AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
EIGHTY-FOURTH YEAR
Founded 1869
Vol. XV, No. 3
Catalog Number
April, 1953
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in April by Augsburg College and
Theological Seminary at Minneapolis, Minneso... Show more
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
EIGHTY-FOURTH YEAR
Founded 1869
Vol. XV, No. 3
Catalog Number
April, 1953
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in April by Augsburg College and
Theological Seminary at Minneapolis, Minnesota. Entered as second<lass matter March
21, 1947 at the post ofice at Minneapolis, Minnesota, under the act of August 24, 1912.
CALENDAR
SEPTEMBER
..
1
2
3
4
5
.
1
2
1
22 23 24 25 26 27 28
29 30 . . . . . . . . .
25 26 27
2
3
4
5
18 19 20 21 22 23 24
25 26 27 28 29 30 31
TABLE OF CONTENTS
PAGE
Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Committees of the Faculq . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
The Faculty
........
...............................
7
General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Financial Information
24
.............................
Student Community Life . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Student P e r s o ~ e Services
l
The College
........................................
42
Academic Administration . . . . . . . . . . . . . . . . . . . . . . . . .
.Gradetion Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Divisional Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42
48
51
60
CouisesofStudy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Division of Religion and -Philosophy . . . . . . . . . . . . . . . .
' ~ivisionof the Humanities . . . . . . . . . . . . . . . . . . . . . . . .
Division of the Social Sciences . . . . . . . . . . . . . . . . . . . .
Division of the Natural Sciences and Mathematics .
61
61
65
79
93
The 'I'heological Seminary . . . . . . . . . . . . . . . . . . . .
. . . . 101
General Requirements
. . . . . . ., . . . . . . . . . .
101
Coursesof Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Student Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Index
. . . .
IIO
. . . . . . . . . . . . . . . . 123
Calendar
'953-1954
FIRST SEMESTER
'953
.
,
Wednesday . . . . . . . . . . . . . . . . . .Freshman Tests
September 9
September 9-12, A.M.
Wednesday to Saturday. . . . . . . . . . .Registration
September 9-13
September 14, 8:00 A.M.
Wednesday through Sunday. . . .Freshman Days
Monday . . . . . . . . . . . . . . . . . . . . . .Classes begin
September 17
Thursday . . . . . . . . . . . . . .Late Regiitration Fee
October 17
. . . . . . . . .Last Day for Removal of Iqcompletes
October 23-25
Friday through Sunday. . . . . . . . . .Homecoming
November
Wednesday.
11
November 26, 27
December 16, 4:20 P.M.
. . . . . .End of
&st hall of Semester
Thursday and Friday. . . . . .Thanksgiving Recess
Wednesday . . . . . . . . . . .Christmas Recess begins
I954
January
4, 8:00 A.M.
Monday. . . .Classes begin after Christmas Recess
January 25-29
Monday to Friday. . . . . . . . . . . . . .Examinations
January 29
January 18 to February z
Friday . . . . . . . . . . . . . . . . . ..First Semester ends
. . . . . . . . . .Registration for Second Semester
SECOND SEMESTER
February
3, 8:00 A.M.
Wednesday . . . . . . . . . . . . . . . . . . .Classes begin
February 6
Saturday . . . . . . . . . . . . . . .Late Registration Fee
February
Monday; holiday . . . . . . .Washington's Birthday
. . . . . . . . .Last Day for Removal of Incompletes
22
March 9
April I
April 14, 4 : ~ oP.M.
April
20,
8:00 A.M.
May 26
May 27 to June
2
Thursday. . . . . . . . .End of first half of Semester
Wednesday . . . . . . . . . . . . .Easter Recess begins
Tuesday . . . . . . . . . . . . . . . . .Easter Recess ends
Wednesday . . . . . . . . . Seminary Commencement
. . . . . . . . . . . . . . . . . . . . ..College Examinations
May 30
Sunday . . . . . . . . . . . . . . . . . . . . Decgration Day
May 30
June 3, 8:oo P.M.
Sunday . . . . . . . . . . . . . . . .Baccalaureate Service
Thursday . . . . . . . . . . . .College Commencement
BOARD OF 'I'RUSTEES
RBV. ERNESTG. LARSON, P d e n t , Minneapolis, Mim.. .. .Term expires
REV. CLARENCEJ. CARLSEN,Vice-President, Minneapolis,
Minn: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Term expins
MR.GEORGE
S. MICHAELSEN,Secretary, Minneapolis, Minn.. .Term expires
MR. R. E. MYHRE, Treasurer, Minneapolis, Minn.. . . . . . . . .Term expires
REV. D. W. L Y N G D Duluth,
~,
Minn.. . . . . . . . . . . . . . . . . ..Term expires
MIL.EVENOSE, Thief River Falls, Minn.. . . . . . . . . . . . . . . .Tern expires
MR. IVERI-L IVERSON,
Minot, N. Dak.. . . . . . . . . . . . . . . . . .Term expires
REV. CHRISTIAN
G. OLSON,Seattle, Wash.. . . . . . . . . . . . . . . .Term expires
MR.GILLERT
BERG,Seattle, Wash. . . . . . . . . . . . . . . . . . . . . . . Term expires
1954
1957
1953
1956
19 5 3
1954
1955
I 95 6
1957
Advisory Members
DR.T. 0.BURN-,
President, Lutheran Free Church, Minneapolis, Mim.
DR. BERNHARDCHRISTENSEN, President, Augsburg College and Theological
Seminary, Miieapolis, Minn.
ADMINISTRATION
BERNHARD
CHRISTENSEN
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
MARTIN
QUANBECK.
. . . . .Dean of the College and Director of Veterans Afoirs
BURTONP. FOSSE.
.................................... .Business Manager
K. BERNER
DAHLEN.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Students
GERDA
MORTENSEN.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Women
LAWRENCE
A. QUANBECK
. . . . . . . . . . . . . . . . . . . . .Director of Public Relations
MILDREDJOEL.. . . . . . . . . . . . . . . . . .Registrar, Secretary of tbe General Faeulty
MELVINA. HELLAND..
............... .Secretary of tbe Theological Faculty
AGNESB. TANG
JERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Librarian
Mmvm E. TRAUTWEIN.
. . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Placement
MERTONP. S T R O ~ .N. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .College Pastor
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Field Representative
. . . . . . . . . . . . . . . . . . . . . . . . . Assistant Business Manager
. . . . . . . . . . . . . . . . . . . . . . . . . .Director of Food Service
. . . . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Musewn
....................................... Archist
. . . . . . . . . . . . . . . . . . .Manager of Musical Organizations
.............................. .Publicity Director
. . . . . . . . . . . . .Secretary to the President and the Dean
FZLEENQUANBECK.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .: . . . .Assistant Registrm
ADMINISTRATIVE STAFF
Office Staff: k t h u r C. Engen, Bookkeeper; Ragna Sverdrup, Bookkeeper; Mrs.
Esther Halverson, Secretary, Public Relations Office; Borghild Estness, Secretary,
Placement Bureau; Mrs. Joyce Frosig, Typist, Mimeograph Office; Tena Mehus,
Clerk, Registrar's Office; Le Von Paulson, Secretary, Persqmel O i h ; Anna
Marie Rundstrom, Secretary to Business Manager; Mrs. Erna Staub, Secretary,
Library; Mavis Strand, Receptionist and Switchboard Operator; Mrs. Betty
Swanson, Secretary, Building Fund Office; Ruth Ann Waage, Secretary, Registrar's 0 5 c e ; Shelby Gimse, Secretary; David Rokke, Student Placement Manager.
Head Residpnts in Dormitories: Memorial Hall, Vincent Hoversten; Sivertsen
Hall, Charlotte Westby; Miriam House, Miriam Majander; Morton -1,
Ruth
Ann Waage; Edda House, Alice Swensen.
Snperviror of Howekeping: Olga Hennuuslie.
MEDICAL STAFF
Drs. C. R Wall and S. V. Thorson, Physicians.
Alice Swensen, R.N., Nurse; Lois Dahlund, R.N., Assistant Nurse.
COMMITTEES OF THE F A C U L R
1953-1914
Admirristration: Christensen, M. Quanbeck, Dahlen, Fosse, L. A. Quan'beck.
Cnrricdnm: M. Quanbeck, Christensen, Nash, Olson, Stensvaag. Miss Joel.
Admissions m d Scholarship: Miss Joel, Lindquist, M. Quanbeck, Kleven, Thorson, L. A. Quanbeck.
Personnel: Dahlen, Miss Mortensen, Savold, R. Anderson, Mrs. Kigsley.
Librury: Helland, Miss Pederson, Landa, Aldre, Chrislock.
Athletics: Saberg, Nash, E. W. Anderson, Bertness, Strommen.
Social: Miss Lund, Miss Mortensen, E. Nelson, Llndquist, Mrs. Nelson.
Stdies: Tnutwein, Miss Joel, Torstenson, R. Anderson, Colacci.
Convocations: Thut, Miss Jensen, Sonnack, Miss Skurdalsvold. (Student members
also included in this Committee.)
Stdent-Famlty: Dahlen, M i Mortensen, Sateren, Miss Segolson (Student
members also included in this Committee.)
Teacber Edwation: Bertness, Urdahl, Miss Tangjerd, Mrs. Traumein, Mrs.
Nelson.
Religiorrr Life: Stensvaag, Strommen, Thelander. (Student members also included
in this Committee.)
1952-1953
Faculty Council: M. Quabeck, Chrislock, Landa, Miss Lund, Miss M o c t e m ,
E. Nelson, Miss Pederson, L. Quanbeck, Miss Segolson, Sonnack, Thelander,
Thorson, Trautweh
The Faculty
AUGSBURG THEOLOGICAL. SEMINARY
' '
'
BEUHMD M. CHRISTENSEN,
Th.M., Ph.D., President m d Professor of Tbedogy
A.B., Augsburg College, 1922; Augsburg Theological Seminary, 1922-25;
Th.M., Princeton Thwbgical Seminary, 1927; PhD., Hartfocd kninaqFoundation, 1929. Additional study: Columbia, Chicago, Berlin, G3ttingen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Patoral
work, Bmlalyn, New York 1928-30. At Augsburg since 1930. President
since 1938.
Ph.D., S.T.D., Professor Emwitus of C h r c h History
KARLERMISCH,
AB., Schwerin, 1897; C.T., Wartburg Seminary, 1900; B.D., &go
Theological Seminary, 1914; S.T.M., 1925; S.T.D., 1933; A. M., University of Minnesota, 1925; Ph.D., 1927. Pastor 1900-21. Tea&:
Wartburg COhge, Waverly, Iowa, 1921-25; University of Minu1925-29.
At Augsburg 1928-1952.
MELVIN
A. HJTLAND,
S.T.M., Ph. D., Professor of New Testammf, "Seqetmy
of tbe Tbeological Faculty
A.B., Augsburg College, 19I 5 ; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930.. Additional study; Grenoble, Chicago. Educational Missionary in Madagascar,
1921-3 8; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. At Augsburg since 1941.
I v ~ nB. OLSON,A.M., Th-B., Associate Professor of S y s t m t i c Tbcology
AA., Augsburg College, 1935; Th.B., Augsburg Theological Seminary,
1936; A X , University ofi Minnesota, 1945. Additional study: Chicago,
Minnesota, Luther Theological Seminary, Chicago Lutheran +logical
Seminary. Teaching: Oak Grove Seminary, I 936-3 9; University of Minnem a , 1945-46. Pastor, Sand Creek, Wisconsin, 1939-44. Adviser to SPAN
Group in Scandinavia, 1950. At Augsburg since 1945.
PAULG. SONNACK,
A.B., Th.B., Assistant Professor of C h r c b History
A.B., Augsburg College, 1942; C.T., Augsburg Theological ~emi&ry, 1945;
Th.B., 1947. Additional study: Divinity School, University of Chicago.
Pastor, Moose Lake, h,
1945-47. At Augsburg since 1949.
STENSVMG,S.T.M., Ph.D., Professor of Old Test&
AB., Augsburg College, 1936; Th.B., Augsburg Theological Semirury,
1939; S.T.M., Hartford Seminary Foundation, 1940; Ph.D., 1941. Additional study: Johns Hopkjns. Pastor, Minneapolis, Minn., 1942-46. At
Augsburg since 1942.
JOHN
NORSTAD,
A.B., C.T., S.T.M.' Special Lecturer, 195 2- y 3 ; ;Director
FREDERIC
of Chaplaincy Service, Lutheran Welfare Society of Minnesota.
*In cooperation with the Lutheran Welfare Society of Minnesota.
.
..?
:
AUGSBURG COLLEGE
H. N. HBNDRICKSON,
A.M., CT., Professor Emeritw of History and Iatin
A.B, Augsburg College, I 89 I ; C.T., Augsburg Theological Seminary, I 897;
AM, University of Minnesota, 1930. Additional study: Columbii Pastor.
Superior, Wisconsin, 1897-1900. Registrar, Augsburg College, 1907-37.
At Angsburg 1900-1952.
KARLE u m a i , Ph.D., S.T.D., Professor Emmmtusof German
For rtatement of academic preparation and experience, see Theological
Seminary Faculty listing.
P. A. QVEBGGEN, A.M., Professor E d t u s of Englisb
Ad., University of Minnesota, 1908; A.M., 1909. Additional study: Minmtsota, Chicago. Teaching: Assistant in English, University of Minnesota,
I@-10; Ehworth College, 1913-15. At Augsburg 191y-1ggs.
MANWALD RE, M.S., Assistout Professor of Chemistry
Diploma of Chemical Engineer, Estonian State University of Technobgy,
Tallin, Etonia, 1941; M.S., Univenity of Minnesota, 1951. Tuching:
Agirtant in Chemistry, Estonian State University of Technology, 1941-42.
At Augsburg since 1949.
ERNEST W. ANDERSON,
M.Ed., Associde Professor of Healtb snd P e d
Edwcotim, Basketball Coach
A.B., A,ugsburg College, 1937; M.Ed., University of Minnmta, 1947.
Teaching: High Sohool, 1937-41. U. S. Army, 1941-46. A t Augsburg
since 1946.
RAYMONDE. ANDERSON,
A.M., Assistant Professor of Speecb
B.S., University of Minnesota, 1946; A.M., 1950. Additional study: Mimenesota. Teaching: University 05 Vermont, 1949. U. S. Navy, 1946. At
Augsburg since 1949.
FMNK h o , A.B., Assistant in Pbysical Education
A.B., Augsburg College, 1950. Additional study: hfinnewta. U. S. Army,
1943-46. At Augsburg since 1950.
EVABAVOLAK,A.M., Instructor in Business Administration
B.S., University of Minnesota, 1928; A.M., 1942. Additional study: Minnesota. Teaching: High School, 1931-42; Northern State Teachers College,
Aberdeen, S. Dak., 1942-47; Hamline University, St. Paul, Minn., 1947-10;
University of Minnesota, 1950-52. At Augsburg since 1952.
LUCY M m E. BERGMAN,
M.S., Instnrctor in Speecb
B.S., Kansas State Teachers College, 1934; M.S., 1935. Additional study:
University of Minnesota. Teaching: High School, 193 5-39; University of
Minnesota, 1939-47. At Augsburg since 1912.
HEWRY
J. BERTNESS, A.M., Assistmt Professor of Edwtion
A.B.; Augsburg College, 1947; A.U, University of Minnesota, 1948. Mditional study: Minnesota, Washington. U. S. Navy, 1943-46. Teaching:
Tacoma Public Schools, 1948-49. At Augsburg since 1949.
MARGARETBERVEN,M.Ed., Instructor in Physical Education
B.Ed., Winona State Teachers College, 1937; M.Ed., University of Minnewta, ,1945. Teaching: High School, 1937-49; Minot State Teachers' GIlege, summers, 1948-50; Winona State Teachers' College, 1949-52. At
Augburg since 1952.
