lab, critical thinking skill) Spring • HON 130 Liberating Letters (humanities LAF and speaking skill) • HON 111 Effective Writing (or advanced placement or transfer) Second Year Fall • Students invited to join HON 450 Augsburg Honors Review or HON 460 Honors Disputation League • HON 220: Scholar Scientist (one natural sciences and mathematics LAF and quantitative reasoning skill) Spring • HON 240: Science, Technology, and Citizenship (one natural sciences and mathematics lab LAF) Third Year Fall • Students invited to join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League • HON 250: Social Scientist (social and behavioral sciences LAF) • HON 340: Junior Colloquium (President or Dean teaches. P/N, no credit, meets twice each semester for 90 minutes) Spring • HON 230: Arts and the City (fine arts LAF) • HON 340: Junior Colloquium (same as Fall semester) Honors Program 215 Fourth Year Fall • Students may join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League in their fourth year • HON 200: Christian Vocation and the Search for Meaning II Spring • HON 490: Honors Senior Seminar Research Requirement: At some point before graduating, students must take at least two semesters of the following: • HON 450 Augsburg Honors Review • HON 460 Honors Disputation League • HON 470 Student/Faculty Research Collaboration Summary Notes: • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. • Students past first year may take courses out of the recommended sequence without prior permission. • Residency: All Honors students must complete seven full-credit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. HONORS COURSES. HON 100 Christian Vocation and the Search for Meaning I Honors section of REL 100. Some students (e.g. some science majors) may need to defer the course and take HON 100 in another term. HON 120 The Scholar Citizen An introduction to the Honors Program. Course content focuses on great (and significant) primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on the medieval liberal arts trivium (grammar, rhetoric, logic). (includes theatre lab) HON 130 The Liberating Letters Problem-based or question-based interdisciplinary humanities course. Emphasizes public uses of knowledge; uses resources of Cities; and satisfies the public speaking skill. HON 111 Honors Introduction to Effective Writing Linked with HON 130, this effective writing course employs a rhetoric-based and argument focused approach to writing. HON 200 Christian Vocation and the Search for Meaning II Honors section of REL 200. HON 220 The Scholar Scientist Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, formal systems. Fulfills graduation QR requirement. 216 Honors Program HON 230 Arts and the City Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events. HON 240 Science, Technology, and Citizenship Multi-disciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. HON 250 The Social Scientist Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Makes substantial use of the resources of the Twin Cities. Travel Seminar May include a Center for Global Education 10-day seminar, other international travel, or domestic immersion trip. HON 340 Junior Colloquium: The Scholar as Leader Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (P/N; 0.0 credit, meets twice a semester for 90 minutes each seminar.) HON 380 Student-Created Learning Experience (SCLE) Following the guidelines set forth above, SCLEs may take many forms as determined by the student and faculty creating the learning experience (may be .5 or 1.0 credit, may be traditional or P/N). HON 450 Augsburg Honors Review: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the Augsburg Honors Review. (0.0 credit, P/N only) HON 460 Honors Disputation: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving in the Disputation League. (0.0 credit, P/N only) HON 470 Student/Faculty Collaboration: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the student/faculty research collaboration. (0.0 credit, P/N only) HON 490 Honors Senior Seminar This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying several great primary texts related to philosophy, rhetoric, vocation and meaning. INTERDISCIPLINARY STUDIES—INS I nterdisciplinary studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: American Indian Studies Environmental Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. LEADERSHIP STUDIES MINOR. Coordinator Norma Noonan The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) BUS 242 Principles of Management (no prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) COM 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242 or 200) HIS 122 20th-Century United States INS 325 Building Working Relationships (WEC/Day) PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) COM 321 Business and Professional Speaking COM 355 Small Group Communication (no prereq.) COM 410 The Self and the Organization (WEC) MIDDLE EAST STUDIES MINOR. The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. 217 218 Interdisciplinary Studies Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): ences, with at least one course to be selected in each area. 1. Language courses: one year (two courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. See International Relations, page 220. PEACE AND GLOBAL STUDIES MINOR. 3. Area courses: three courses distributed among the humanities and social sciINTERDISCIPLINARY COURSES. INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) INTERNATIONAL RELATIONS I nternational relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill DEGREE AND MAJOR REQUIREMENTS. Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modern World or HIS 104 The Modern Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modern language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 368, 465 ECO 317, 360, 365 HIS 323, 346, 348, 350, 352, 354, 440, 474 MKT 466 PHI 355 POL 350, 351, 359, 382, 459 REL 356, 420 SOC 141 COM 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modern Languages) SWK 230 Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. 219 220 International Relations Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing: GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. S: one of the following IR electives: ECO 365, HIS 350, or PHI 355 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors International Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modern language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The peace and global studies minor focuses on the centrality of justice, tolerance, and inter-cultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw International Studies 221 on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341, REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International Relations program director for full program description. INTERNATIONAL STUDIES I nternational study at Augsburg aims to provide students the skills needed to be successful in today’s global world. The College’s strong commitment to a global perspective and its mission to “...nurture future leaders in service to the world,” provide the foundation to include international study in every student’s degree program. In addition to the following courses, students have over 200 programs in over sixty countries from which to choose the best opportunity for their discipline and personal needs. Contact Augsburg Abroad for advising on study abroad programs, finances, and academics. Augsburg Abroad is the front door for students and faculty interested in study abroad. More information about study abroad is located in the Augsburg Abroad section of this catalog. CENTER FOR GLOBAL. EDUCATION COURSES. ■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA (MEXICO)—FALL This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing approximately six weeks, and with Mexican host families for four to six weeks. All students will be expected to take POL/WST 359, REL/WST 366, and at least one Spanish course. In addition, they may choose between taking a second Spanish course or completing an internship or field research (independent study). Prerequisite: one college-level Spanish course or its equivalent. 