K m ~ BILZENS,
s
Th.D., Assistart Professor of Pbilosopby and Gemron
Lic:Theol., University of Riga, 1935; Th.D., 1943. Additional study: University of Basel. Teaching: Teachers College, Riga, Latvia, 1934-40. At
Augsburg since 19 5 2.
CAIL CHRISLOCK,A.M., Assistart Professor of History and Political Science
.
h
A&., Augsburg College, 1937; A.M., University of Minnesota, 1947. Additional study: Minnesota. Teaching: High School, 1939-44; Tracy Junior
College, 1947-48; Augustma College, S i Falls, S. D., 1948-51. A t Augsburg since 1952.
h COLACCI,
~
~ Th.D., D.Litt., Assistant Professor of Classical Lagucrges
Pontificium Atheneum Roman Major Seminary, Th-D., 1932; Pontifical
Biblical Institute de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40;
Mark Pagano College and Normal Institute, Campobasso, Italy, 1941-49At Augsburg since 1952.
LELANDK. DAHLE,M.S., Instructor in Chemistry
B.A., St. Olaf College, 1950; M.S., Purdue University, 1952. U. S. Armed
Forces, 1944-46. A t Augsburg since 1952.
K. BBRNERDAHLEN,A.M., Dear of Students and Associate Professor of Englisb
A.B., Augsburg College, 1931; A.M., University of Minnseota, 1940. Additional study: Minnesota. Teaching: High School, 193 I -39; Crosby-Ironton
Junior College, 1940-41. U. S. Army Air Forces, 1942-45. A t Augsburg
GEORGEN. ECKLUND,A. M., I m t w c t o ~is Business Administration
A.B., Drake University, 1945; A.M., University of Minnesota; 1951. Additional study: Minnesota. Army Air Corps, 1943-46. Interviewer, V. A,
1946-47; Public Relations, Pillsbury Mills, Im., 1948-50. A t A u g s b q
since 1951.
BURTON P. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949. U. S. Army, 1943-46.
&dustrial Engineering Work, 1949-5 3. A t Augsburg since 19 5 3.
MnaLls GEISTAUTS,
Cand.rer.nat., Instructor in Art
. Cmd.rer.nat., University of Latvia, Riga, 1940; Academy of Art, Latvia,
Riga. Teaching: Private Studii, 1938-49. At Augsburg since 1952.
MELVINA. H~LLAND,
S.T.M., Ph.D., Professor of Greek a d Rcligias
.. .
For statement of academic preparation and experience, see lkdogicd
&minary Faculty listing.
D. HELMBERGER,
A.M., Instructor in Bdness Administration
B.S., Duluth State Teachers College, 1941; A.M., University of Minnesota, 1947. Additional study: Minnesota. Teaching: Centerville Scbool,Hugo,
M i . , 1941-42; University of Minnesota, 1947-51. O.P.S., Minneapdis,
1951-. At Augsburg since 1952.
JOHN
R. J. HUDRETH,
M. S., Instructor in E c o n d c r and Business A d m h k t r d h
B.S., Iowa State College, 1949; M.S., 1950. Additional study: Mina&ta,
Iowa State Ulege. U. S. Army, 1941-47. Teaching part-time: bwi State
College, 1949-50. At Augsburg since 1950. On leave of absence, 195 2-5 3.
AUCA M. JENSEN, A.M., Assistant Professor of Sociology
A.B., Colorado State College of Education, 1927; A.M., 1928. A d d i t h d
study: Minnesota, Copenhagen. Teaching: EaJtern State Teachers College,
Madison, South Dakota, 1921-25; Dickinson State Teachers Cdlege, 11~28d
36; Colorado State College of Education, 1936-37. Educational r
University of Minnesota and State Department of Education, 1957-39;
Minnesota Historical Society, 1941-44. At Augsburg since 194J.
-RED
V. JOEL, A.M., Registrar md Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947. .Ad&cional ~tudy: Saskatchewan, ,Minnesota Tezching: High School, 19a1-46.
At Augsbnrg since 1947.
EBBAI.
JOHNSON, A.B., Assistant Librarian
A.B., University of ~ e o s t a ,1950. Additianal study: M h e a ~At ~
Augsburg since I 9 5 2.
MwI B. KINGSLEY,A.M., Assistant Professor of Spmisb
A.B., Maryville College, 1936; A.M., University of Mexiw, 1944. Ad&t i o d study: Columbia, Minnesota. Teaching: Wagner College, Ststen
kluld, N. Y., 1941-42; Friends Sahool, Brooklyn, N. Y., 1946-47. At
BEJU~H~D
J. TKLEVEN,Ph.D., Professor of History mrd Politicd S c i e ~ ~ e
A.B., Augsburg College, 1922; A. M, University of Minnesota, 1930;
PhD., 1941. Additional study: Harvard. Teaching: High School, 192235; Wheaton College, 1946-47. At Augsburg, 1937-46, and since 1947.
BJARNEE. LANDA,Ph.D., Ats&te Professor of Germanic L a g w g ~ ~
A.B., Voss State College, Norway, 1925; A.B., University of Sou*
C a l i f o m i a , 1 9 2 8 ; A . M . , 1 ~ ~ o ; P h . D . , U n i v e r s i t y o f ~ t a , 1 9 ~ 2 . T e r c.h ing: High School, 1930-3 I ; University of Minnesota, 1938-42; F& University, 1945-47. U. S. O&e of Censorship, 1942-45. At AugsbWg
1947.
CARLW. LAND-,
M.Mus., lnstnrctor in Music
. ,
A.B., University of Minnesota, 193 I ; B.Mus., Columbia School of Music,
Chicago, 1933; M.Mus., 1934; B.D., California Baptist Theological: Seminary, 1950. Teaching: Private Teaching, Chicago, 1931-40; Dakota Wesleyan University, Mitchell, S. D, 1940-42; Northwestern Scbodr. Minneapolis, 1950-5). At Augsburg since 1952.
AUDREY
LANDQUIST,
MMus., Lnstntctor in P h and Orgm
B.S., University of Minnesota, 1940; B.Mus., MacF'hail Schod of
1940; M.Mus., 1944. Teaching: MacPhail School of M ' u k
A t Au-g
-ON
He,
1937.
since 1946.
WILSONLINDEMANN,
A.M., Associate Professor of Rommce I ; r r r ~ ~
B.S., University of Minnesota, 1922; A.M., 1926. Additional study: Minnesota. Teaching: High School, 1922-24; University of Minnesota, 1924-26.
At Augsburg since 1926.
0.HERBERT
~ D Q U I SM.S.,
T , Assistant Professor of Pbysics and M a t h N c s
B.S., Iowa State College, 1948; M.S., 1949; M.S., Minnesota, 1952. Teaching: Iowa State College, 1947-49. U. S. Army, 1943-44; U. S. Navy,
1944-46. At Augsburg since 1949.
GERTRUDE
S. LUND,A.M., Instructor in Seeretarial Science
A.B.. Augsburg College, 1936; AM., University of Mbmsota, 195 I.
Teaching: High School, 1943-45; West C e n d School of Agricdtum,
Morris, 1945-47; Duluth Business University, 1947-48 ; High School, I 94849. At Augsburg since 1950.
JOHN MJLTON,A.M., Instructor in Englisb.
A.B., University of Minnesota, 1948; A.M., 1951. Additbud d y :
Minnesota. Armed Forces, 1943-46. At Augsburg since 1949.
GEBDAMORTENSEN,A.M., Dem of W o m e n and Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 19 17-2 I ;Hankow Private School, Hankow, China, 1934-35. At Augsburg since 1923.
ARTHURNASH, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Mimesotas 1938.
Addttional s d y : Minnesota; Seminar to Australia, 1934-35. U. S. Army
Air Force, 1942-46. Dean, Augsburg Cdege, 1946-50. At Avgsburg Jince
1922.
b
n C. NELSON,M.Ed., A s h t a t Professor of Pbysical Edwatkm d Carcb
of Football and Baseball
AB., Augsburg College, 1938; X E d , University of Minnesota, 1948.
Teaching: High !3chool, 1938-41. U. S. Army, 1941-46. At Augsbarg since
1946.
H~LENY. NELSON,
Ph.D., Assistant Professor of Home Economics
:B.S., University of Minnesota, 1938; M.S., 1942; Ph.D., 1952. Teaohing:
High. School, 1938-42; Western Michigan College, Kalamazoo, 1942-44;
University of California, 1944-46;Iowa State Teachers College, Su 1948,
1949. At Augsburg since 195I.
IVERB. OLSON, A.M., Th.B., Associate Professor of Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
ANNE P~IDERSON,
A.M., Assistant Professor of Englisb
A.B., Augsburg College, 1932;A.M., University of Minnesota, 1945.Additional study: Minnescrta, Columbia. Teaching: High School, 1945-46;
Sm,Mateo Junior College, California, one semester, 1946. A t Augsburg,
1932-44,and since 1946.
LAVONNBPETERSON,A.B., Instrnctor m Physical Education for Women
A.B., Augsburg College, 1950.Additional study: Minnesota, Montana, MacP h d School of Music. A t Augsburg since 1950. On leave of absence,
1952-53-
L b m ~ A.
a QUANBECK,As., Director of Public Relations
A.B., Augsburg College, 1947.Additional study: Minnesota. U. S. Navy,
1944-46.Minneapolis YMCA, 1947-51.At Augsburg since 1951.
QUANBECK,
Ph.D., Dean of the College and Professor of Uucation
A.B., Augsburg College, 1929;A.M., University of Minnesota, 1933;Ph.D.,
1952. High School administration, Mantonille, Minn., 1929-36.Teaching:
Waldorf College, 1936-38.Registrar, Augsburg College, 1939-46;Dean,
1942-46 and since 1950.A t Augsburg since 1938.
LELANDB. SATEREN,A.M., Professor of M u s k
A.B., Augsburg College, 1935;A.M., University of Minnesota, 1943.Additional study: Composition with Donald F e r g w n (Minneapolis), 1941-43.
Tiaching: High School, 1935-39.Music Director, Radio Station KUOM,
University of Minnesota, 1940-43.Educational Director, C i v h Public
Service, 1944-46.A t Augsburg 1941-43,
and since 1946.
A. M. SAVOLD,A.B., Assistant Professor of Music
A.B., Luther College, 1941.Teaching: Benson County Agriculture and
Training School, Maddock, N. D., 1934-37;Lamberton Public Schools,
1941-42 and 1946-48.U. S. Armed Forces, 1942-45;Glenwood Public
Schools, 1948-52.At Augsburg since 1952.
Rum SEGOLSON,
MS., Associate Professor of Home Economics
BS., University of Minnesota, 1921; MS., 1938.Additional study: Minnesota and Syracuse University. Teaching: High School, 1925-28;Uni:vemity of Minnesota, 1928-44;Washington State College, Summer 1936,
A t Augsburg since 1944.
SKURDALSVOLD,
B.Mus., Assistant Professor of Music
B.Mus., MacPhail School of Music, 1925. Additional study: Chicago Cdlege of Music. Private study: M ~ MF. Stoddard, Hamlin Hum, Herbert
Witherspoon, Oscar Seagle, Graham Reed, 0.C. Christianson, ,Martial
Singher. Teaching: St. Olaf College, 1920-23, 1937-41, 1944-5 r., A t
Augsburg since 1922.
JENNIE
.
GEORGESOBERG,A.B., C.T., Professor of. Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological seminary, 1950.
Additional study: Minnesota. At Augsburg since 1926.
,
,
PAULG. SONNACK,A.B., Th.B., Assistant Professor of Christianity
For statement of academic preparation and experience, see Theological Seminary Faculty listing.
JOHN M. STENSVMG,S.T.M., Ph.D., Professor of Christianity
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
MIXTON P. SIROMMEN,A.B., Th.B., College Pastor and Assistant Profenor of
Cbristianity
A.B., Augsburg College,' I 943 ; C.T., Augsburg Theological &rninary.
1944; Th.B., 19 5 I. Additional study: Minnesota. Pastor, Mora, Minnesota,
'
1944-47. At Augsburg since 1947. On leave of absence, 1 9 $ i - ~ ~ ;
A m s B. TANGJERD,A.M., Librarian and Associate Professor of Library Si-ience
kB., St. Olaf College, 1920; B.S. in L.S., University of Minnesota, 1939;
A M , 1944. Additional study: Minnesota. With Zion Society for Israel.
1922-28. Teaching: High School, 1929-36. Eau Claire Public Library.
1936-38. A t Augsburg since 1940.
ROY PHILIP THELANDER,MS., Instructor in Biology
A.B., University of Utah, 1949; M.S., 1950. Additional study: Minnesota.
U. S. Army Air Forces, 1942-46. Teaching: Part-time, University of Utah,
1947-50. At Augsburg since 1950.
GERALDH. THORSON,A.M., Assistant Professor of English
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948. Additional study: Grenoble, Wisconsin, Oslo, Minnesota, Columbia, U. S.
Army, 1943-46. Teaching: Wagner College, 1951. At Augsburg since 1946.
JOHN THUT, A.B., M.Mus., Assistant Professor of Voice
A.B., Goshen College, 1923: B.Mus., American Conservatory of Music,
1929; M.Mus., 1936. Additions1 study: Minnesota. Teaching: Bethel College, 1924-27; American Conservatory of Music, 193 1-44; Colorado State
College of Education, 1946-47. YMCA War Prisoners Aid, England and
Belgium, 1944-46. A t Augsburg since 1947.
VERATHUT,B.Mus., Instrt~torin Piatw
KMm.,American Consemwry of Music, 1927. Addieiond s d y : American Gnservawry of Music and Minnesota; Master Clvs Work with
Sihio Sciwti; Robyn N o r d Teachers Training Course; Studied d r
Kurt Wanieck. Teaching: Ameriun Coaservtwry of Music, 1916-46;
Gslorado State Gllege of Education, 1946-47.At Augsbwg siuce 1947.
TORSTENSON,
A.M., Astorbte Professor of Socidogr
LB.,Augsburg College, 1938;AM., University of Minnesota,
JOEL S.
'
1940.AddiDirector of Education and Public Relations, MidAt Augsburg 1938-42, and aiace
land Cooperative Whvlesde, 194~-47.
4d y :
Minuesota.
1947.
WARET
SATEFSNTRAUTVEM,A.B., lrutrvctor in Englisb
A.B., Augsburg College, 1937.Additional study: Minnesota. Teaching: High
School, 1937-47.At Augsburg since 1949.
Mmvm E. T M U ~A.M
, ., Ars3std Professor of Psychlogy Ad Ed*.tiorr ad Director of Placemmt
A.B., University of Nebraska, 1935; A.M., Columbia, 1940. Additional
d y : H m d , Hawaii, Minnesota. Teaching: High School, 1936-41;
h,
Norfolk Junior College, 194s.St&, Education and Training O&er,
V. A., Fort Snelling, 1946-48.Research Asdstmt md C o d , Univerdty of Minnesota, 1948-50.U. S. Army Air Force, 1942-46.At Augsbmg
FALING J. URDAHL,A.M., Aa&e
Professor of Biology and Psycbdogy
A.B., Gncordia Callege, 1930;A.M., University of Minnesota, 1940.Ad&dona1 study: Minnesota. Teaching: High School, 1931-3 $. Principal, Cannon Falls, Mmnesota, 1935-41.Aat Augsburg since 1943.
General Information
LOCATION
Augaburg College and Theological Seminary is located in the
fiv&de
Park area of South Minneapolis, across the Mississippi
River from &e University of M i n n m t a and within walking diszance of the main business section of the city. Science H
all,cond
g the administration &ces, is located at the corner of Seventh Street and Twenty-first Avenue South. Augsburg students
have the advantage of getting their college education in a metropolitan center pulsating with industrial, social, and cultural activities, They have access to libraries, museums, and a n collections.
They may hear rfie k t in mnsic and fecmres. Minneapolis is
mmgnkd throughout tbe nation as a vital center of religi~ls
life and acrivity, Outstanding leaders in many &Ids both from
other prrts of America and from foreign countries are frequent
visitors. College students in rhe Twin Ciries have abundant opportunity t o contact present day life at one of its focal points.
HI!5TORICAL SKETCH
Augsburg was (begunas a seminary in I 869, at Marshall, Wisconsin. It was the first theological seminary started by Norwegian
Lutherans in America. Through an arrangement with a private
institution known as Marshall Academy the Seminary was housed
in the academy building. Students who needed further preparation in academic subjects were to obtain this in the academy. This.
arrangement failed t o work out satisfactorily; so the theological
group moved to a private dwelling, where classes continued until
1872. In the autumn of that year the Seminary was removed to
Minneapolis, Minnesota, where a building had been erected for its
use. In the same year the school was incorporated under the laws
of Minnesota. The aim of the institution was to train ministers
for the Lutheran congregations which were being organized in
growing numbers in the pioneer settlements that were spreading
rapidly over the Northwest.
The college was estabfished when it k a m e evident that in order
to get students who were adequately prepared for theologicar
study a college department was needed. So in 1874 a college curriculum was planned which provided for one year of preparatory
studies and four years of college work along two lines, a classical
course to prepare students for theology, and a scientific course to
prepare for the professions. The latter course, however, had to be
discontinued, partly for lack of funds and partly because too
few students selected the course. The first college students were
enrolled in 1874 and the first class was graduated in 1879;
In 1900 a high school course covering three years was established
which in 1910 was expanded to a standard four-year course. This
was discontinued in 193 3. In the years 1916-1919 the college
course was thoroughly revised. As a result of this and of subsequent growth, the earlier classical course was greatly modified and
supplemented by social and scientific studies and a more general
emphasis upon the- study of the humanities. In recent years there
has been continuous study and modification of the curriculum including the introduction of a number of new majors to meet the
developing needs of the students. The Divisional organization was
adopted in 1945. A t the present time majors are offered in 17 fields.
Coeducation was introduced in the College in 1921.
In the Theological Seminary there has likewise been a continuing-revision of the curriculum and the addition of new courses.
The requirement of a six-month period of internship was added
in 1939. Standards of admission have been raised so that a bachelor's degree or equivalent is now the required scholastic preparation. While the Theological Seminary has its own organization, the
Seminary and the College function in close cooperation Long
experience has proved this arrangement to be mutually wholesome
and stimulating.
Five presidents have served Augsburg during the course of its
history. The terms of o0ice of two of these cover a span of over
half a century. The first president was August Weenaas, who
served from 1869 to 1876. He was succeeded by Georg Sverdrup,
1876 to 1907. Sven Oftedal served from 1907 to 1911 and was
followed by George Sverdrup, whose term extended from 191I to
1937. H. N. Hendrickson served as Acting President from 1937
until I 9 3 8. Bernhard Christensen, the present president, has served
since that time.
FUNDAMENTAL AIMS
The educational purposes of Augsburg College and Theological
Seminary spring from the conviction that Christianity is the fundamental force for good in human life. All the aims of the College,
as well as those of the Seminary, are bound together by this principle. To express more distinctly the meaning of this, the following statement of aims has been formulated by the College faculty:
T o lead the student to a deeper understanding and personut
realization of the truth and power of the Christian Gospel, to
the end that he may become an effective participant in the
evangelical and missionary task of the Church and an earnest
advocate of the Christian way of life both for the individual and
for society.
T o familiarize the student with the culture of our own and
other ctvilizations, not only for the enjoyment this knowledge
affords but also for the development of a more sympathetic
understanding of our fellow men throughout the world.
T o develop the studenfs interest in the attainmmt of tbe
common purposes of our country, so that he may work for the
welfare of our institutions and for the preservation of our
liberties in community and nation, and also develop m enlightened interest and participation in human affairs throughout the rest of the world.
T o cultivate in the student a Christian social spirit, in order
that he may realize in his life a right balance between what he
expects of others and the service he will render his fellow men.
T o teach the student to discipline his o m urges, interests,
ambitions, and demands in a way that will effectively contribute toward the development of good character.
To train the student in scientijic methods of study and also
develop his understanding of the relations of science to the
welfare of humanity.
T o stimulate intellectual interest and develop scholarly insight, so that the student may learn to think with accuracy
and comprehension at the same time as he experiences an understanding of truth which will help him to integrate the iindings of science with the deepest spiritual reality.
T o awaken and foster k the student an iatelligent a m e ciation and enjoyment of the best in the fields of the fins arts.
T o guide the studmt in the understamding of social relatianshps in order that he may take his place in groups and gatherings with propriety and grace, motivated in his conversation
and conduct by the principles of Christian courtesy and sinceriay.
T o provide guidance for the studmt in the discovery and
clarification of his aptitudes and his life purposes so that as
early as possible he may plan his educational program wisely.
T o train studmts in v o c a t ~ Zand professjOno1 lines, giving full preparation for high school teaching, business administration, home economics, and parish work; furnishing partial
training towards the study of medicine, dentistry, nursing, engineering, law, and social service, and offering a four-year
college course preparing for the study of theology.
T o help the student develop certain skills, as in language,
music, physical activities, use of the library, laboratory work,
and typewriting, together with other skills, which will increase
his ef6ciency in the various relationships of life.
T o afford the student w h o l e s m recreational expenerrme
which
will contribute toward an effective use of leisure time and develop such qualities as leadership, sportsmanship, and self-control, with good recreational habits, thus providing a constant
source of social and personal satisfaction.
T o instruct the student in principles, ~ t t h d e s ,and ideas
pertaining t o health, and also to train him in practices and
skills which will promote his physical and mental well-being
and make him better fit to meet the responsibilities of life.
The work of the whole institution, both the Seminary and the
College, is done on the basis of Christianity. The students who
come are invited to take up their college work with the distinct
understanding that the Christian spirit is determining in all things.
They are asked to cooperate willingly in the program of the school
towards that end. The entire program of the school, curricular and
extra-curricular, and the discipline thought wise in order to make
possible the carrying out of this program, spring from the aim "to
see all.things through the eyes of Christ."
Enrollment in Augsburg College and Theological Seminary presupposes on the part of the student full cooperation in the ways
prescribed for the attainment of these aims.
FINANCIAL SUPPORT AND CONTROL
From I 870 to I 890, Augsbwg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body
with two others, in r 890, r d t e d in the f i a t i o n of Augsburg
with the newly created United Nomegian Lutheran Church. Due
to Merences concerning the control of Augsburg a division arose,
and in 1897 congregations whose sympathies were deeply rooted in
Augsburg formed the Lutheran Free Church. The resulting close
association, in educational and spiritual activity, of Augsburg and
the Lutheran Free Church has been marked by complete harmony
of purpose and ideals for more than half a century.
The control exercised by the Lutheran Free Church is indirect.
The Annual Conference of the Church nominates the members
of the Augsburg Corporation and the Board of Trustees. The Corporation through the Board of Trustees exercises direct control
over property, hance, and personnel. Academic control is vested
in the President and the Faculty.
In addition to the income from student tuition and fees, which
has materially increased with the growth and development of the
College, the chief iinancial support of the institution comes from
the congregations of the Lutheran Free Church. In recent years a
growing circle of friends also outside the Lutheran Free Church,
both alumni and others, have contributed financially to the support of the school. Augsburg welcomes and invites such support on
the part of all who believe in her program of vital Christian education.
MEMBERSHIP I N EDUCATIONAL ASSOCIATIONS
Augsburg College is a member of the Association of American
Colleges, the National Lutheran Educational Conference, the Association of Minnesota Colleges, and the State Council of Minnesota Colleges.
THE ALUMNI ASSOCIATION
The Augsburg Alumni Association has as its goal to enable the
graduates of the Cullege and Seminary to maintain effective contact and cooperation with one another and with their Alma Mater.
The annual meeting is held at Commencement time each year.
Regional meetings also are held from time to time.
The present officers are: Henry J. Bertness, President; Clair
Strommen, Vice-president; Esther Aune, Recording Secretary;
Marian Lund Lowrie, Harvey Peterson, and Paul Roth, Advisers.
THE AUGSBURG FOUNDATION
The Augsburg Foundation, formerly the Aupbwg Foundation
Fellowship, is an association of alumni, former students, and other
friends of Augsbwg, having as its purpose to give united and
systematic support, both spiritual and hmcial, to the school. The
Foundation was established in 1941 by joint action of the Board
of Trustees and the Alumni Association. Its work is directed by a
General Committee of nine members. A Foundation Day is held
each year.
EDUCATIONAL PLANT
BUILDINGS
The Main, erected in 1900, contains the Chapel, the Library,
the Seminary classrooms and offices, and a number of college classrooms and offices.
Science Hall, erected in 1948-49, is a large and completely modern college building. It includes, besides the administration offices, well-equipped laboratories for Chemistry, Physics, Biology,
and Home Economics, as well as the student organization offices,
the Student Center, a small auditorium, classrooms, and faculty
offices. On the fourth floor is the Tower Prayer Chapel.
S~erdru~-Oftedal
Memorial Hall, erected in 1938, is a modern,
hepioaf dormitory affording living quarters for about I go men.
O n the ground floor of thk buiIding is the college cafeteria and
dining hall.
Sivertsen Hall, acquired in 1939, is a comfortable dormitory
accommodating about 50 women.
Morton Hall, erected in 1888, Edda House, purchased and
remodeled in 1948, and Miriam House, acquired in 195 I, are
smaller dormitories for women, each accommodating about 20
students.
During 1947 two new buildings were added, both located on
23rd Avenue across the Square from the older part of the Campus.
The Gymnasium, an adequate temporary structure, was erected for
the College by the Federal Works Agency as a part of a program
providing educational facilities for veterans. The Music Hall was
acquired by purchase and remodeled to serve the needs of the
Music Department.
Quite a number of dwellings have been acquired in recent years
in the expanded campus area, which are used for faculty and
student housing until this need can be met through more permanent structures. Also three temporary housing units have been
erected by the Federal Works Agency on the campus ground.
The President's Home, a residence of modern architectural
design, located at the south of the Square, was erected in 1949.
Some years ago the beginning was made of a Museum for the
school. Members of the Alumni Association have presented many
valuable gifts. There are several collections: a Madagascar Collection, a Santal Collection, and a considerable collection of rare
minerals, curios, etc. Contributions should be sent to Dr. B. J.
Kleven, Curator.
In the spring of 1929 the Augsburg Archive Society was organized The purpose of this organization is to gather and preserve
documents, books, and other articles of historical value. To house
the Archives a fire-proof room which was provided in the Main
has been replaced recently by a large room on the ground floor of
Science Hall. Here are now found a fine collection of periodicals,
old and rare books, manuscripts, letters, and pictures, and also
about ~ , o o ovolumes of Norwegian-American literature, affording rich resources for scholarly research. Further contributions
to the Archives should be sent to Miss Alma Jensen, Archivist.
The collections in the Library aggregate about 25,300 volumes
exclusive of pamphlets.
Two hundred eighty of h e best periodicals, and
dealing with popular subjects, and a number of serials devoted to the
interests of special fields are received currently.
Students have access t o the Library daily from 7:45 A.M. to
1o:oo P. M. On Saturday the Library closes at 4: 30 P. M.
In the Twin City area other libraries are located which make
their holdings available to Augsburg students, notably, the St.
Paul and Minneapolis public libraries, the latter of which issues
library cards to out-of-town students for each school year; the
James Hill Reference Library in St. Paul, which has one of the
finest reference collections in the Northwest; and the University
of Minnesota Library, which is within walking distance of the
Augsburg campus and is a splendid source of materials for research
papers. Each year Augsburg students make extensive use of all
these libraries.
The laboratories of the Natural Sciences are located in the
Science Hall.
Three laboratories and two storerooms for Biology are located
on the second floor; three laboratories and a large storeroom for
Chemistry, and a laboratory and the two storerooms for Physics
are located on the third floor.
To facilitate instruction the college provides many excellent
visual and auditory aids. Available for classroom use, and for the
use of other college activities, are the following: 16m.m. sound
movie projector, 3 % / 4 ~ 4 inch slide projector (several), 2"x2" slide
projector, Balopticon, sound amplification system, film strip pro-
jector, magnetic tape recording machine. There is also a well
equipped photography department.
The Auditorium in Science Hall is fully equipped for visual
education classes and lectures. Several classrooms are also provided
with facilities for projection.
SPECIAL PROGRAMS OF STUDY
Evening classes are held as a community service for adults not
enrolled in the day school. Announcement of courses to be ofIered
are made in the fall. Information about the evening school may
be obtained from the oflice of the Dean.
DEACONESS
HOSPITAZ.
AFFILIATIONWITH THE LUTHERAN
Student nurses in the School of Nursing at the Lutheran Deaconess Hospital in Minneapolis receive their &st semester of instruction at Augsburg College. Application for admission t o the
School of Nursing should be made to the Lutheran Deaconess Hospital, Minneapolis, Minnesota.
MEDICALTECHNOLOGY
In cooperation with the Minneapolis General Hospital, Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first three years
of this work are taken at Augsburg and a final twelve-month program is completed a t the hospital.
Financial l nformation
STUDENT EXPENSES
For Theological students, tuition is free. For statement of
Seminary expenses, see page 102. The tuition for the College students is $180.00 a semester.
Students registered for more than the maximum number of
credit hours (17 in the College) are charged at the rate of $6.00
for each additional credit hour a week per semester.
Special students will pay at the rate of $ I 5.00 per credit hour
up to 11 credits. Those who register for 12 or more credit hours
will pay the regular tuition charge.
The fee for auditing a course is $7.50 per credit hour.
Special students and auditors enrolled for 5 hours or more of
class work per week pay the student activity fee and health fee.
GENERALEXPENSESFOR ONE SEMESTER
Tuition in College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ I 80.00
This covers instruction, use of the library, and admission
to all athletic events.
Books, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 5-00 to 40.00
Student activity fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.00
Health fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.o~
5.00
Matriculation fee (for those registering the first time) . . .
Key deposit (refundable) . . . . . . . . . . . . . . . . . . . . . . . . . .
1.00
Locker (optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I .oo
Mail box fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.5 o
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $223.50 to 238.50
ROOMAND BOARDPER SEMESTER
Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Board (estimate) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
$ 63.00
r 60.00
SPECIALFEES
Late registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $
Change of registration after the .beginning of the second
week of classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Registration with the Placement Bureau . . . . . . . . . . . . . . .
Placement fee. depending upon the method of
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $3.00 to
Graduation fee. for seniors in both the Gl'lege and the Seminary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Final examinations taken at another hour than the one
scheduled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Examination making up an incomplete or a condition . . . . .
Comprehensive examination . . . . . . . . . . . . . . . . . . . . . . . . .
3-00
1.00
2.00
5.00
7-50
2.00
2.00
.
5 oo
MUSICFEESPER SEMESTER
Piano for credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$35.00
Voice for credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 5-00
Organ for credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 5.00
Piano rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.00
Organ rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20.00
Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5-00
Choral Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.50
COURSE
FEESPER SEMESTER
3 00
Home Economics 2. 36. 76 . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
5 .00
Home Economics 39 and 40
Biology 6o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I .oo- 2.00
Biology 1 . 2 . 3 . 4 . ~ ~ . ~and55
3.
. . . . . . . . . . . . . . . . . . . . . . 2.50
Biology 7N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.00
5.00
Biology 13. 14. 25.26. and 54 . . . . . . . . . . . . . . . . . . . . . . . .
Chemistry I. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.50
Chemistry 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.00
Chemistry jN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.00
...........
C h e m i s t r y ~ y 6 . ~ ~ . ~and55
~ y ~ ~ ... ~. .4. y
5.00
Physics I. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.50
Physics 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.00
Physics 5 and 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.00
Physics 51 and 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.00
Secretarial Studies 2. 8. 5 I. and 5 2 . . . . . . . . . . . . . . . . . . . . 2.50
Secretarial Studies I. 5 3. and 54 . . . . . . . . . . . . . . . . . . . . . . . 1-50
Education 96 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I 5.00
.