222 International Studies SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or or equivalent.) POL/WST 359 Women, Gender, and Social Change in Latin America An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. International Studies 223 REL/WST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. HIS/INS/POL/REL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequistes: SPA 212 or equivalent, internship application, and Spanish reference forms) HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ INTERNATIONAL BUSINESS AND GLOBAL CITIZENSHIP (MEXICO) — FALL This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. The program includes intensive Spanish language instruction, a four-week family stay, a week-long seminar on international business in Mexico City, and short trips to other nearby regions in order to develop a broader perspective on globalization and international business issues. All students will take two Spanish language courses and BUS 495. For their fourth course, they may take Topics in Business Spanish, or complete an internship or independent study. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selection Latin American and Spanish texts that stimulate intellectual growth and promote culture understanding students review all the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) 224 International Studies SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversations in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Taught by Mexican instructors.s (Prerequisite: SPA 311 or equivalent.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices on contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or the equivalent.) BUS 495 Global Business Issues and Developing Countries: Mexico and Beyond. This course examines global economic conditions today and explores vital issues, such as exchange rates, trade balances, international joint ventures, resources, tariffs, trade barriers, government regulations’ shipping option, etc. Emphasis is on understanding issues from the perspective of both developed and developing countries, using Mexico as a case study. (Prerequisites.: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor). BUS/HIS/INS/POL/REL/SPA/WST 399 Internship The internship seminar is a rigorous academic course that involves not only approximately 100 hours of work experience and/or participant observation in a Mexican business, government agency, school, or other organization, but also participation in a seminar that explores cultural issues, organizational analysis, and personal and professional development through class discussions and written and oral assignments. Students seeking Spanish credit must receive approval from department chair to enrollment. International Studies 225 SPA 495 Topics in Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.) HIS/INS/POL/REL/WST 499 Independent Study Students who are highly independent and self-motivated may conduct independent, field-based research during the last third of the semester and participate in a seminar that explores fieldwork methods and cultural and ethical issues. This course option is intended for serious students who want to begin research related to a senior thesis or capstone project. ■ MIGRATION AND GLOBALIZATION: ENGAGING OUR COMMUNITIES (MEXICO)—SPRING This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. All students will be expected to take HIS/WST 357 and three of the following: POL/WST 341, one to two Spanish courses, an internship or independent study. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) 226 International Studies SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) HIS/WST 357 Mexican History, Culture, and Cosmovision This course traces the historical development of gender, class-based, and racial/ethnic oppression in Latin America from the Conquest to the present day, and explores the history of resistance and social change in Latin America. POL 341/WST 341 Globalization, Social Struggles, and the Environment Explores issues of globalization and social change in Mexico and analyzes political, social and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. HIS/INS/POL/REL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) International Studies 227 HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course or its equivalent. (Students may choose to study Spanish in Mexico during the month of January, prior to the start of the semester.) Priority is given to social work majors. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) 228 International Studies SWK 294 International Social Welfare: The Mexican Context Develops students’ understanding of current social, economic, political, and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the United States at large. SWK 316 Social Work Practice II: With Families and Groups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). ■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA, EL SALVADOR, NICARAGUA)—FALL OR SPRING This program introduces students to the key issues facing Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. International Studies 229 Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following four courses: 1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) POL 459. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) 230 International Studies HIS/WST/ISS 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. POL 459 Topics in Comparative Politics: Citizen Participation in Policy Formulation within a Globalized Economy — A Nicaraguan Case Study This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America. The course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. ■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. INS 312 The Development Process — Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. International Studies 231 HIS 327 Racism and Resistance in Southern Africa and the United States: Struggles Against Colonialism, Apartheid, and Segregation This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. HIS/INS/POL 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. This replaces the Religion and Social Change course. HIS/INS/POL 499 Independent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor HECUA COURSES. ■ SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The curriculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of a social democracy undergoing major changes in response to immigration. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union, and broader global politics. Students have the option of Norwegian language study or an independent study project. INS 372 Norwegian Language INS 377 Challenges of Globalization to the Scandinavian Welfare State INS 393 Scandinavian Art and Literature INS 394 Urbanization and Immigration INS 499 Independent Study (Students may choose either INS 372 or 499) 232 International Studies ■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND SPRING The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 Community Participation and Social Change INS 399 Internship INS 499 Independent Study (2 course credits) ■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE: BANGLADESH — SPRING The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s development is at the core of the program, as is hands-on experience through internship and independent study. INS 307 Culture and Society (1.5 credits) INS 313 Sustainable Development INS 399 Internship (1.0 credit) and INS 397 Internship (.5 credit) (total 1.5 credits) Or INS 499 Independent Study/Research (1.0 credit) and INS 497 Independent Study/Research (.5 credit) (total 1.5 credits) International Studies 233 ■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) ■ DIVIDED STATES OF EUROPE: GLOBALIZATION AND INEQUALITIES IN THE NEW EUROPE — SPRING The Divided States of Europe program examines the development of the European Union (EU), including its historical foundations and institutional basis, contemporary, democratic, and social challenges, and its expansion to include the former communist nation-states of Central and Eastern Europe. The program explores the relationship between the EU and globalization and, in particular, questions whether the EU adequately addresses the human dimensions of globalization. Scandinavia and Poland will be used as case studies throughout the program; Scandinavia because of its strong democratic credentials, relatively evenly distributed wealth, and unique range of experiences with the European integration project; Poland because of its tumultuous history, recent accession to EU membership, and role as a major supplier of migrant labor within Europe. INS 371 Ever Closer Union: The Challenge of European Integration INS 376 Included but Excluded? Globalization and Human Rights in Europe INS 499 Independent Study 234 LANGUAGES STUDIES AND CROSS-CULTURAL T he Department of Languages and Cross-cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. (A major in cross-cultural studies is being developed. See department chair or Academic Advising for details.) Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College’s affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-cultural Faculty Frankie Shackelford (Chair), Anita Fisher, Diane Mikkelson, Pary PezechkianWeinberg, Kate Reinhardt, Susana Sandmann, Donald Steinmetz, Dann Trainer, John vanCleve DEGREE AND MAJOR REQUIREMENTS. Major The major consists of ten courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature, KEY 480, and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S). Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Languages and Cross-cultural Studies 235 Minor Transfer Students The minor consists of four courses above 211 (Norwegian only: 211 and above), including one in language and one in literature or culture. All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. OTHER REQUIREMENTS. Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Study Abroad A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Since spring term 2001, Augsburg College no longer offers a licensure program in modern languages. LANGUAGES AND CROSS-CULTURAL STUDIES COURSES. ■ AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) ■ CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ■ FARSI (FAR) FAR 111/112 Beginning Farsi I, II An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. 236 Languages and Cross-cultural Studies ■ FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall, Prereq.: 212) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 411 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) Languages and Cross-cultural Studies 237 FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. FRE 299 Directed Study See description on page 100. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. FRE 499 Independent Study/Research See description on page 100. ■ GERMAN (GER) GER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required) GER 211, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 Topics in Literature, Culture, or Linguistics GER 311 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) 238 Languages and Cross-cultural Studies GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 351 Survey of Literature: German Literature from Chivalry to Romanticism The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. (Prereq.: 311) GER 411 Advanced Conversation and Composition Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) GER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: GER 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. GER 299 Directed Study See description on page 100. GER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. GER 499 Independent Study/Research See description on page 100. ■ JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian studies program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. Languages and Cross-cultural Studies 239 ■ NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112, Prereq.: 111) NOR 211 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 411 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NOR 299 Directed Study See description on page 100. 240 Languages and Cross-cultural Studies NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NOR 499 Independent Study/Research See description on page 100. ■ OJIBWE (OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern languages department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.: 111) ■ SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) Languages and Cross-cultural Studies 241 SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.: SPA 311 or consent of instructor. Spring) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SPA 299 Directed Study See description on page 100. SPA 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SPA 499 Independent Study/Research See description on page 100. 242 Mathematics MANAGEMENT INFORMATION SYSTEMS See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. MATHEMATICS—MAT M athematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg’s urban location allows students to gain experience working with mathematics through internships, cooperative education, and the colloquium course. Mathematics Faculty Matthew Haines (Chair), Pavel Belik, Tracy Bibelnieks, Suzanne Dorée, Kenneth Kaminsky, Jody Sorensen, John Zobitz Mathematics 243 DEGREE AND MAJOR REQUIREMENTS. Bachelor of Arts Mathematics Major Twelve courses including MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures MAT 324 Analysis MAT 373 Probability and Statistics I Two MAT electives numbered above 200, at least one of which is numbered above 300. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale presenting a coherent program of study, typically relating mathematics to another discipline. Three supporting courses from the following list or substitutes with departmental approval: CSC 160 (recommended), CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, ECO 490, ESE 330, FIN 331, MAT 163, MAT 173, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. No more than one of MAT 163, PSY 215, or SOC 362 may count toward the supporting courses. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Graduation skills in Critical Thinking (CT) and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 and the major or a course outside the department; consult your MAT adviser for recommendations. Also, consult your MAT adviser for requirements for meeting Quantitative Reasoning (QR). Students transferring in mathematics course(s) towards the major must consult their MAT adviser about potential additional skills courses needed. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Bachelor of Science Mathematics Major The requirements for the Bachelor of Science degree are the same as for the Bachelor of Arts degree with mathematics major except that two MAT electives and three supporting courses must be chosen from a focus area approved by the department. Sample focus areas: Business, Economics, or Actuarial Science: Two of MAT 355, 363, 374, 377 or approved 395; Three of CSC 160, ECO 112 or 113; MAT 163, MAT 173, ECO 318, ECO 490, or FIN 331. Computational Mathematics: Two of MAT 355, 363, 377, or approved 395; CSC 160, CSC 170; and either MAT 163 or CSC 320. Physical Sciences: Two of MAT 247, 327, or 355; CSC 160 or MAT 163; PHY 121122 or CHM 115-116. Teaching Mathematics: MAT 252; MAT 287; MAT 314; ESE 330; CSC 160. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. 244 Mathematics Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the major, with the electives specified as: CSC 160, MAT 252 Exploring Geometry, MAT 287 History of Mathematics, MAT 314 Abstract Algebra, and ESE 330 5-12 Methods: Mathematics. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus I; MAT 163 Introductory Statistics; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.50 in MAT courses numbered above 200, 3.00 overall GPA, an honors project, and approval of the Mathematics Department. Specific requirements are available from the department. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 287. Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. OTHER REQUIREMENTS. Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar’s office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. Mathematics 245 MATHEMATICS COURSES. MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137. Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138. Students who have successfully completed a higher number MAT class, a statistics class, or any other quantitative reasoning class must obtain departmental approval before registering for MAT 123, 129, 137, or 138. MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I & II Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for MAT 137; MAT 137 or MPG 4 for MAT 138) MAT 145-6 Calculus I & II Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) 246 Mathematics MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. (Prereq.: MPG 3) MAT 201 Communicating Mathematics (.5 course) An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count toward the mathematics major or minor. Completion of this course plus two MAT courses numbered above 250 taken at Augsburg that include significant speaking assignments satisfies the College’s speaking skill requirement. (Prereq.: MAT 146) MAT 245 Calculus III Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 163 and MAT 145. Also recommended: CSC 160) Mathematics 247 MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. (Prereq. : MAT 145) Students are expected to have completed ENL 111 and either MAT 201 or a speaking skill course before enrolling in any MAT course numbered above 300. MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246 and MAT 271) MAT 324 Analysis Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. (Prereq.: MAT 146, MAT 271. Also recommended: additional MAT course numbered 200 or higher) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 160) MAT 363 Chaotic Dynamical Systems Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. (Prereq.: MAT 146 and MAT 246, 247, or 271) MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. (Prereq.: MAT 246) MAT 395/495 Topics/Advanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) 248 Mathematics MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Internship and Independent Study courses: MAT 199/399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing) See also description on page 99. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 100. MEDIEVAL STUDIES T HIS 370 Late Middle Ages HUM 499 Keystone, Medieval Studies Project The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. One (1) of the following religion or philosophy courses: HIS 372 Medieval Church PHI 242 Medieval and Renaissance Philosophy REL 361 Church in the First Four Centuries REL 362 Theology of the Reformers he objective of Medieval Studies is to introduce students to the culture of the Middle Ages — its diverse history and beliefs, its arts and literature — and to the disciplinary and interdisciplinary skills necessary for its serious study. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), John Harkness (English), Martha B. Johnson (Theatre Arts), Merilee I. Klemp (Music), Philip A. Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy), Mark D. Tranvik (Religion) DEGREE AND MAJOR REQUIREMENTS. Major Nine courses, including: Four (4) core requirements: HUM 120 Medieval Connections HIS 369 Early and Middle Ages One (1) of the following literature courses: ENL 330 Shakespeare ENL 332 Renaissance and Reformation ENL 360 The Medieval World ENL 361 The Classical Tradition One (1) of the following history of arts courses: ART 386 Medieval Art ART 387 Renaissance and Baroque Art MUS 231 History and Literature of Music I THR 361 Theatre History and Criticism I Two (2) electives from the following courses: HIS 374 Medieval Crusades HIS 440 Monks and Heretics POL 380 Western Political Thought Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 249 250 Medieval Studies Minor Quantitative Reasoning (QR) Skills Five courses including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). OTHER REQUIREMENTS. Language Requirement Students must take one year of collegelevel Latin or other medieval language approved by their adviser, which will fulfill the Modern Languages Graduation Skills requirement. Fulfilled outside the major. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of adviser is required for all Augsburg Experiences related to Medieval Studies. COURSES. HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections) This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) For other course descriptions, please refer to the specific departments elsewhere in the catalog. METRO-URBAN STUDIES—INS M etro-Urban studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, social work, art, and other related disciplines. Metro-Urban studies is designed to blend classroom, theory, field studies, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-Urban studies introduces students to the wide variety of careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College’s location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, Keith Gilsdorf, Stella Hofrenning (ECO), Michael Lansing (HIS), Lars Christiansen, Nancy Fischer (SOC), Michael Shock (SWK), Kristin Anderson (ART) DEGREE AND MAJOR REQUIREMENTS. Major Ten courses including: ECO 113 Principles of Microeconomics POL 122 Metropolitan Complex SOC 111 Community and the Modern Metropolis HIS 316 U.S. Urban Environmental History or HIS 225 History of the Twin Cities or HIS 335 Urban American History or ART 249/349 HIS 249/349 The Designed Environment SOC 362 Statistical Analysis or POL 483 Political/Statistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 251 252 Metro-Urban Studies Minor POL 122, SOC 111, HIS 316/225/ 249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. METRO-URBAN STUDIES COURSES. Internships and Independent Study Courses: INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. INS 299 Directed Study See description on page 100. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study—Metropolitan Resources An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 Independent Study/Research See description on page 100. (Prereq.: POL 484 or SOC 363) ■ URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in Scandinavia, South America, Central America, Northern Ireland, and the Twin Cities. Also see International Studies listings. URBAN STUDIES COURSES. ■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING This Semester in the Cities program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Contested Theories of Poverty, Inequality and Social Change Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Metro-Urban Studies 253 INS 359 Field Seminar: Social Policy and Anti-Poverty Strategies in Theory and Practice Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 99. ■ II. CITY ARTS—SPRING Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Arts Praxis Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 Creating Social Change: Art and Culture in Political, Social and Historical Context Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 99. ■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC POLICY — FALL Focuses on the social, scientific, ecological, and economic underpinnings of public policy and conflict over natural resources and environmental quality. INS 345 Social Dimensions of Environmental Change INS 346 Adaptive Ecosystem Management INS 399 Internship and Field Methods (2 course credits) ■ IV. WRITING FOR SOCIAL CHANGE INS 354 Reading for Social Change: Writing in Context INS 355 Writing for Social Change: Creative Writing Workshop INS 399 Internship and Integration Seminar (2 course credits) ■ V. SEE HECUA UNDER INTERNATIONAL STUDIES 254 MUSIC—MUS T he Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three music degree programs and five majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The music department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Full-time Faculty Robert Stacke (Chair), Jill Dawe, Douglas Diamond, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Marv Dahlgren, Bridget Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Megan Holroyd, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Kathy Kienzle, Rena Kraut, Steve Lund, K. Christian McGuire, Laurie Merz, Vladan Milenkovic, Rick Penning, Michael Petruconis, O. Nicholas Raths, Andrea Stern, Sonja Thompson, Shannon Wettstein, Angela Wyatt Fine Arts Manager Randall Davidson Fine Arts Coordinator Cathy Anderson Fine Arts Facilities Manager Karen Mulhausen DEGREES/MAJORS. Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a certified music therapist. Music 255 Music Minor Music Music business **All music majors and music minors** must choose and apply to a degree program by the end of their fourth semester of study. Degree and GPA requirements and applications are in the Music Department Student Handbook. Transfer students should meet with a music degree adviser as soon as possible after enrolling at Augsburg. DEGREE AND MAJOR. REQUIREMENTS. Music Core MUS 101 MUS 111 MUS 102 MUS 112 MUS 201 MUS 211 MUS 202 MUS 212 MUS 231 Materials of Music I Aural Skills I Materials of Music II Aural Skills II Materials of Music III Aural Skills III Form and Analysis Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music II Piano Proficiency Test (see Music Department Handbook) Music Repertoire Tests (see Music Department Handbook) Graduation Skills for Music Majors: The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the music major. Consult the department chair or an academic adviser for requirements for meeting the Writing (W) and Quantitative Reasoning (QR) graduation skills. For the music major, the graduation skill in Speaking (S) will be met by completing the following course: Bachelor of Arts in Music: S: MUS 341 — Basic Conducting Bachelor of Arts in Music with a Music Business Concentration: S: MUS/BUS 105 — The Music Business Bachelor of Music Performance: S: MUS 341 — Basic Conducting Bachelor of Music Education: S: MUS 341 — Basic Conducting MUP 1xx-4xx Performance Studies Bachelor of Science in Music Therapy: S: MUS 363 — Expressive/Creative Arts in Healing MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music One to four semester(s) on the major instrument in accordance with degree requirement (0.0 credit) Transfer Students and Graduation Skills: Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. MUS 358 Junior Recital and/or MUS 458 or MUS 459 Senior Recital MUE 111 or 112 or 114 or 121: Large Augsburg Ensemble Four to eight semesters in accordance with degree requirement ■ BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study 256 Music or desire to enter one of the many music related business fields most often choose this course of study. Faculty Adviser: Douglas Diamond Requirements Music core and: MUS 341 Basic Conducting MUS 458 Senior Recital One (1.0) credit of approved courses outlined in the Music Department Student Handbook. One (1.0) credit of upper division music courses. MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Music Business Major The music business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The music business major has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed for the music/business student). Faculty Adviser: Ned Kantar B.A. in Music with Music Business Concentration Requirements: Music core and: ECO 113 Principles of Microeconomics MIS 260 Problem Solving ACC 221 Principles of Accounting I BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking MUS 458 Senior Recital MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 121 Eight semesters in a major Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Music 257 B.A. in Business Administration with Specialization in Music Business MUS 232 History and Literature of Music II Requirements: One (1.0) credit of additional music courses ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing FIN 331 Financial Management MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — OR — 2 MUS credits and 1 MUE credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (Other MUS courses as approved by adviser) Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, II MUS 111, 112 Aural Skills I, II MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUE 111 or 112 or 114 or121 & MUP 1xx-2xx Performance Studies (.25 credit) Four semesters in a large Augsburg ensemble and four (.25 credit) semesters of performance studies in the major instrument/voice Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS/BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I MUS/BUS 399 Internship (approved for the Music Business Minor) One of the following: MUS/BUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship 258 Music All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) ■ BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education licensure program. Faculty Advisers: Robert Stacke—Instrumental Peter Hendrickson—Vocal Requirements Music core and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 211 Minnesota American Indians EDC 220 Educational Technology EDC 310 Learning and Development ESE 300 Reading/Writing in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485, 487 Student Teaching MUS 359 Music Methods: Choral/Vocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two areas of emphasis: Vocal emphasis: MUS 251-254 Diction (.25 credit each=1.0) MUS 342 Choral Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) MUS/THR 235 Music Theatre (.5 credit) Instrumental emphasis: MUS 344 Instrumental Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) two semesters, OR MUS 129 one semester AND MUS 143 one semester Music elective (1.0 credit) MUP 1xx Performance Studies (.25credit) Two semesters of half hour lessons in the major instrument/voice (first year) MUP 2xx-4xx Performance Studies (.5 credit) Six semesters of hour lessons in the major instrument/voice (second, third, fourth year) A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instru- Music 259 ment/voice that corresponds with their large ensemble requirement. MUE 111 or 112 or 114 or 121 (.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds and percussion, Band; strings, Orchestra; voice, Choir). You must participate in the ensemble for which you want to teach. (total= 2.0 credits) MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) Two semesters in a chamber music course on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice ■ BACHELOR OF MUSIC Music Performance Major A focused classical training program designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and studio teaching, professional performance opportunities, auditions, and graduate school. Acceptance to the program is by application and audition (see Handbook). Faculty Adviser Jill Dawe Requirements Music Core and: MUP 1xx Performance Studies Two semesters of half hour lessons (0.25 credit) in major instrument MUP 2xx-4xx Performance Studies Six semesters of one hour lessons (0.5 credit) in major instrument MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) At least four semesters Chamber Music playing on major instrument (see Handbook) MUS 358 Junior Recital (.0 credit) MUS 459 Senior Recital (.0 credit) (see Handbook) MUE 111 or 114 or 121or 141 Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with adviser. Additional coursework as follows: Voice Majors: MUS 251-254 Diction (0.25 credit each) MUS 435 Voice Repertoire (0.5 credit) MUS359 Music Methods: Voice/Choral Elective (1.0 credit) Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 Opera Workshop. Keyboard Majors: MUS 436 Piano Repertoire MUS 456 Piano Pedagogy Elective (1.0 credit) Instrumentalists: MUS356 MusicMethods: Brass/Percussion (0.5 credit); or MUS 357 Music Methods: Woodwinds (0.5 credit); or MUS 355 Music Methods: Strings (0.5 credit) Electives (1.5 credit) 260 Music ■ BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is minimally a four-and-one-half-year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Faculty Adviser: Roberta Kagin Requirements Music core and: MUS 271 Music Therapy Techniques and Materials MUS 274, 275 Music Therapy Practicums MUS 363 Expressive and Creative Arts in Healing MUS 372, 375 Psychological Foundation of Music I, II MUS 374, 375 Music Therapy Practicums MUS 473 Music Therapy Senior Seminar MUS 474, 475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half Senior Recital EDC 410 The Learner with Special Needs PSY 105 Principles of Psychology PSY 262 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds MUS 345 Music Therapy Methods II: Voice, Piano, Percussion One of the following two: SOC 362 Statistical Analysis PSY 215 Research Methods: Design Procedure, and Analysis I MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Therapy Equivalency/ Certification Program The music therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: Music 261 • submit an application for admission during the first semester of residency at Augsburg • submit a copy of a current academic transcript and transferred credits with the application • submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Department Student Handbook) • complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student’s performance at his or her first jury. Departmental Honors Students may apply for departmental honors by submitting an honors project proposal to the music faculty during the first semester of the senior year. Students submitting a proposal should include a transcript showing a cumulative GPA of 3.00 or higher in music courses, and a brief resume outlining their experience, performances, work, research, leadership roles, and study. The honors proposal should clearly outline a project that goes well beyond required coursework, and could include but is not limited to one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Registration in performance studies in the major instrument/voice is required during the semester in which a degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate junior and senior recitals. Recitals are graded on a pass/fail basis. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other non-degree student recitals may be considered for departmental sponsorship. All music degree recitals must meet the academic guidelines set forth in this catalog. • B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. • B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. • B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration. ■ EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. 262 Music MUSIC COURSES. Many music courses are offered alternate years. Consult the registrar’s website <www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each term. ■ THEORY AND MUSICIANSHIP MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills II (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 201 Materials of Music III (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.00) MUS 211 Aural Skills III (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) MUS 311 Composition I (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) Music 263 MUS 312 Composition II (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) ■ HISTORY AND LITERATURE MUS 130 Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not required. MUS 220 Worlds of Music A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. MUS 231 History and Literature of Music I An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232) Each course in the MUS 331-334 sequence offers a detailed investigation of Western European classical music from a specific era: Baroque, Classical, Romantic, or 20th Century. Significant repertoire is studied within cultural and historical contexts; listening is emphasized; and each course fulfills the LAF required skill in writing. 264 Music MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or permission from instructor) MUS 436 Piano Repertoire (.5 course) A study of piano literature from the 17th century to the present. (Prereq.: MUS 231, 232) ■ MUSIC THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds Basic techniques for strings, brass, and woodwinds with application for the use of these instruments for music therapy. MUS 345 Music Therapy Methods II: Voice, Piano, Percussion Basic techniques for voice, piano, and percussion with application for the use of these instruments for music therapy. MUS 363 Expressive and Creative Arts in Healing An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Music 265 MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal proficiency test) MUS 479 Music Therapy Clinical Internship (.0 course) Full-time placement in an AMTA-approved internship site for six months (1040 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) MUS 480 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. ■ MUSIC BUSINESS MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. This course is also offered as BUS 105. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: MUS/BUS 105) ■ METHODS AND PEDAGOGY MUS 355 MUSIC METHODS: STRINGS (.5 course) MUS 356 MUSIC METHODS: BRASS/PERCUSSION MUS 357 MUSIC METHODS: WOODWINDS (.5 course) (.5 course) 266 Music MUS 359 MUSIC METHODS: VOCAL MUS 456 Piano Pedagogy (.5 course) (.5 course) Explores methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that fulfills the LAF Augsburg Experience requirement. ■ APPLIED SKILLS AND GROUP LESSONS MUS 129 Improvisation (.0 course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155A Class Piano (.25 course) This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading, and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of Music Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) Music 267 MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) ■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING MUP 1xx-4xx Performance Studies Performance Studies provide a unique opportunity for Augsburg students to study on an individual basis with artist/teachers who are active performers in this region. Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background, and goals of the student. Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits (one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). First-years may qualify to have their lesson fee waived (one instrument per semester for half-hour weekly lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department. Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit must be registered by ADD/DROP form, signed, and delivered to registrar’s office by the student. Please check with the music office or use the search option on AUGNET Records and Registration to get the correct course section for instruments with more than one teacher. MUP 111-211-311-411 Voice MUP 132-232-332-432 Bassoon MUP 116-216-316-416 Electric Bass MUP 133-233-333-433 Clarinet MUP 121-221-321-421 Violin MUP 134-234-334-434 Saxophone MUP 122-222-322-422 Viola MUP 135-235-335-435 Flute MUP 123-223-323-423 Cello MUP 137-237-337-437 Horn MUP 124-224-324-424 Bass MUP 141-241-341-441 Trumpet MUP 131-231-331-431 Oboe MUP 142-242-342-442 Trombone MUP 143-243-343-443 Baritone MUP 181-281-381-481 Organ MUP 144-244-344-444 Tuba MUP 191-291-391-491 Harp MUP 152-252-352-452 Piano MUP 192-292-392-492 Improvisation MUP 161-261-361-461 Guitar MUP 193-293-393-493 Composition 268 Music MUP 171-271-371-471 Percussion The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor. MUE 113 Vocal Chamber Music (.0 course) MUE 122 String Chamber Music (.0 course) MUE 125 Guitar Chamber Music (.0 course) MUE 131 Woodwind Chamber Music (.0 course) MUE 142 Brass Chamber Music (.0 course) MUE 144 Percussion Chamber Music (.0 course) MUE 145 Piano Chamber Music (.0 course) MUE 143 Jazz Ensemble (.25 course) The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. MUE 294 Opera Workshop (1.0 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUE 494 Opera Workshop (.25 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUP 159 Piano accompanying Professional accompanying/weekly coaching for singers and instrumentalists. Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and coaching with a professional pianist. MUP fee schedule applies. (see Handbook) MUS 358 Junior Recital (.0 course) B.M. candidates only. One-half hour recital at repertoire level III for music education majors, one hour recital at level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 458 Senior Recital (.0 course) One-half hour recital at repertoire level III for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.0 course) B.M. candidates only. One hour recital at repertoire level IV for Music Education majors, one hour recital at level V for Music Performance majors. No course credit. Private instructor may request a pre-recital hearing. Music 269 LARGE ENSEMBLES Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency. Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers of Augsburg (.25 course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 141 Concert Band (.25 course) ■ INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MUS 299 Directed Study See description on page 100. MUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 Independent Study/Research See description on page 100. Open only to advanced students upon approval of the faculty. 270 NATURAL SCIENCE TEACHING LICENSURES T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. LICENSURE REQUIREMENTS. Broad Base Requirements (also for 5-8 general science licensure) GEO XXX Introductory Geology (taken off-campus) SCI 106 Introductory Meteorology BIO 121 Human Biology and Lab BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Biology Major—B.A. in Life Sciences (for licensure in biology 5-12) Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology courses are required, along with: Two additional science courses chosen from the following list: PHY 101 Astronomy SCI 106 Meteorology An introductory geology course Natural Science Teaching Licensure 271 Chemistry Major (for licensure in chemistry 9-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II CHM 351 Organic Chemistry I CHM 352 Organic Chemistry II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, II Two courses from: CHM 364, 367, 464, 470, 481, 482 or BIO 367 One year of general physics — PHY 121, 122 General Science (for licensure for grades 5-8) If added to life science Chemistry or Physics, will expand license to 5-12 CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II BIO 102 Biological World BIO 121 Human Biology SCI 106 Introduction to Meteorology GEO XXX Introductory Geology (taken off-campus) Physics Major (for licensure in physics 9-12) Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two additional physics courses above 122; PHY 261 recommended MAT 145, 146, 245 Calculus I, II, and III PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equivalent) CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II 272 NORDIC AREA STUDIES—NAS N ordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. Minor Four upper division courses. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modern Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology, or social work. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: NAS 352 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. NORDIC AREA STUDIES COURSES. NAS 121 Fire and Ice: Introduction to Nordic Literature This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity against the broad backdrop of Scandinavian history, social democratic values, and globalization. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. Nordic Area Studies 273 NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NAS 299 Directed Study See description on page 100. NAS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NAS 499 Independent Study/Research See description on page 100. NORWEGIAN See listing under Languages and Cross-cultural Studies. 274 NURSING—NUR T he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the healthcare field. The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own private practices. Wherever they work, nurses provide comprehensive health care for persons, groups, and communities of diverse cultures and socioeconomic levels throughout the life span. The bachelor’s degree equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg’s nursing program, which leads to a bachelor of science degree with a major in nursing, is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Cheryl Leuning (Chair), Magdeline Aagard, Marty Aleman, Katherine Baumgartner (Coordinator BSN program in the Minneapolis/St. Paul), Ruth Enestvedt (Coordinator of Augsburg Central Nursing Center), Joyce Miller, Sue Nash (Coordinator BSN program in the Minneapolis/St. Paul), Joyce Perkins, Pauline Utesch Adjunct Faculty: Linda Holt (Coordinator BSN program in the Minneapolis/St. Paul), Tabitha Hanson, Jeannie Jacobson, Barbara Knutson, Susan Loushin, April Morehouse, Deborah Schuhmacher, Debra Zaffke DEGREE AND MAJOR REQUIREMENTS. Major Seven courses including: NUR 300 Trends and Issues in Nursing NUR 305 Communication NUR 306 Paradigms in Nursing NUR 403 Families and the Life Cycle NUR 410 Community Health Nursing I NUR 411 Community Health Nursing II NUR 490 Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are required. Students also must complete Augsburg’s residence and general education requirements. The Critical Thinking (CT) graduation skill is embedded throughout the required courses in the nursing major and is met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: NUR 305 — Communication Consult the department chair or an academic adviser for requirements for meeting the Writing (W) and Quantitative Reasoning (QR) graduation skills. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult an adviser about potential adjustments to their course requirements to fulfill each of these graduation skills. The program has been planned so that courses in the nursing major can be completed over 15 months (full-time study, two courses per term) with a summer Nursing 275 break; however, students may pursue their studies at a slower and more flexible pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with BSN admissions staff in the Adult and Graduate Admissions Office for program planning. Departmental Honors Admission to the honors major requires: a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Note regarding Latin honors: To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on page 94. ENTRANCE REQUIREMENTS. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.20 GPA. 2. Graduation from a nationally accredited nursing program: Applicants must have graduated from a nationally accredited associate degree or diploma nursing program with a 2.50 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 5. Applicants must have an updated immunization record. 276 Nursing Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a nursing degree. Nursing courses at Augsburg are available evenings and weekends. Nursing classes usually meet on alternate weekday evenings for three-to-four-hour time blocks. Clinical practicum requirements usually occur on weekdays. Optional immersion practicums abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus; at United, Mercy, Unity, and Children’s Hospitals in St. Paul, Coon Rapids, and Fridley, Minn.; and in Rochester, Minn. NURSING COURSES. NUR 300 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 305 Communication Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment.) NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. (Prereq.: NUR 300 or concurrent enrollment.) NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. (Prereq.: NUR 305 and 306, or consent of instructor.) NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq: Math Placement 3 or MAT 105, completion of NUR 300-level courses.) NUR 411* Community Health Nursing II Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. (Prereq: NUR 410) Nursing 277 NUR 490 Leadership/Management The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. (Prereq.: Senior status and completion of 300 level nursing courses and REL 300.) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study/Research (optional) See description on page 100. Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. * This course involves an additional clinical tuition and clinical practicum hours. 278 PHILOSOPHY—PHI P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the “big” questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach DEGREE AND MAJOR REQUIREMENTS. Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 20th-21st Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for course listing. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy 279 Philosophy Minor Five courses, including two from PHI 241, 242, 343, and 344. PHILOSOPHY COURSES. PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. PHI 241 History of Philosophy I: Ancient Greek Philosophy Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) 280 Philosophy PHI 260 Philosophy and the Arts Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). PHI 344 History of Philosophy IV: 20th-21st Century Philosophy The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy. Focus of study is on major texts of these movements. PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, ways of knowing, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) PHI 370 Existentialism Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Philosophy 281 PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 388 Seminar in Philosophy This course focuses on one philosopher, one philosophical writing, and/or on one topic in philosophy. Students work on preparing an in-depth thesis paper on some aspect of the course through discussion of the course material. Short lectures are used to introduce students to the material followed by discussion and debate to move students into the depths of the material. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent of instructor. Offered annually) PHI 490 Keystone This course integrates the student’s general education experience with an overview of specific themes in philosophy. Internships and Independent Study Courses: PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHI 299 Directed Study See description on page 100. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHI 499 Independent Study/Research See description on page 100. PHYSICAL EDUCATION See listing under Health, Physical Education, and Health Fitness. 