Resident students
General expenses . . . . . . . . . . . . . . . . . . . . . . . $22 3. J o to 2 38.5 o
Room and Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223.00
Special, music, or course fees. . . . . . . . . . . . . . . .2.00 to 35-00
Total, approximately . . . . . . . . . . . . . . . . . . $448.50 to 496.50
Off-campus students
General expenses . . . . . . . . . . . . . . . . . . . . . . $223.50 to 2 38.5 o
Special, music, or course fees . . . . . . . . . . . . . . . . .a.oo to 3J .OO
Total, approximately . . . . . . . . . . . . . . . . . $ ~ L J . J O to 273.50
PAYMENT OF ACCOUNTS
All bills for tuition, room, and board are payable in advance at
the beginning of each semester. When necessary, special arrangements may be made with the Treasurer for partial payment and
payment of the remainder in monthly installments. If such installments are not made regularly, a charge of fifty cents per month
is made on balances over $50.00; otherwise twenty-five cents per
month. All accounts must be paid /before a student is permitted
to register for a new semester.
Exchange will be charged on all out-of-town checks.
REFUNDS
Students who cancel their registration before the middle of any
semester pay tuition at the rate of $ I 1.00 per week for the time
during which they have been in attendance. Students who cancel
out after the middle of the semester receive no refund of tuition.
No refunds are made of the Matriculation and Student Activity
fees. Course fees are paid a t the rate of 10% per week by students
who cancel out before the middle of the semester.
Payments for board and room are refunded in proportion to
the time students have been in residence. Students who move out
of dormitories but do not cancel out of school are charged the full
semester room rent.
' Subject
to change.
STUDENT AIDS
Financial aids in the form of loan funds, scholarships, and employment assistance are available at Augsburg. Students must
meet certain requirements to qualify for loans or scholarships.
The college gives assistance to students in securing work both m
and off the campus.
Several loan funds have been established to assist students in
working out their financial problems. Loans may be arranged at a
reasonable rate of interest for various periods of time.
The General Student Loan Fund, established through the gifts
of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club. It extends assistance to members of all classes.
Tbe John and Anna Jorgim Gregory Theological Student L m
F.acnd is available to students who are re paring for the ministry.
The Student Aid Fund of the Zion Lutheran Hoar, established
under the auspices of Zion Lutheran Church of Minot, N o d
Dakota, likewise extends loans to students preparing for the mini s ~ ~ .
Arrangements for the loans are made through a conference with
the Dean of Students, chairman of the faculty committee on
student loans. In addition to arranging loans, the committee
counsels students on hancial matters with the objective in mind
of helping the student work out a satisfactory plan for his finances.
Prize Scholarships, amounting -to tuition for the second half of
the Freshman year, are offered to the highest ranking boy and zhe
highest ranking girl in each Minnesota high school graduating
class. Outside of Minnesota a limited number of scholarships of
this kind are awarded to students of superior ability.
The George Sverdrup Graduate Fellowship was established by
the Board of Trustees of Augsburg in 1947t o honor the memory
of George Sverdrup, President of Augsburg from 1911 to ~ 9 3 7 .
It is awarded annually to an Augsburg graduate of outstanding
character and ability who
to prepare further for the vocation
of teaching, The amount of the Fellowship is five hundred dollan.
The Kiitb E, H o f m m M m w i n E Schddrship was established in
S, Hoffman of Minaeapolis in
memory of their son who gave his life in the conquest of O k i n a ~ ~ a .
The schoIafs)lip consists of the income f tom a fund of $1~075
and
is awarded annually to a student selected on the basis of academic
achievement, personal character, and ability in the field of athletics.
1945 by Mr. and Mrs. Charles
The Lutherm Brotherhood Scholarship of $300 is provided by
the Lutheran Brotherhmd Life Insurance Society and awarded
each fall to an ouwtanding Lutheran college senior. The student
is selected by the college in the spring of the junior year on the
basis of religious leadership and scholastic standing.
The Augsburg College Women's Club SchoImship awards, totaling $400, are granted each year to two or more students of outstanding character and excellent scholarship.
The Adolph Paulson Memurial Prize, from a fund established
by members of the Paulson family in memory of Professor Adolph
Paulson who taught Social Science at Augsburg from 193o to I 93 5 ,
is awarded annually to a college student for the best essay written
on an assigned subject in the general field of Christian Sociology.
The amount of the prize is $40.00.
The Celia Fredr2ckson Scholarship consists of the income from
a fund of one thousand dollars. It is awarded annually to an Augsburg student from the Larnberton, Minnesota, parish of the Lutheran Free Church.
The Greater Augshrg Alumni Association Schlarship of $ 2 5 0
is awarded annually to an outstanding alumnus of Augsburg in
order to encourage and assist promising students in the carrying
out of projects of graduate study.
The W m n ' s Missionary Federation Scholarship is awarded by
the Federation to returned missionaries pursuing further study or
to Lutheran students of recognized Christian character and good
scholastic records who are making preparation for mission work
in evangelistic, medical, educational, literary, agricultural, or other
Augsburg Choral Club. The Choral Club serves as a preparatory choir, and also trains for concerts which are given both in
the Twin Cities and in other parts of Minnesota and neighboring
states.
Augsburg College Band. In addition to presenting its fall and
spring concerts the Band gives practical experience in instrumental
music and thus furnishes training for the prospective teacher.
The Mak C h m affords opportunity to those interested in this
special type of group singing. The chorus meets once a week.
Miscellaneous Grmps. In addition to the Choir, Choral Club,
Male Chorus, and Band, there are at Augsburg many smaller musical groups, both ~ o c d
and instrumental. For many years Augsburg
bas sent out duos, trios, quartets, and s;milat. groups among the
churches. These organizations are w d y formed and directed by
the students themselves, subject to the approval of the music
department.
AWARDS
Honors are given each spring at the Honor Convocation in
recognition of students who have taken noteworthy part in student activities.
The Class of 1918 Oratorical Cup was presented to the College
as a prize to arouse interest in oratory. The name of the winner
of the annual contest is engraved upon the cup, which is to remain in the possession of the College and is placed on exhibition
in the Science Hall.
The 1927 Class Cup for Scholmsbip is awarded to the Senior
student of highest scholastic standing who has attended for at least
two years.
The 1925 Class Cup in Athletics is awarded to the athlete who
has made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson in 1943,is awarded annually to the student who is judged to
be the most valuable player on the basketball team.
Student Personnel Services
ADMINISTRATION
Students entering college face many new situations and prablerns. Some problems disappear soon after enrollment but others
grow during the four years. In order to give the greatest help to
students in these circumstances, Augsburg College has developed
a number of student aids combined under the general title
of Student Personnel Services. Included are Freshman Days and
orientation, testing, counseling, housing and food service, health
and recreation, iinancial aid including student employment and
loans, and student activities. Graduating seniors and alumni benefit
from the services of the Placement Oflice. Coordination of these
services is centered in the oflice of the Dean of Students. The
planning and policy are formulated by the Personnel Committee.
FRESHMAN ORIENTATION
Freshmen and other new students participate in "Freshman
Days" before the beginning of classes in the fall semester. The
students take tests, inspect the college facilities, and become acquainted with their fellow students, with the faculty, and especially with their own faculty counselors. Several conferences with
the faculty- counselors are scheduled for the students, during
which they plan their program of study.
All freshmen enroll in a class in Orientation. In this course,
the students learn about standards and requirements of various
areas of college life. Methods and habits of study and related
techniques are explored. Personal health, social adjustment, personal
finances and vocational aims are discussed.
TESTING
A battery of aptitude, ability and interest tests are adrninistered free to all new students during Freshman Days. College aptitude scores, English and reading ability scores are obtained for
later use by counselors in helping students plan their programs.
Personal adjustment scores and vocational interest scores help the
students select occupational goals and future careers.
COUNSELING
The purpose of counseling is to give the student individual
help in all areas of adjustment to college life. The insight and
techniques of adjustment will also serve him later in life. Each
freshman and new student is assigned a faculty member who may
serve as his counselor for m o years. Counselors for juniors and
seniors are their major advisers. The Deans and other administrative
o0icers are general counselors to all students.
The Faculty counselor helps the student plan his educational
program and choose appropriate subjects. The student learns to
understand his own abilities and aptitudes through the analysis and
interpretation of test data by his counselor.
Through a system of referral, students 'may obtain counsel from
any member of the faculty, or from quaEed persons within the
college community.
VOCATIONAL COUNSELING
Vocational counseling is introduced to freshmen through the
use of a vocational interest test. An Occupational Information
file in the college library provides study materials for vocational
planning. Career conferences annually bring many professional
people to the campus for group sessions and individual counseling
on job opportunities.
PERSONAL COUNSELING
Students who have personal problems may find help through
discussing the problem with their counselor. Personal iinances,
housing, and similar problems are common topics of discussions.
Students who have spiritual problems may confer with their counselors, or other faculty members, such as members of the Department of Christianity and the College Pastor.
HOUSING
Sverdrup-Oftedal Memorial Hall provides housing for about
150 men. Fifty women are accommodated at Sivertsen Hall, with
Morton Hall housing twenty, Miriam House and Edda House
each housing eighteen, and Morton Annex, twelve.
The college maintains several small apartments for married students. Applications may be made in the o&ce of the Dean of Students.
Students not living at home must live in college-operated housing, and must take their meals in the college dining hall. Students
may under certain conditions be permitted to make other arrangements, after consultation with the Dean of Women or the Dean
of Students.
Residence halls are open to new students a day before regular
schedules begin and are closed within twenty-four hours after the
term closes. The rule applies also to vacations. Students who wish
to stay in residence halls during vacations must have special permission from the Deans.
Room' rent and board must :be paid in advance. Rooms are furnished except for bed linen, towels, and blankets. The women
may also provide their own bedspreads and drapes. Laundry
facilities are available in each unit. Residents are held responsible
for any breakage or injury to furniture, fixtures, or equipment,
beyond ordinary wear and tear.
ROOM APPLICATION
Application for rooms should be sent to the Dean of Students
or the Dean of Women as soon as the student receives notice of
acceptance. Room assignments are made in order of application.
Residents are reassigned for the next year before August first.
After all residence halls have been filled, students are assisted
in finding rooms in private homes. The o6ce of the Dean of Students maintains a selected list of available housing at all times.
FOOD SERVICE
The ground floor of Sverdrup-Oftedal Memorial Hall houses
a cafeteria and dining hall, a social room, and a private dining
room available to students and other groups upon request.
All students, campus and off campus, share in the privilege of
using these service units. The dining hall will furnish food ac
cost to student groups, for special parties or picnics.
STUDENT HEALTH SERVICE
The program of student health service is in charge of the Director of Physical Education and Recreation, who is assisted by the
College Physician and the College Nurse. It includes regular phy-
sical examinations, corrective measures where needed, and a schoolwide program of recreation and physical training. Infirmary
rooms are provided for the use of those who are ill. The College
Physician and the College Nurse have regularly scheduled 06hours on campus daily.
Students, faculty, and staff hive chest X-rays taken semi-annually through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit. The service is free.
PLACEMENT SERVICE FOR GRADUATES
The Placement Bureau assists seniors and alumni in securing
positions. Continuous contact is maintained with business, governmental, welfare, and educational institutions and organizations
at the local as well as the state and national levels. Interviews are
arranged both on and off the campus. A registration fee and a
small placement fee are charged.
Augsburg College
ACADEMIC ADMl'NISTRATION
Admission Procedure
Application for admission should be made on the regular admission form, which can be secured from the Ofice of Public Relations of from the Oflice of the Registrar. These forms are generally available also in Minnesota high schools. The application,
together with the high school record, previous college record, if
any, two letters of recommendation, and a small photograph,
should be sent to the Of6ce of Public Relations. A student seeking
admission in the fall semester should apply not later than September I 5 and for rhe spring semester by February I.
Requirements for Admission
Augsburg College admits as students, men and women of good
moral character and sound health who appear to have the ability
to succeed in college. Estimate of ability is determined by rank
in the high school graduating class and in the college aptitude test.
The normal basis for admission is the completion of the courses
of grades nine to twelve in an accredited high school. No definite
pattern of subjects is required, but it is recommended that the last
four years of high school include four units of English, or three
units of English and two of a foreign language, two units of social
studies, and one unit of mathematics. A unit is defined as a course
covering one academic year and equivalent to at least 120 hours
of classwork. Graduates of unaccredited high schools are considered for admission on the basis of their rank in high school and
their achievement in a college aptitude examination and an English
achievement test.
Applicants who are not high school graduates but who give
evidence of suf6cient maturity are considered for admission upon
recommendation and on the basis of achievement in a college aptitude test, English achievement test, and General Educational
Development Tests on literary materials, social science materials,
and natural science materials.
For most graduates of Minnesota high schools the results of the
college aptitude and English achievement tests are available in ad-
vance if they have been taken in the state-wide testing program.
The General Educational Development tests are available to service
men through the Armed Forces Institute. All tests may, however,
be taken at Augsburg by arrangement with the Registrar.
The College reserves the right t o reject the applications of students whose previous records or aptitudes, as measured by tests,
indicate they may have di&culty with college work.
Deficiencies
Applicants who have been accepted for admission with a deficiency in English will be required to register for a special course
in English. Such deiiciency and the requirements with regard
to additional training will be determined at the beginning of
&e Freshman year by means of tests. The requirements include
the attainment of d e h i t e standards as to spelling, grammar, pronunciation, and general correctness in the use of the English language.
Transfer and Advanced Standing
Students are accepted by transfer from other institutions if they
did satisfactory work and were otherwise in good standing there.
If their previous work was unsatisfactory, they will be admitted
at Augsburg only under special circumstances.
Advanced standing in any subject is granted to students who
present satisfactory credentials from other institutions. In certain
(cases advanced standing is granted on the basis of examinations.
This is true of veterans whose achievement in the college General
Educational Development Tests warrants the granting of some
Junior College credit.
Admission of Veterans
Veterans may study at Augsburg under Public Law 16, 346,
and 550. The veteran must secure a certificate of eligibility from
the regional office of the Veterans Administration and present it
.at the time of registration.
In order to receive college credit for experience in rhe military
services, the veteran must present a photostatic or certified copy of
his Separation Record at the Registrar's Office. Evaluation will
;bemade according to the recommendations of the American Coun-
cil on Education. Veterans who have completed basic or recruit
training will be granted a total of 4 semeaer credits, 2 in hygiene
and 2 in physical activities. Some college credit is given for the
completion of the work in certain service schools, for some courses
taken through the Armed Forces Institute, and to junior college
students for satisfactory performance on the college General Educational Development Tests.
Registration
Students who have 'been accepted for admission should register
on the days designated in the Calendar for this purpose. Students
who register Eater &an three days after classes begin are charged
a late reginration fee of $3.00. No student may register for or
enter a course later than two weeks after the beginning of classesIn registering, care should be taken to include the Junior College
requirements during the first two years. However, if such registration is delayed beyond the second year, a student will neither be
required nor permitted to register beyond the allowed number of
credit hours per semester in order to make it up.
No credit will be given a student for any subject for which he
has not registered. The college reserves the right to cancel any
course for which there is not suflicient registration.
Registration means that the student accepts all the rules and
regulations established by the school.
The normal registration is 16 credit hours. A credit hour is
defined as one recitation period a week throughout a semester.
The privilege of registering for more than 17% credit hours
may be granted only to students who have gained an average
record of B, or two honor points per credit, in their previous
college studies. Exceptions ro this rule may be made ander certain
conditions determined by the Admissions and Scholarship bmittee. No student is permitted to carry work for more than
20 credits per semester.
Students working part-time are urged to arrange the amount of
their registration accordingly.
In case a student desires to make m y changes in his registration,
hc rnnse obtain a form from the Registrar's office on which he may
make application, mating clearly his reasons for desiring the change.
ApprovaI of the teachers concerned and the student" adviser
and t h e Registrar must be obtained before a change will be permitted. A course which is abandoned without being cancelled through
she Registrar's Office d l result in a grade of F.
Changes of registration which involve the adding of courses
.cannot be made later than two weeks after the beginning of classes.
Changes which involve canceling a course cannot ,be made after
the middle of the semester.
A fee of $1.00 is charged for each change of registration after
the beginning of the second week of classes.
A student who 6nds it necessary to leave school before the end
of a semester must cancel his registration at the Registrar's oflice
in order .to remain in good standing.
UNIVERSI'IY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registration will
not be dowed unless t h e student has a grading of C average, or
r honor point per credit, in his courses a t Augsburg. Also, the
combined number of credits in any semester must not exceed r7.
T h e credits thus gained at the University may be transferred to
Augsburg College and counted towards graduation.
CZassification
In order to be classified in one of the college classes, a student
must be carrying a minimum of twelve hours of work in which
college credit is given.
Cladcation is based on the attainment of the following number of credit hours together with an equal number of honor poina:
Scpbomare, 24; Juaior, 58; Senior, 92.
ClassScation for the Catalog, the Student Directory, and for
all other purposes is determined by this regulation.
Probation and Elimination
There will be a meeting of the Admissions and Scholarship Committee at the end of each semester t o consider students who are
doing unsatisfactory work, in order to drop from the rolls t h
students for whom further attendance is deemed inadvisable.
Freshmen who obtain honor point ratios of . j or below, Sophomores
.6 or below, and Senior College students .8 or below, as well as
students with 6 or more credits of F, at the end of a semester are
placed on probation during the semester that follows. They remain on probation until an honor point ratio of I is attained for
one semester. A student is not allowed t o remain in college on
probation for more than two semesters consecutively, except by
special permission.
In order to be eligible for membership in inter-collegiate athletics, a student must have obtained in his last semester a passirig
grade in at least 1 2 hours of college work, 6 of which must be C
or better.
Class Attendance
Regular attendance in class is required. Students who find it
necessary to be absent because of illness or for other reasons should
confer with heir teachers.
Students are expected to arrange the hours of part-time employment so that work does not conflict with classes. Any exception
to this rule must be agreed to by the teacher of the class affected
and must be approved by the Dean of the College.
A record of attendance is kept by each teacher, and periodic
reports are submitted to the Registrar. At the end of the semester,
a record is made of the total absences of each student for the
semester.
Absences for tours, field trips and other instructor-arranged
activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods absent, are issued
by rhe Dean to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving in
class late must assume responsibility for reporting their presence
to the teacher.
Examinations
GENERALRULES
Students are urged to plan their work well from the very begiinning since tests are given periodically throughout the semester.
During the first part of each semester reports of the grades attained
~
are made to the Registrar and the counselors. In addition to this,
h a 1 reports are made at the close of each semester.
Regular written examinations are held at the close of each semester. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination without a sdicient reason
will result in a grade of failure in the course concerned.
A student who has to be absent from a final examination because of a conflict with outside work from which he cannot obtain an excuse may arrange to take such an examination during
some period after the time on which the subject is scheduled.
If a student has obtained permission from the proper authorities
to take a h a 1 a t another hour than the one scheduled, he is charged
a fee of two dollars for such an examination. The fee is to be
paid to the Treasurer of the school, and, before the student takes
an examination, he must obtain a statement from the Registrar's
o6ce and bring it to the teacher concerned. The teacher will give
no examination before he has this statement.
A condition or an incomplete received at the end of the semester
must be removed within the first five weeks of classes of the following semester of attendance. Extension of this time may be
made by the Registrar's O&ce in cases of illness. If incompletes
and conditions are not removed within the time allowed, the condition automatically becomes a failure and the incomplete may
be changed to a passing grade only when the average of the previous work is d c i e n t l y high. The final grade after the condition
examination is taken may not be higher than D. A fee of $2.00
is charged for an examination making up an incomplete or a condition received at the end of a semester.
Comprehensive examinations may be permitted in courses in
which the Admissions and Scholarship Committee feels the student
has adequate preparation or background. Students who wish to.
take a comprehensive examination must apply in writing to this
committee. When permission is granted, the necessary approval
forms may be secured at the o6ce of the Registrar. A fee of $5.00
is charged for each examination and must be paid in advance.
Examination questions and the answers will be filed in the Registrar's oace.
Grade Values
A-Superior, 3 honor points per credit
&Very good, 2 honor points per credit
C--Satisfactory, I honor point per credit
D-Passable, no honor points per credit
F -Failure, minus I honor point per credit
E-Condition
I -Incomplete
GRADUATION REQUIREMENTS
In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courses, md
grades. A student who plans to graduate from Augsburg is wged
to study the requirements as outlined in Ehis section of the mtatog
and in the department in which he plans to major. It is the responsibility of the student to see that he incIudes the * w i d
subjects at the right time in his program of studies. f i e faculty
advisers, t h e Dean, and the Registrar d gladly assist him in planning his program.
Junior College
For a proper distribution of subjeers among the fundamental
fields of knowledge the following c r e d i ~are required of all students in the Junior College, Iaying the basis for study in professional fields or for a general college education.
Group A Christianity
r credits each semester
6 credits
Group B English: Course 1-2 or 3-4
Students exempted from Freshman English must earn 6 credits in literature.
3 credits
Speech: Course I I
Group C Foreign Language (Norwegian, French,
Spanish, German, Latin, Greek, Hebrew) I credits
Students who have studied a foreign language for three years in high school are
exempted from this requirement.
Group D Social Sciences: Hist. 1-2, or Soc. I and
3 other credits in Sociology, or Phil. I 5 , I 6
(Humanities)
6 d t s
Group E Natural Sciences
8 credits
Group F
Health and Physical Education: Course
3% 3by4% and 4b
Psychology required in certain fields
0rien.tation required of all Freshmen
Senior
2,
4 credits
4 credits
I
credit
College
b tJOR
~ AND M~NORS
A student is required to complete a major and one or more
minors for graduation. The major subject is determined by the
student's aims as well as by his particular interests and aptitudes
as shown in the quality of work he does in the Junior College.
It is well for the student to know in his Freshman year what
major line of study he will pursue. Students who are still undecided as to their major choice when they appear for registration in
the Junior year, should, before they register, consult with a faculty
counselor and with heads of the various departments to determine
their field of major work. In planning the major, a student is required to consult with the Head of the Department offering the
major. Majors are offered in the following areas: Christianity, Philosophy, Greek, English, Speech, Music, History, Sociology, Social
Science, Business Administration, Business Education, Home Economics, Biology, Chemistry, Natural Science, Mathematics, and
Physical Education.
For major and minor requirements as to hours of credit see
departmental statements.
ELECTIVES
Electives are planned with the purpose of properly distributing
a student's choices among the fundamental fields of knowledge and
culture, as well as among the correlatives of the major. Senior
College students should, as a rule, choose their electives from
courses designated as Senior College Courses. At least thirty credits
in Senior College Courses must #be completed for graduation.
Courses numbered a,bove 50 are designated as Senior College
Courses.
TOTALCREDITS
AND HONOR
POINTS
The amount of work required for graduation comprises a
minimum of 128 credits with an average grade of C, or one honor
point for each credit. A credit equals one recitation period a week
throughout one semester.
Honor points are computed at the rate of one honor point for
each credit with a grade of C, two honor points for each credit
with a grade of B, and three honor points for each credit with a
grade of A. An average of 128 honor points must be attained for
the 128 credits required for the A.B. degree.
ENGLISH
PROFICIENCY
In order to qualify for the A.B. degree a student must demonstrate a proficiency in the writing and speaking of English.
RESIDENCE
REQUIREMENT
To receive the A.B. degree the candidate must spend at least
the concluding year for such a degree in residence.
DEGREE
WITHDISTINCTION
The A.B. degree with distinction is conferred as follows:
Average honor points
per credit
2.8-3.0
2.5-2.79-k
2.1-2.49+
Distinction
Summa Cum Laude
Magna Cum Laude
Cum Laude
Only students who have spent a t least two years in residence
are eligible for honors.
In order to receive a recommendation for graduate work, a
student must attain an average grade of By or two honor points
per cmdit.
CURRICULUMS
..
The following m s e s of study are outlined as guides for the
student and his adviser in planning a program which will prepare
him for the vocation of his choice.
T h Christian Ministry
Completion of the pre-seminary curriculum qualifies the student
for admission into the three-year course in the Theological Seminary, which prepares students for the Christian ministry as pastors
or missionaries. The following program gives the approximate
pre-seminary course. Separate curriculums have been worked out
by which a student may major in History, or Philosophy, or English, or Sociology. The student should seek the counsel of the
Seminary adviser as early as possible, as variations according to
the major chosen may affect the choice of courses even in the
~reshmanyear.
Seminary adviser, Mr. Hdland.
Freshman
Christianity . . . . . . . . . . . . . . . - . . - 4
Orientation . . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . I
Freshman English . . . . . . . . 6
Foreign Language . . . . . . . . . . . . . . 8
European Civilization . . . . . . . . - . . 6
or Natural Science, 8 Cr.
Sociology . . . . . . . . . . . . . . . . . . . . . 6
-
Sophomore
Speech . . . . . . . . . . . . . . . . . . . . . . .
Nanual Science . . . . . . . . . . . . . . . .
or English Literature, 6 Cr.
New Testament Greek.. . . . . . . . . .
Psychology . . . . . . . . . . . . . . . . . . .
History . . . . . . . . . . . . . . . . . . . . . . .
or English Literature, 6 Cr.
Physical Education . . . . . . . . . . . . .
6
8
8
4
6
r
-
34
33
New Testament Greek. . . . . . . . . . 8
- 8
Foreign Language . . . . . . . . Humanities or Philosophy. . . . . . . 6
Hatory or English.. . . . . . . . . . . . . 8
Hymns of the Church. . . . . . . . . . . 2
Senior
Youth Work in the Church. . . . . . z
Principles of Christian Education . ' z
History or English.. . . . . . . . . . . . . 8
Philosophy or Logic... . . . . . . . . . . 3
Ewnomiu or Education.. . . . . . . . 6
English (for major or minor). ... 6
Electives . . . . . . . . . . . . . . . . . . . . . 3
Junior
The foreign language requirement includes I 6 semester credits
in Greek, and 16 semester credits in Latin, German, or Norwegian.
The purpose of this course is to train men and women for effective service in the Church at home or abroad; that is, as teachers
in vacation, week-day and Sunday schools, as youth leaders, and
as parish workers. The course is so arranged that the student will,
upon its satisfactory conclusion, receive the A.B. degree and also
a certificate indicating that he is a qualified parish worker.
Students interested in becoming parish workers should consult
with Mr. Stensvaag, parish work adviser.
The suggested schedule provides for a minor in Christianity and
makes it possible to plan for a major in History, English or Sociology. It is also possible to plan for a major in Christianity with a
minor in Home Economics or some other field. The courses essential for the securing of the Parish Worker's C e d c a t e are italicized
in the outline below.
Sophomore
Freshman
Basic Bibk . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . .
Natural Science . . . . . . . . . .
Elementary Typewriting . . . .
Principles of Sociology . . . . . .
Social Problems . . . . . . . . . .
Orientation . . . . . . . . . . . . . . .
Physical Activities . . . . . .
Electives . . . . . . . . . . . . . . . . . -
Christianity . . . . . . . . . . . . . . . . . 4
Beginning Public Speaking . . . . . . 3
Types of Public Speech.. . . . . . . . . 3
Foreign Language
. . . . . . . . . . . . . .,
8
General Psychology . . . . . . . . . . . . 4
Health . . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Activities . . . . . . . . . . . . . . I
Electives . . . . . . . . - . . . . . . . . . . . 7
-
Senior
Junior
Tbe Missionary Enterprise . . . . . . . . z
Principles of Christian Education. . . z
The Christian Churches . . . . . . . . . z
The Lutheran Church . . . . . . . . . . . 2
Social Psychology or Urban Sociology . . . . . . . . . . . . . . . . . . . . . . . . 3
Dramatics . . . . . . . . . . . . . . . . . . . . . 3
Story Telling . . . . . . . . . . . . . . . . I
Elementary Shorthand . . . . . . . . . 6
Recreational Activities . . . . . . . . . . I
Electives . . . . . . . . . . . . . . . . . . . . . . 10
32
Parish Work . . . . . . . . . . . . . . . . . . 2
Youth Work in the C h r c b . . . . . . , 2
Educational Psychology . . . . . . . . . . 3
Hymns and Music of the Chwcb. . 2
Fundamentals of Journulism . . . . . . z
Crafts . . . . . . . . . . . . . . . . . . . . . . . . z
Survey of Sock! Work Field. . . . . . 3
Firsf Aid . . . . . . . . . . . . . . . . . . . . . I
Secretarial Practice . . . . . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . - 1 2
Each state sets certain requirements for obtaining a teacher's
c e d c a t e . The course outlined below satisfies the requirements for
a c e d c a t e for high school teaching in Minnesota. The same program will meet the demands set by most of the neighboring states.
The student should apply to the Department of Education for
admission to the Education curriculum during his Sophomore
year. Admission will be determined by a committee on the
basis of scholarship and other qualifications. In addition to departmental majors, broad majors for teaching may be secured in
natural science, social science, and business education.
F , A
Christianity . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
European Civilization . . . . . . . . . . . 6
Foreign Langwge or Natural
Science . . . . . . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . . 2
Elective . . . . . . . . . . . . . . . . . . . . . . 4
Junior
Christkmity . . . . . . . . . . . . . . . . . . . 4
Educational Psychology ......... 3
Teaching in High School. ........ 3
Philosophy . . . . . . . . . . . . . . . . . . . . 6
Group Labontory Experience. . . . . . 2
Electives in Major or -or.
.... -14
-
Sophomore
Christianity . . . . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . . . .
Foreign Language or Natunl
Science . . . . . . . . . . . . . . . . .
Psychology . . . . . . . . . . . . . . .
Physical Education . . . . . . . .
Electives . . . . . . . . . . . . . . . . . .
Senior
Christianity . . . . . . . . . . . . . . . . . . . 4
Principle of Guidance. . . . . . . . . . . 3
History and Philosophy of
Education . . . . . . . . . . . . . . . . . . 3
Observation and Practice
Teaching . . . . . . . . . . . . . . - 4 or 5
Special Teaching Methods. . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . .14
-
The program in business administration is intended for students
who are planning for work in the fields of business and industry.
The
course affords thorough preparation for a business vocation
and results in a Bachelor of Arts degree.
Fresh
Christianity . . . . . . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . . . . ..
European Civilization or Sociology. .
Principles of Accounting.. . . . . . ..
Foreign Language . . . . . . . . . . . . . .
Orientation . . . . . . . . . . . . . . . . . . .
Health . . . . . . . . . . . . . . . . . . . . . . . .
Physical Education . . . . . . . . . . . . .
4
6
6
6
I
r
I
I
Junior
Christianity . . . . . . . . . .. . . . . .. . . 4
United Stater History... . . . . . . . . 6
Bwiness Law . . . . . . . . . . . .. . . . . . 3
Advanced Accounting . .. . . . . ... 5
Finance and Investment.. . . . . . . . . j
Money and Banking . . . . . . . . . . . . 3
Elective crediu . . . . . . . . . . . . . . . .ro
Sophomore
Christianity . . . . . . . . . . . . . .. . . . .
speech . . . . . . . . . . . . . . . .. . . .. . .
Natural Science . . . . . . . .. . ... . .
Psychology . . . . . . . . . . . . . . . . . . . .
Principles of Economiu.. . . . . . . ..
I n d u c t i o n to Statistia.. . . . , . . .
Physical Education . . . . . . . . . . . . .
Elective credim . . . . . . . . . . . . . . . .
.
4
3
8
4
6
3
I
3
Senior
Christianity . . . . . . . . . . . . . . . . . . . 4
Marketing . . . . . . . . . . . . . . . . . . . . 3
Labor and Management Relations.. 3
Public Finance and Taxation.. . . . . 3
Elective credits . . . . . . . . . . . . . . . .19
Secretarial Work
Preparation for teaching business subjects in high school requires
work in the departments of Business Administration and Secretarial Studies. An outline of the requirements in business education appears under the Department of Secretarial Studies.