282 PHYSICS—PHY P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Jeffrey Johnson, David Murr, Ben Stottrup, David Venne Physics Research Staff Jennifer Posch DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Major Thirteen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, II Physics 283 MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Major Seventeen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics II PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory II PHY 486 Quantum Physics One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, II MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 247 (or PHY 327) during the sophomore year. 284 Physics Teaching Licensure Major Society of Physics Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, II PHYSICS COURSES. PHY 101 Introductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) Physics 285 SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratory/lecture periods. Prereq.: elementary education major and MPG 3. Fall, spring) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 119 Physics for the Fine Arts A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theatre. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) 286 Physics PHY 320 Introduction to Space Science A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHY/MAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory I (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor. Fall) Physics 287 PHY 396 Comprehensive Laboratory II (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 351. Spring) Internships and Independent Study Courses: PHY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHY 299 Directed Study See description on page 100. PHY 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHY 499 Independent Study/Research See description on page 100. Open to juniors and seniors with departmental approval. 288 POLITICAL SCIENCE—POL F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Political Science Faculty Joseph Underhill (Chair), Andrew Aoki, Milda Hedblom, Elizabeth Klages, Norma Noonan, John Shockley DEGREE AND MAJOR REQUIREMENTS Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 Political/Statistics/Methodology POL 484 Political Analysis Seminar Required elective—one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: S: POL 325, POL 326, or POL 380 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Political Science 289 Pre-Law Concentration in Political Science POL 160 POL 170 Major: 11 courses required III. Four Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 370 POL 371 POL 381 POL 421 POL 461 ECO 312, 313, 413 (only one of these can be used for this requirement) SOC 381 Specific Required Courses — six total POL 121 POL170 POL 483 POL 484 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 COM 111 Electives — five total Three courses from the choices below: POL 350 POL 370 POL 371 POL 380 POL 381 Plus two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science Major: 11 courses required. I. Six Specific Courses ECO 112 or 113 POL 121 or 122 POL 325 OR 326 POL 399 (internship must be approved by political science adviser) ECO 490, POL 483, or SOC 362 (only one can be used for this requirement) POL 484 II. One Course from the Following: POL 121 POL 122 POL 124 POL 140 POL 158 NOTES 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. If both POL 325 and 325 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. 4. Only one economics course (either 312, 313, or 413) can be counted toward the four courses required in Section III. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. 290 Political Science Minor NOTES Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. 1. POL 140 can be substituted for POL 122, with adviser approval. Pre-Law Minor: six courses required 3. Only one economics course (either 312, 313, or 413) can be counted toward the three courses required in Section II. Four Required Courses: POL 121 POL170 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 SPC 111 Two Electives: Two courses from the choices below: POL 350 POL 370 POL 371 POL 380 When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor: 6 courses required I. Three Specific Courses POL 121 or 122. POL 325 OR 326 POL 399 (internship must be approved by adviser) II. Three Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 381 POL 421 POL 461 ECO 312, 313, or 413 SOC 381 2. If both POL 325 and 325 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division economics course Education Courses: EDC 200 Orientation to Education (required for licensure) ESE 310 5-12 Methods: Social Studies — Capstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses Political Science 291 In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. POLITICAL SCIENCE COURSES. ■ I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government — including Congress, the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) 292 Political Science POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) ■ II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) Political Science 293 POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) ■ III. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.: four courses in the international relations sequence) ■ IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) 294 Political Science POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) ■ V. POLITICAL THEORY AND ANALYSIS POL 140 Social Justice in America Examines social justice in urban policies such as housing and education (issues may vary). Students develop their own arguments about social justice. Emphasis on class discussion; substantial participation required. POL 158 Political Patterns and Processes (See Section II for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) Political Science 295 ■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses: POL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 100. POL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. POL 499 Independent Study/Research See description on page 100. 296 PSYCHOLOGY—PSY P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg’s active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty David Matz (Chair), Barbara Curchack, Grace Dyrud, Stacy Freiheit, Lisa Jack, Bridget Robinson-Riegler, Nancy Steblay DEGREE AND MAJOR REQUIREMENTS. Major The major is 10 courses Foundations of Psychology (five courses) PSY 105 Principles of Psychology PSY 215 Research Methods and Statistics I PSY 315 Research Methods and Statistics II At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues Professional Perspectives (two courses) PSY 399/396 Internship At least one course from the following: PSY 201 Health Psychology PSY 263 Sports Psychology PSY 357 Behavioral Analysis PSY 359 Assessment PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology PSY 410 Clinical Neuropsychology Electives (three courses in psychology) Majors are strongly encouraged to take more than the minimum 10 required psychology courses; no more than 13 course credits can count for graduation. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, and 499 may be counted. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academ- Psychology 297 ic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas — research, clinical practice, public policy, and teaching/training among them — from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County Courts. See department chair for specific requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.00 in the major and 3.50 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399/396, and 499 may be counted. 298 Psychology PSYCHOLOGY COURSES.. PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods and Statistics I Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status) PSY 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 105) Psychology 299 PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: PSY 105) PSY 271 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) PSY 295 Topics in Psychology Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. (Prereq.: PSY 105) PSY 315 Research Methods and Statistics II Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 355 Biopsychology Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 357 Behavior Analysis Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with junior standing) 300 Psychology PSY 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required. (Prereq: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY 105 with junio