The following one year program is outlined as a preparation for
certain o6ce positions. Completion of the second year provides
more advanced training. A student who has had similar courses
in high school may be admitted to advanced classes on the basis of
a proficiency test.
First Year
Chrirtianky . . . . . . . . . . . .. . , . , - .
Freshman English . . . . . . . . . . . . .
Elementary Shorthand . . . . . . . . . .
Elementary Typewriting . . . . . .
Intermediate Typewriting . . . . . . . .
Consumer Education . . . . . . . . , . . .
P.rinciplw of h & g . .
.. . . .. .
Orientation . . . . . . . . . . . . . . . . . . . .
Physical Eduxtion . . . . . . . . . . . . . .
Health . . . . . . . . . . . . . . . . . . . .
Second Year
4
6
6
I
2
2
6
I
I
2
- s t y
.. . .
. . ....
Speech . . . . . . . . . . . . . . .
Advanced Typewriting .
Advanced Shorthand . . .
Psydlology . . . . . . . . . ..
Secretarial Practice . . . . .
Office Machines . . . . . . .
Physical Education . . . . .
Electives . . . . . . . . . . . . .
Vocations in Home EEonomics
From the vocational point of view, the work in the Department
of Home Economics is intended to prepare students for homemaking, to equip them for the teaching of home economics in
high school, and to give them the &st two years of the training
required for such vocations as dietetics, institution management,
home economics in business, home economics and journalism, and
home economics extension.
Each student who plans for a vocation in this field should consult members of the home economics staff about the details of the
program when she begins her college work. The teaching major
is described in the catalog on page 90.
Most medical schools require a minimum of three years of college
education, but premedical students often h d it advantageous to
complete their college work before entering the medical school.
The following program will meet the requirements of most medical
schools, but it is advisable for the student to study the requirements of the medical school to which he plans to apply.
Freshman
Christianity . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Sociology . . . . . . . . . . . . . . . . . . . . . . 3
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical Analysis . . . . . . . . . . . . . . . . . . . . . . . I 0
Orientation . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . . I
-
Sophomore
Christimity . . . . . . . . . . . . . . . . . . . 4
German ...................... 8
Zoo~ogy . . . . . . . . . . . . . . . . . . . . . . 8
Psychology .................... 4
Qualitative Analysis ............ 4
Quantitative Andysia ........... 5
Physical Education ............. I
Senior
Junior
Christianity ...................4
Social Science .................. 6
Medical German . . . . . . . . . . . . . . . 4
Organic Chemistry ............. 8
Physics .......................
8
Genetics . . . . . . . . . . . . . . . . . . . . . 4
Christianity ................... 4
speech ......... , .............3
German ...................... 8
Physical Chemistry ............. 5
Electives ....................
.12
34
32
-
-
Dentistry
Preparation for the study of dentistry can generally b e wmplaed in two years. The following schedule will meet the ordinary
requirements for admission.
FreshChristianity . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical Analysis ...................... .ro
Orientdon ................... I
Health . . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . . I
-
Sophomore
ChrisGan;~ . . . . . . . . .
Ewo~ean tion on .
Zoology . . . . . . . . . . . .
Organic Chemistry . .
General Physics . . . . . . .
Physical Education . . .
Nursing
Most hospitals prefer that applicants to their nurses training
schools have a t least one year of college. In many instances, two
or more years of college work would be desirable. A two-year
schedule may be arranged with the Registrar for those planning
to enter the School of Nursing at the University of Minnesota.
Freshmvt
...
Sophomore
...................
Freshman English . . . . . . . . . . . . . . .
csrmamg
4
6
Natural Science ............... 8
Psychology .................... 4
Sociology ..................... 6
Elements of Nutrition.. ......... 3
O k a t i o a ................... I
Physical Education .............I
33
Christianity . . . . . . . . . . . . .
History or Political Science
Humanities . . . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . .
Natural Science . . . . . . . . .
Physical Education . . . . . .
Electives . . . . . . . . . . . . . . . .
The following courses of the School of Nursing of the Lutheran
Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg College. This is a part of the three-year course offered by
the hospital. Application for admission to the School of Nursing
should be made to the Lutheran Deaconess Hospital, Minneapolis,
Minnesota.
First Year
c3kriatianity . . . . . . . . . . . . . . . . . . . 2
Annomy and Phpblogy.. ...... 4
k ~ l o g y................... 3
ch&stry
....................
Psybology
....................
Second Year
3
2
-
Sociology . . . . . . . . . . . . . . . . . . . . .
I4
Medical Tecbndogy
Students may complete a course leading to the Bachelor of Arts
degree with a major in Medical Technology by completing three
years of work at Augsburg College and twelve months at General
Hospital, Minneapolis. This course prepares them for examination
for certification in Medical Technology. It is recommended that
students in this curriculum choose a minor in an unrelated field.
The following program is suggested.
F&ul
Chrittianity . . . . . . . . . . . . . . . . . . . 4
Freshman English ............. .. 6
General Zoology . . . . . . . . . . . . . . . . 8
Sodal Science ..................6
Orientathn . . . . . . . . . . . . . . . . . . . . I
Hygiene . . . . . . . . . . . . . . . . . . . . . . 2
Physical Mucation .............
I
Electives ......................4
Sophomore
Christianity . . . . . . . . . . . . . . . . . . .
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . .
General Psychology . . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . . . . . . . . .
Physical Education . . . . . . . . . . . . .
Foreign Language . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . . .
32
J.aior
Christianity . . . . . . . . . . . . . . . . . . . 4
Analytical Chemistry ........... 4
Bacteriology . . . . . . . . . . . . . . . . . . . 4
Electives . . . . . . . . . . . . . . . . . . . . . - 2 0
-
4
8
4
3
I
8
4
32
Senior
Lectures, laboratory and pnctical
work at General Hospital for
twelve months.
d
Engineering
A student may take two full years of pre-engineering at Augsburg before transferring. The course outlined below applies to the
fields of aeronautical electrical engineering, agricultural, civil, industrial, mechanical and engineering mathematics at the University of Minnesota. The chemistry and chemical engineering programs will be slightly diflerent.
Freshman
Christianity . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Introduction to Mathematical Analysis . . . . . . . . . . . . . . . . . . . . . . . 10
Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6
General Physics . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
Sophomore
Christianity . . . . . . . . . . . . . . . . . . .
Differential Calculus . . . . . . . . . . . .
Integral Calculus . . . . . . . . . . . . . . .
Differential Equations . . . . . . . . . . .
Modem Physics . . . . . . . . . . . . . . . .
Electricity and Magnetism . . . . . . .
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . .
Survey 06 European Civilization or
Principles of Sociology and Social
Problems . . . . . . . . . . . . . . . . . . . .
z
4
4
4
4
4
8
6
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the course in civil engineering, in which case it must be taken in summer session.
Lau,
The following two-year program is planned especially to meet
the needs of students who purpose t o transfer to the Law School
at the University of Minnesota. It is possible t o modify the program for admission to other law schools.
Sophomore
Christianity
ti^ . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
Pchciplea of Accounting. ......... 6
Humanities .................... 6
~uropern&diza6on ........... 6
Orientation .................... I
Hedth ........................ z
Phpid AcrirEties .............. I
32
................... 2
Christian Ethia ................ z
Principles of Fmnomiw.. ........ 6
American Government ........... 6
Logic . . . . . . . . . . . . . . . . . . . . . . . . .
3
History of Philosophy. ........... 3
General Psychology ............. 4
History of England. .............
3
Speech or Sociology. ............. 3
Physical Activities .............. I
Social Work
For students who plan to enter the field of social work the following program is suggested. The same program is appropriate
for those who plan to enter graduate training in this field.
F~~
,Christianity . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
European Civilization ........... 6
Principlcr of Sociology. , . . . . . . . . . 3
Noma1 Science . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . .
2
Phyacd Education ......, ..... , I
Electives . . . . . . . . . . . . . . . . . . 2.
-
Sophomore
Christianity . . . . . . . . . . . . . . . . . . . 4
American Government . . . . . . . . . .6
Foreign Language .............. 8
Psychology ...................4
Sociology ..................... 6
Physical Education . . . . . . . . . . . . . I
Speech . . . . . . . . . . . . . . . . . . . . . . . 3
35
33
J
e
⬠Y l r h b i q ...................
Principles of Economia . . . . . . . . .
Sodology .....................
PIttory of Philosophy.. .........
Eleotives .....................
Senior
4
7
Chrirti?nity ...................4
Sociology ..................... 9
Statkics ...................... 3
Electives ...................... I 6
32
32
6
9
6
-
-
Students who plan to enter the Social Work Field should conthe major adviser in the Sociology Department relative to
recommended courses, minors, and electives.
sult
A program whereby a Deaconess candidate can prepare for service in the areas of parish work, social service, high school teaching, missionary work, nursing, and secretarial work may be arranged in consultation with the Directing Sister of the Lutherdn
Deaconess Home, the Dean of Women, and the Registrar.
Divisional Organization
College courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman is appointed for
each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISION
OF RELIGION
AND PHILOSOPHY
W .Stensvaag, Chuimra#
Christianity
Philosophy
Mr. Olson, Cbrr)rmcwt
DIVISION
OF THE HUMANITIES
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
Mr. Quanbeck, Chairman
SOCIAL SCIENCES
History, Political Science, Sociology
Education, Psychology
Library Science
Business Administration and Economics, Secretarial Studies
H o m e Economics
DIVISION
OF
THE
DIVISION
OF
THE
NATURAL
SCIENCES
Biology, Chemistry, Physics
Mathematics
Health and Physical Education
Mr. Nash, Cbairma
PAWH Worn I.
2 Cr.
This course seeks to familiarize the student with the work of parish organizrtion and visitation. It ranges in scope from roul-care to surveys. Clau lectures
w i l l be supplemented by actual field work.
57.
YOUTHWORI m =E CHURCH.
2 Cr.
A study of principles, methods, and materinlr in youth work for the purpose of developing effective Christian leadership in this sphere.
58.
GOD~m%N m THE ( h TESTAMENT.
~
I.
r Cr.
The rich and varied aspects of the Hebrew life with God discovered and
made significant for our day through the study orf a number of great passages,
including selections in Isaiah and the Psalms.
59.
II.
2 Cr.
60. THEMESSAGEOF THE NEW TESTAMENT.
A discovery of the essence of the Christian Faith through a careful study of
representative sections, including passages in the Gospel of John and the Letters
to the Ephesians and the Hebrews.
Department of Philosophy
The philosophy courses seek to familiarize the student with the syatems of
thought developed by the great thinkers, to create an understanding of the
principles of sound reasoning, and to develop a Christian philosophy of life.
Major, 24 credits. Minor, 16 credits. Gurses 21, 41, 42,
for the major. Courses 41,42 are required for the minor.
4. THECHRISTIANFAITH w THE MODERNWORLD. 11.
See Course 4 under Department of Christianity.
a. CHRISTIAN
ETHICS. n.
$8
are required
2
Cr.
2
Cr.
See Course 8 under Department of Christianity.
THE HUMANITIESIN WESTERNCIVILIZATION.I, 11.
6 Cr.
A survey wurse dealing with the development of Western thought u reflected
in outstandiig works in the fields of philosophy, literature, political and social
thought, religion, and the arts. The course ir accepted in fulfillment of the
Junior College requirement in the Social Sciences.
I j, I 6 .
3 Cr.
25. LOGIC. I.
A study of the conditions, forms, a d principles of logical thought. Problem
of inductive and deductive reasoning. The nature of trurh and its relation to
hnman experience and conduct.
OF PHILOSOPHY. I, 11.
6 Cr.
41, 42. HISTORY
An historical s w e y of the outstanding men and movements in the development of phiiomphical thought from the Greeks to the modem period.
5
I.
Senior
Cdkgr Collrses
12. COMPARATIVERELIGION. I, IL
See coutse 11, 5s under Department of Christianity.
54.
HISTORY
OF POLITICAL
THOUGHT.Jr., Sr. II.
4 Cr.
3 Cr.
See course 54 under Political Science.
CONTEMPORARY
PHILOSOPHY.
Prereq. 41 or 42. 11.
3 crA survey of recent philosophical emphaser and their exprcasions in the r&
?repr of life in inodern culture.
56.
KIERKEGAARD.*
I.
3
A study of the father of existential philosophy in the setting of Scandiiviaa
Lutheranism. Special attention is given to the philosophical implicatioas of his
doctrine of the God-man.
57.
TO. Prereq. 41. IL
3 Cr.
A careful ~ t u d yand analysis of a number of the dialogues of Plato; including
selected portions of the Republic.
5 8.
60. FORMSAND ~
P
H OF P
ART.* Prereq. 3 hours in Philosophy. IL 3 Cr.
The spirit and substance of art and the art experience in their various fomu
through demonstrations, lechuer, and readings in the philosophy of art.
PHILOSOPHY
OF RELIGION.*
Prereq. 3 hours in Philosophy. 11.
3 G.
An enquiry into the nature of religious faith and the religiorrs experience
from the viewpoint of philosophy md psychology.
61.
*Not offered in 1953-1914.
Teaching minor: 18 credits above Freshman English, including courses 21,
22, 71, 91-92; and 3 credits in American literature.
A minor in speech or library science is recommended for those who plan to
teach English in high schools.
Students who plan to d o graduate work in English should include courses
75 and 76. A minor in French, German, or Latin is strongly recommended.
, ~ M E D L U ENGLISH.I.
o Cr.
For students who do not meet the minimum reauirements in the entrance
English tests. Emphasis placed on the basic principles of writing and correct
English usage. One double period per week. Offered in connection with English I.
A.
I - 2 . t FRESHMANENGLISH.I, 11.
6 Cr.
For students attaining the required standard in the entrance English tests.
A study of language, composition, and literature. Themes and research papers.
3-4.f
FRESHMAN
ENGLISH.I, II.
6 Cr.
For students who attain a high score in the entrance English tests. Interpretation of reading materials and frequent compositions.
21, 22. ~ ~ ~ ~ ~ T E R P I EOFC EWORLD
S
LITERATURE.
I, U.
6 Cr.
Reading, analysis, and discussion of some of the world's great classics, selected
on the basis of a unifying theme. Techniques of fiction, poetry, and drama.
25. E ~ P O S ~ ~ O
WR Y~ GI. Prereq.
.
1-2 or 3-4.
t Cr.
The practice of logical thinking, organization, and expression as related to
exposition and argumentation through the writing of original and research
papers. Reading and analysis of models:
26. C R E A
WRITMG.
~
11. Prereq. 1-2 or 3-4.
2 Cr.
Practice in description and especially narration from direct observation and
experience. Supplementary study of the technique and contemporary practice
of the short story. Individual and group projects.
Senior Cdlege C w s e s
C O R R E C ~WRITING. n.
I Cr.
Required of all students who show insu9icient ability in the sophomore English
examinations. Designed to develop correctness in writing.
AMERICAN
LITERATURE.I, II.
6 Cr.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
5 I , 5 2.
3 Cr.
53. AMERICAN FICTION.* I.
A study of the art of the short story and the novel in America, encentrating upon the major writers.
*Not offered in 1953-1954.
V n t i n u a t i o n course. To receive credit for
both semesters.
this course, a student must complete
AMERICAN
POETRY.* II.
3 Cr.
Selections from the major American poets from the colonial to the modern
period, with stress placed on the Romantic period. Attention to the major historical, philosophical, and literary movements.
5 5 . THE MODERNSCANDINAVIAN
NOVEL. I.
2 O.
See course g g under the Department of Scandinavian Language and Literature.
54.
THEMODERNSCANDINAVIAN
DRAMA.* II.
2 Cr.
See course 56 under the Department af Scandimavian Language and Literature.
5 6.
THEBRITISH NOVEL.I.
2 Cr.
The development of the novel in England. A study of the major novelists
and their novels.
57.
61. ENGLISHLITERATURE
OF THE ROMANTIC
MOVEMENT.* I.
3 Cr.
The development of Romanticism in England between 1798 and 1832. Stress
on the five major pets. Some attention given to the prose writers and minor
poets.
62. VICTOIUANLITERATURE.IL
3 CrWriters of the period from 1832 to 1900 in relation to the morernents in
thought and society. Emphasis placed on the two poets, Temyson and Browning.
EIGHTEENTH
CENTURYENGLISHLITERATURE.I.
z Cr.
The principal authors from Dryden to Blake. Discussion of literary movements and historical back grounds.
67.
L ~ ~ E R ACRITICISM.
RY
11.
z Cr.
A study of some basic historical texts, with emphasis on the principles and
hues which have special relevance for modem thought.
68.
INTRODUCTION
TO MODERN
ENGLISH.I.
3 Cr.
The study of American English vocabulary, sounds, and grammar. Designed
to give prospective high-school English teachers an introduction to the d y
of language.
71.
74. S ~ S P E A R E
TI..
3 Cr.
Reading of some of the plays. Attention given to the .principles of drama
and the historical background.
75. MILTON. I.
2 Cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of the seventeenth century.
CHAVCER.,II.
2 Cr.
Chaucer's poetry in relation to the thought and culture af the Middle Agu.
Emphasis on The Canterbury Tales.
76.
MODERNDRAMA.'I.
z Cr.
A survey of the chief dramatists from the time of h e n . Repraentative plays
studied as literature and as theater.
8 I.
*Not offered in 1953-1954.
MODERNBNIISH ~ M T U R E
n..
z Cr.
The more important literary movements of the present century in England.
concentrating on leading authors and notable productions.
82.
ENRL~H
SEMINAR.I, IT.
t Cr.
Designed to acquaint the student with the methods and problems of bibliography and research. Selected topics in American and British literature. Limited to seniors.
91-9z.t
FUNDAMENTALS
OF JOURNALISM.
I.
z Cr.
An introduction to ,the theory and practice of journalism. When pursued in
connection with The Augsburg Echo or The Augsburgian an additional credit
may be earned. See courses 4 to 7.
I.
E D ~ THE
G SMALLPAPER. II.
2 Cr.
A continuation of course I, in which the mechanics of newspaper production
are dealt with in detail. Problems of style and policy relative to school and
church publicatioas are studied. Participation in work of Tbe Augsburg Echo ic
required.
1.
n.
FEATURE
WRITING
FOR PUBLICATION.*
2 O.
The planning and writing of feature articles and their placement in variour
publications. Ability to write good English is a requirement.
3.
Ecbo STAFF MEETINGS.I, IL
z Cr.
Studena who are regular members of The Augsbnrg Ecbo St& and who
may receive credit for .their work must register for the weekly ataff meetings.
These meetings are &o open to members of course I . Hour arranged.
4, 5.
6, 7 . Angsbnrgiar STAPF M e E m ~ s I,.
IT.
z 0.
Students who are regular members of the Augsbwgiun st& and who may
receive credit for their work must register for the scheduled weekly st& meeting.
Department of Speech
Tbe rpeech department aims to relate the development of speech to personwith the purpose of improving the adjustment of the individual to hia environment. It reeh to develop skill in platform deportment and speech cornpoaition, and to foster the habit of critical listening. Through iw courses in interpretative reading and drvnatiu an appreciation of poetry and drama is sought.
The department offen a major in general speech which prepares the student
for the teaching of speech in the secondary schools a d for graduate work in
general speech, radio, theater, or speech pathology.
ality
*Not o f f a d in 1953-1954.
+Continuation course. To receive credit for this course, a student m u t complete
both semesten.
All students are required to earn 3 credits in speech for graduation Speech II
is designed especially for this requirement.
Major: 2 1 credits above Speech 11, including courses 12, 31, 32, 51, 61, 76.
A h required is Phil. 25. English is recommended as a minor.
Minor: I 5 credits above Speech 11. For Education students, courses 12,
3 I, 5 x, 64, and 9s should be included.
4. REMEDIAL
SPEECH.Open to all students.
o Cr.
For students needing individual attention to various kinds of speech problems
such as stuttering, lisping, foreign dialect, and excessive stage fright.
3 Cr.
BEGINNING
SPEECH.Fr., SO. Offered !both semesters.
A study of basic problems of effective speaking and critical listening, with
emphasis on informative speech.
I I.
TYPES
OF PUBLICSPEECH.Prereq. I I. Fr., So. 11.
3 0An introduction to argumentation and persuasion, discussion, debate, inter-
I 2.
pretative reading, and parliamentary procedure. Pamicipation in &v
activities.
apdhg
STORYTELLING.'
I Cr.
Selection and preparation of stories for various age groups. Observation and
practice in story telling.
I 5.
z Cc.
INTERCOLLEGIATE D E B AI,~ II. Open to dl students.
The work of this group is based upon the intercollegiate debate quutian for
21, 22.
the year.
24. ORATORY.
I. Open to all students.
I Cr.
Preparation and delivery of an original oration for collegiate oratorical contests. Arrangements to be made with the instructor.
3 I. INTERPRETATIVEREADING.
So. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
k i d of prose, poetry, and drama.
3 Cr.
32. A c ~ G So.
. 11.
An introduction to the art of acting. Creation and presentation of scenes and
skits; participation in dramatic productions.
Senior College Collrses
GROUPDISCUSSION.*
Jr., Sr. I.
z Cr.
Principles and types of discussion. Practice in group discussion techniques.
5 I.
54. RADIO
SPEECH.+Jr., sr. 11.
2 Cr.
Exercises and projects in preparation and production of radio programs. Emphasis on projects suitable for speech work in secondary schools.
11, Philosophy 25. Jr., Sr. I. 2 Cr.
Applications of logic in public address. Techniques of logical criticism, ,preparation and delivery of argumentative speeches and participation in debates.
61. ARGUMENTATION
AND DEBATE.
Prereq.
*Not offered in 1953-1954.
11, Psychology 5. Jr., Sr. n.
2 Cr.
Applications of psychology in public address. Preparation and delivery od
various kinds of persuasive speeches.
62. PERSUASION.
Prereq.
STAGECUFT.
Jr., Sr. ,XI.
2 Cr.
A study in scene construction, lighting, and costuming with emphasis en high
school theatrical productions. Lrboratory experience in dramatic productions.
64-
STAGEDIRECTION.* Prereq. 32. Jr., Sr. II.
2 Cr.
Theory of stage direction, exercises and projects in blocking a d directing
play reheamls. Laboratory experience in dramatic productions.
66.
SPEECHHYGIENE.+
Prereq. Psychology 5. Jr., Sr. II.
z Cr.
Principles of mental hygiene in relation to personality and development of
speech habits with emphasis on the role of the classroom teacher.
74.
76. SPEECH PATHOLOGY.
Jr., Sr. II.
3 Cr.
Detection and correction of speech defects. Field trip to speech clinics;
labontory experience in speech therapy. Designed especially for teachers and
social workers.
TEACHING
OF SPEECH.Sr. I.
See Course 9 5 under Education.
91.
1%
Cr.
Department of German
Ma. LANDA,MR. BIUENS
The general aim of rhc c o m a in German is to help the student develop an
understanding of the German idiom and an appreciation of the ethical d
earhetic values contained in German literature. In pamcular, the aim b to prod e technical a&g
for the student who plans to study theology and for the
candidate for higher academic degrees.
&r,
24 credits. Course 5-6 does not count toward a minor.
BEGINNING
GERMAN.I, 'n.
A rtndy of the grammar and vocabulary of rhe German language ao
& attains a reading howledge.
I-2.t
8 Cr.
&t
the
M O ~ GN
~ O S AND
E
POETRY.I, 11.
8 Cr.
This course continues to build up the vocabulary of the student ,through cbe
3-4.t
study
of easy prase and poetry.
MEDICALGERMAN.Prereq. 8 Cr. in German. I, 11.
Training in the reading of professional articles written in G e m .
j-6.t
4 Cr.
*Not offered in 1953-1954.
IC~ntinuationcourse. To receive credit for this course, a student must complete
both Sam-.
Senior Colkge Courses
GE~WW ~ N R KI, n.
Reading of standard authors. Brief survey of German literature.
74. TEACHING
OF GERMANIC
LNGUAGP).
Sr. I.
a ~ a .
fI,52.
I
% Cr.
Department of Scandinavian Language and Literature
MR. OLSON,MR. LANDA
Thir Department aima ,to impart to the rtudent the knowledge of a foreign
language as s factor in stimulating a sympathetic interest in the people for
whom it is the main channel of expression. It also aims to give the mmdent r
working knowledge of rhe Norwegian language. It furthermore seeks to develop
an interest in the history of the Norwegian race, as well as to transmit to American life the best of the cultural heritage of the Scandinavian peoples.
Minor, 24 creditr.
14.t BEGINNING
NORWEGIAN.
Fr. I, If.
8 Cr.
Reading, translation, spelling, and exercise^ in writins and in pron-ciation.
3-4.f
INTERMEDIATE NORWEGIAN.
SO. I, n.
6 Cr.
Further etudy of grammar. Reading of standard authors. Brief survey of
Norwegian literature. Composition.
I I.
HISTORY
OF THE SCANDINAVIAN
COUNTRIES.
I.
3 Cr.
A brief survey of the history of the Scandinavian peoples.
16. SOCIALDEVELOPMENT
OF MODERN
SCANDINAVIA.
11.
3 Cr.
A survey of wcial .thought and life in Scandinavia from 1815 to d o prerent
day, studied a g k t , h e background of , h e general conditionr in Europe.
Senior Colkge Courses
3 Cr.
N
LITERATURE:EARLIERPERIOD.*Jr.. Sr. I.
3 I. M O D ~ NORWEGIAN
A d y of Wergeland, Welhaven, Jonv Lie, ind othen.
3 Cr.
Bj#mron and Ibaen are studied erpeciall~,through selected wurb.
NOVE
*L.
Prereq. 3-4, or rix credits in litera$1. THEMODERNSCANDINAVIAN
2 Cr.
ture. Jr., Sr. I.
The course includer selected norela by Jonas Lie, Sigrid Undset, S e h Lagerlgf, and otherr. Knowledge of a Scandinavian language not required.
SCAND~AWAN
DRAMA.*Prereq. 3 -4, or six credio in litera$ 6 . THEMODERN
2 Cr.
ture. Jr., Sr. II.
The course includer dramas by Bj#nwn, Ibren, and Strindberg. Knowledge
of r Scandinavian language not required.
14. MODERNNORWEGIAN
L~ZMTIJRE:
h m a PERIOD.* Jr., Sr. 11.
74. TEACHING
OF
G~urrwrcLANGUAGES.
Sr. I.
K
H G.
*Mot offered in 1913-1914.
fContinuation c o w . To receive credit for thb course, a student mwt camplete
bah -ten.
Ektivea, 4 credits fnrm
10. Hymm and Music of
ch following:
. . . . . . . . . . z G.
78. Co~~llteqoht
the Church . . . . . . . . . . . . 2 Cr. 79. o r c h d . . . . . . . . . . .s ~ r .
77. Muskd Analysir . . . . . . . . z 0. 80. Chnpo8itkm . . . . . . . . . . . . i cr.
2 credits in p b o or organ) . . . . . 6 Cr.
Applied Music (includingat
A Teaahkg Major (36 oredim) requirw ampletion of ohe following:
EarTmhha . . . . . . . . . .4 C r . 55-56. MvancedHarmony . . . 4 C h .
61-62. Instrumental T-uc
1. History a d Literature
of Musit . . . . . . . . . . . . . . . . 2 Cr.
or*
I, 2.
Appreciation of Mu&. . . . .z Cr. 63-64. Choral Technique . . . 4 Cr.
y . . . . . . . . . . . 4 Cr. 65, 66. Conducting. Jr.
. . 4 Cr.
Ed. 87, 88. Teachiug of Grade and High School Music. . . . . . . . . . . . 4 Cr.
8.
15-16. b
Electives, z d t s froan the $allowing:
M u i d Analysis . . . . . . . . 2 Cr. 79. Orchcdtration . . . . . . . . . . .
z Cr.
Counmpomt . . . . . . . . . . .2 Cr.
Applied Music (inc1diug st k t 2 credits in ,piano or organ) . . . . . . . . . 6 Cr.
of dl
C h public recital in each of the jfunior and senior yeam ia
77.
78.
mvsic ~ . o r s .
Minot (26 credim) nquirea campledon of h e &&owing:
EPI Trrining . . . . . . . . . . 4 Cr. 7, 8. Appreciation of ~ u s i c... 4 Cr.
History and Literature
15-16. Hmmny . . . . . . . . . . . . 4 Cr.
A Grad&
I.
5.
2.
of Music . . . . . . . . . . . . . . . . z Cr.
Electives, 4 credits from
10. Hymm and M& of
77.
M M d M y s i r . . . . . . . . 2 Cr.
the following:
65, 66.
Condacthg
. . . . . . . . . 4 Cr.
ah . . . . . . . . . . . . 2 cr. 78. Counterpoint . . . . . . . . . . . 2 Cr.
55-56. A d d Harmony . . . 4 &.
Applied Music (in w h i d at least z credits must k earnd in privaa lesaras in
the
either v
d or iastnunental music) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 0.
A Teaching Minor (26 oredits) requires completion of the following:
2. EarTdnhg . . . . . . . . . . 4 C r .
65, 66. Conducting. Jr. . . . . . .4 Cr.
I 5-16.
Jhrmony . . . . . . . . . . . 4 0. 77. Musical Andpis . . . . . . . . . 2 Cr.
61-62. Instrumend Technique
Ed. 87, 88. Teaching of Gnde d
ar
High School Music . . . . . . . . . 4 Cr.
63 -64. Choral Technique . . . . . 4 Cr.
Appkd Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Cr.
I,
A student securing a major for teaching should be prepared for both Mcch and inairumental work. Unless he takes both techniques coums, his work in applied Murk.
except for the required credits in Piano, must be in instrumental music if he rqidun
far Choral Technique, and In vocal music if he registers for Instrumental Technlqua.
Two sanatsr crsditr are given for m c m k h i p fw OM ym in the Cbir, the
Chord Club, or the Band. One credit igivm for mcmbmhip for OTW ye* L
&e Male Chorus. Gedits are a t gmnttd for lem .&an two d e . complete
-ten.
One credit pcr -ester
i grand to d m * taking s minimum of rirvm
rhhy-aniuute lttsons per smrcntr in either voice, piano, or o r p .
Fees per senaester:
Choir $5.00, Choral Club $2.50, Voice $35.00, Piam $35.00, Organ $35.00.
Pizno rend $8.00, Organ $so.oo.
( R e n d entitla the student to use the instmument for I b
u
r per day.)
I, 2.
EARTR~TNWG.
I, II.
4
A course including the basic fandamen& of mruic: mution, tctmiwlna,
rcdes, intervals, triads, rhythm, and mebdy. Special attention b given to sight
singing, ear training, elementary keyboard harmony m d harmonic dictation.
HISTORY AND L ~ R A T U ROF
E MUSIC.
I.
2 Cr.
The evolution of music from its earliest forms up to the prem~ttime. The
lira of the composers, their works and their impact on music. The literature
of music, both instrumental and choral, is strwed.
5.
APPRECIATION
OF MUSIC.
I, 11.
4 fiA course designed to develop in the student an appreciation of the world's
greattest music. Supplemented by musical illustrations. For studenta with or
without a musical background. Students should complete 7 before registering
for 8, or have consent of insuucmr.
7, 8.
10.
HYMNS
AND
MUSIC OF THE CHURCH.
n.
a
Cr.
A rurve7 wurse dealing with the development of the music of the Christ&
a m h , wirb npacid nttmtian to Protmnne Hp*mnody. Designed for the gened
.cadeat, the a t u s e dso will pmvc helpful to organka, choir directors, and pre&&am.
3;hc eoaree i~ accepted as f a g t h e requirement of a course in
aubrioniw.
IJ-x6.t HARMONY. I, 11.
4 GrApplication of the study of scales, intervals, and chord $omation in writk e r . Written work includes harmonization of figured bus md given melodisr u well nr opportunity for simple cmtive writing.
5 5-56.?
Senior College Cmrses
ADVANCED HARMONY.
Prereq. I 5-16. I, 11.
4 (2-
Conthation of ,the work begun in Course I 5-16, with zdvmced work in harmonization of figured bass and given melodies. Thorough study of modulation,
advanced chord formations, the use of suspensions, r e t a r d a b , and ornamenb
of music. Students should have mme knowledge of piano.
fOmtinuatioa coatme. To receive c d t tor this course, a
bod3
semesters.
student
must complete
61-62.? INS~UMENTAL
TECHNIQUE.Prereq. I, z. I, 11.
4 0.
C l w intruction in string, reed, and brass instruments, preparing the prospective public school music teacher and director for work in band and orchestra.
63-64.t CHORALTECHNIQUEPrereq. I, 2. I, 11.
4 0.
C l w instruction in .the fundamentals of voice as related to singing, preparing
the prospective public school music teacher and director for work in vocal music.
65, 66. CONDUCT~G.
Prereq. I, z, or z Cr. in piano, organ, or equivalent.
4 Cr.
Jr. I, 11.
A course designed for students planning to enter the field of public school
music, u directors of vocal or inscnunental music or both, a d for those who
wish training in church choir administration and direction.
2 . Cr.
Musrclu. ANALYSIS.
Prereq. I, z, I 5-1 6. I.
A detailed study of the structute and form of music, together with the study
of the harmonies constituting any musical composition.
77.
COUNTERPOINT.Prereq. 1s-16, 55. n.
2 Cr.
Strict counterpoint in one, two, three and four-part writing in dl the .peck.
78.
TION ON. Prereq. 15-16, 55, 77. I.
A course in arranging for band, orchestra, and chamber group.
79.
2
Cr.
80. COMPOSITION.
Prenq. 15-16, 55, 77, 78. II.
t Ca.
Composing choral and instrumental music in the variolu musical fonnt. Ssadenu admitted only upon recommendation of the department.
87.
T a n c m ~OF GRADESCHOOLMUSIC.Jr. 11.
TEACHING
OF HIGH
SCHOOLMUSIC.Sr. I.
Ofiered u Education 87, 88.
88.
r Cr.
2
Cr.
CHOIR,CHORALCLUBOR BAND. I, n.
2 0.
I, n.
I cr.
These organizations exiat not only for the benefit of the music student but
for anyone enrolled as a student who wishes to participate in group affording
the opportunity for musical expression. Credit not granted for less than two huecesrive, complete semesters.
m CHORUS.
I, n.
z Cr.
All grades of instruction are given, from elementary to rhe most advanced.
The methods are modem, embodying the system of arm weight and arm rotation. One thirty-minute lesson per week.
PIANO.
?Continuation course. To receive credit Lor this course, a student must compke
both aemerters;
ORGAN.
I, II.
2 Cr.
htmctiiin in organ technique and repertoire. Basic piano technique is recammended as a foundation. One thirty-minute lesson per week.
I, a
r or 2 Cr.
Voice instruction includes correct habits of pronunciation and articulation,
breath control, flexibility, ear training in some cases, and interpretation of aong
classics, both sacred and secular. One thirty-minute lesson per week.
VOICE.
MODELINGAND SCULPTURE
I, 11.
4 0.
Design in three-dimensional form. Modeling of portraits, human figures and
animal 'forms. Plaster casting.
I , 2.
Division of the Social Sciences
It is the general purpose of the work in & division to improve the student's
understanding of human relationships and his appreciation of their importance
and value, especially i n their Christian interpretation. The work proceeding
under the guidance of the faculty in this division is therefore intended to develop a higher grade od citizenship and to improve the individual's adaption to
his vocation.
D e p a r t m e n t af H i s t o r y and Political Science
The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations of
in the fields of History and Political Science. It affords preparathe
tion for graduate study and for teaching in secondary schools.
HISTORY
Major, go credits; minor, 21 credits. Students who have a major or minor i n
History and who plan to teach in this field must include History 21 and 22.
For non-majors, prerequisites may be waived on consent of the instructor.
I-2.t SURVEYOF EUROPEANCIVILIZATION.Fr. I, U.
6 Cr.
This course is a rapid survey of European history from ancient times and
up to the present. Designed to lay the foundation f o r future work in History.
I I. HISTORY
OF THE SCANDINAVIAN
COUNTRIES.I.
3 Cr.
See Course 1 1 under Department of Scandinavian Language and Literature.
21, 22. HISTORY
OF THE U N ~ STATES.
D
(F:mt semester to 1865, second semes6 Cr.
ter to present.) Prereq. 6 credits in Social Science. So. I, 11.
A survey of the life of the American people, and the development of their
ideas and institutions.
THE ~
Senior Colkge Courses
REFORMATION.
Prereq.
3 Cr.
1-2. Jr. I.
A study of the economic, social, political, cultural, and religious movements
that marked the transition from medieval to modem civilization and culture.
OF ENGLAND
TO 18oo.* Prereq. 1-2. Jr., Sr. II.
3 Cr.
52. HISTORY
5 I.
~
A
N
AND
C
KTHE
Emphasis placed upon the constitutional development of England and the
factors which shaped the background of U. S. History.
53. HISPANIC--CAN HISTORY.
Prereq. 1-2. Jr., Sr. I.
3 Cr.
A study of Latin America and its development.
"Not offered in 1953-1954.
jContinuation course. To receive credit Ifor this course, a student mw-t complete
both semesters.
5 4 EMTERNEUROPE.Prereq. 1-2. Jr., Sr. IL
3 fi.
The history of eastern Europe with emphrsis on the development of Rurri..
CONTEA~OPARY
HISTORY
OF THE UNITEDSTATES.Prereq. 21, 22. Jr.,
Sr. I.
3 0A history of the United States from about 1900 to the present, induding
consideration of international policies.
55.
Am. Gor. Jr..
3 GSr. II.
A consideration of goreign relations of the United States fnnn the Revolutionary War to the present.
56. AMERICAN
DIPLOMATIC
I-~TORY.
Prenq. U. S. Hire. or
6r. ANCIENT%TORY.* Prereq.
1-2. Jr., Sr. I.
3 Cr.
A cultural and political history of ancient civilizations and their contrib*
m modem cultures.
62. CANADIAN
HISTORY.
Jr., Sr. 11.
3 Cr.
The development of Canada from early explorations to the present, with
special emphasis on Canadian-United States relations.
6 Cr.
EUROPE.Prereq. 12 Cr. in Hist.
71, 72. NINETEENTHCENTURY
A rtudy of international relation8 ?r affected by nationalism, mcialism. indwuialirm, militarism, and imperialism. World War I and the rise of the totali&an stater and World War II.
6 Cr.
Prereq. 12 Cr. in Hist. Sr. I, 11.
81, 82. THE TWENTIETHCENTURY.*
A rurvey of recent developmenu in the world, stemming from the first World
War. Some study of current &aim in the light of historical investigation.
2 Cr.
SEMINARSr. I. Prereq. approval of hitory faculty.
101. HISTORY
A survey of historical writings and source material. A research project will
be required in this course. Recommended for students who plan on continuing
the study of history in a graduate school.
Minor, 15 credits.
41-42.t PRINCIPLESOF AMERICAN
GOVERNMENT.I,
II.
6 Cr.
Foundations of American government, making and development of the Constitution, federJ state, and local governments, citizenship, civil rights, popular
control of government, political parties, governmend f u n ~ t h u .Students m y
enter either semester.
Senior College Courses
PARTIESOF THE UNITEDSTATES.
Jr., Sr. I.
3 053. POLITICAL
A review of American partier, their organization, methods, functions, prusure group.
*Not offered in 1913-1954.
tcontinuation course. To receive credit for this course, a student must complete
both semesters.
~ ~ S P O ROF
Y POLITICAL THOUGHT.
Jr., Sr. IL
3 0A study of the
students of ,political science, .&k philofophies,
and present id- of ,political systems.
54.
56. AMERICAN
DIPLOMATICHISTORY.
IL
See course 56 under History.
3 Cr.
60. .PUBLIC
FINANCE. Prereq. for Minors in Political Science, Econ. 1 5 or
American Government. Jr., Sr. 11.
3 Cr.
See course 60 under Business Administration and Economics.
86. TEICHTNG
OF THE SOCUL STUDIES.Sr. I.
1%
Cr.
Combined Major in Sociol Sciences for Teaching
Requirement: 2 1 credits in History (including History 21 and st) and
Human Geography, and 6 credits each in Sociology, Economics, and Political
Science 41-41.
Minor in Social Scimcc
Requirement: 6 credits each in Sociology, Economics, and Political Science
41-42.
Department of Sociology
MR. TORSTENSON,
MISS JENSEN
The objectives of this Department are to give the student a better understanding of the motivating forces which operate within our country in particular, and in society in general. A study is made of the institutions through
which these forces make themselves operative. As a Christian college we have
the further goal of seeking ways by which the Christian principles can be made
to have greater effectiveness upon the forces of our society. Students may prepare to teach in high school or may lay the groundwork for further preparation in the field of social services.
Sociology major, 24 credits including Sociology I. History 1-2,or 2 1 and st,
required for a sociology major or minor.
Combined Social Science major, same as requirements listed under Department
of History and Political Science.
Sociology minor, I 5 credits including Sociology I. History 1-2, or tr and r t
a h required.
Teaching minor in Social Science, at least 6 semester credits in each af sociology, economics, and political science.
Introduction to Statistics is recommended for majors and minors in Sociology
or Social Science.
Physical Education 6 and 85 may be approved for Sociology credit by the
Sociology Department.
IN. SOCIOLOGY.
I.
A course in general sociology for nurses. Two lectures per week.
2
Cr.
PRINCIPLES
OF SOCIOLOGY.
Fr., So. Offered both semesters.
I.
3 Cr.
A study of the nature of society, its interests, attitudes, social factors, structure, controls, and process of change.
2. S o c m PROBLEMS.
Prereq. Soc. I. Fr., So. 11.
3 Cr.
The dynamic processes at the root of contemporary probluns togetha with
an analysis of the personal, family, community, and politico-economic adjustments to these processes. Social policies in the making are analyzed in terms of
these processes and adjustment problems.
14. HUMANGEOGRAPHY.
Fr., So. II.
3 0A study of geographical factors iduencing social institutions.
16. Socur. DEVELOPMENT
OF MODERNSCANDINAVIA.
II.
3 Cr.
See Course 16 under Department of Scandinavian Language and Literature.
2 I. SOCIOLOGY OF URBANLIFE. Prereq. Soc. I . So. I.
3 Cr.
Study of the city as to historical background, causw of growth, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
22. SOCIOLOGY
OF RURALLIFE Prereq. Soc. I. So. II.
3 Cr.
Study of the structural, vital, and material elements of the rural community,
and the analysis of rural institutions and social patterns of behavior. Emphasis
is placed on the dynamics of change.
23. LABOUTORY
EXPERIENCEINGROUPACTIVITI.
I Cr.
See course 23 under Education.
42. MARRIAGE
AND FAMILY
RELATIONSHIPS
j Cr.
See course 42 under Home Economics.
Senior College C w r s e s
OF THE SOCIALWORKFIELD. Prereq. Soc. I. Jr., Sr. I.
3 Cr.
5 I. SURVEY
An introductory course to acquaint the student with the scope, nature, and
functiok of social work. A survey of private and public social agencies in the
field of family welfare, child welfare, medical social work, group work, and
other community agencies.
CRJMEAND SOCIETY.Prereq. Soc. I. Jr., Sr. 11.
3 Cr.
A study of the nature of delinquency and crime in our contemporary world.
An examination of causal factors, methods of apprehension, treatment, and
prevention of delinquency and crime.
52.
THEFAMILY.Prereq. Soc. I. Jr., Sr. I.
j Cr.
A study of the &tory and function of the family as a basic institution, the
influence of modem and economic changes on family interactions, organization,
m d disorganization.
53.
PUBLICWELFARE. Prereq. Soc. I. Jr., Sr. 11.
j Cr.
A study of the basic concepts and practices of public welfare, public welfare
legislation, and public welfare agencies, and an examination of processes of
public welfare work. The course will include field trips to public elfa are
agencies.
54.
I N T ~ C U L T U R URELATIONSAND MINORITYP R O B ~ S . Prereq.
'
Soc. I.
Jr., Sr. I.
3 Cr.
Characteristics and contributions of ethnic groups in the United States, causes
and consequences of race and group prejudice, mechanism and problems of
group adjustments, proposed solutions for intercultural codicts.
55.
56.
L m o n AND ~ N A G E M E N T RELATIONS. n.
Course 5 6 in Department of Business Administration.
3 Cr.
See
I. 3 Cr.
A study of the psychological ,backgrounds of group behavior, the development
of personality in social situations, the principles of character formation, the development of public attitudes and opinion, the laws of progress, soda1 conflicts,
and social control.
61. SQCXAL PSYCHOLOGY.
Prereq. Psy. 3, 4 or 5, 6 and Soc. I. Jr., Sr.
86.
TEACHING
OF
~
I
A
STUDIES.
L
sr. I.
I
% Cr.
Department of Psychology and Education
Courses in orientation are offered to freshmen as a part of the total program
designed to assist in the adjustments that the incoming student needs to make.
The work in psychology is designed to aid the student in more adequately understanding, predicting, and controlling his own behavior as well as that uf his
fellowmen. The education curriculum has been designed primarily for those
preparing t o do high school teaching, although any student who is preparing
to work with youth is encouraged to study in this area. The work in this department will qualify the teaching graduate for a Minnesota Teacher's certificate on the junior and senior high school level, as well as for further study in
the field of education.
Admission to the teacher education curriculum requires an application to be
approved by the Committee on Teacher Education. Application must be made
during the second semester of the Sophomore year if the student is to complete
the program in the regular time of two years. Approval is granted on the basis
of a satisfactory health report, favorable personality characteristics, and a
minimum in scholastic achievement of a 1.5 honor point ratio in the major, a
1.0 ratio in the minor, and a 1.0 ratio for the over-all average. The applicant
should be preparing for competency in at least two subject-matter fields that are
alsu taught on ,the high school level.
All students admitted to the teacher education curriculum must secure two
credits of Laboratory Experience in Group Activity usually .to be taken in
connection with Ed. 5 1 and 53. In addition to the regular junior college requirements, students in teacher education are required to have four semester
hours i n general psychology, these hours to be completed before taking Educational Psychology.
No student will be permitted to modify the two-year teacher education
curriculum in his program unless that change is approved by the Committee
on Teacher Education.
All questions regarding the teacher education curriculum should be referred
to the Committee on Teacher Education.
PSYCHOLOGY
I. ORIENTATION.
Required. Fr. OfIered both semesters.
I G.
Designed to assist freshmen in making the proper adjustment to their work
as students in college, including methods of study, vocational choice and p r e p
aration, and development of personality.
ORIENTATIONAND PSYCHOLOGY.
Fr. I, U.
6 Cr.
aims and course content of Psychology I and Psycho1og.1 5, 6. Emphasis throughout both semesters is placed on group and individual personal counseling, helping the student use his knowledge of psychological principles involving his personal problems. Two one-hour lecture periods
and two one-hour laboratory periods per week. Registration restricted.
3, 4.
This course combines the
5N. GENERAL
PSYCHOLOGY.
I.
r Cr.
An introductory course in psychology intended for nurses. Two lectures
per week.
GENERAL
PSYCHOLOGY
4 Cr.
A study of the basic processes underlying human behavior. The general prin-
5 , 6.
ciples, methods and problems of psychology are discussed and the following
topics are stressed: learning, intelligence, emotion, motivation, the sensory processes and perception, individual differences, thinking, imagination, memory,
heredity and growth. The second semester emphasizes the application of the
principles of psychology to the problems of everyday life.
Senior College Courses
61. SOCIALPSYCHOLOGY.
See Course 61 under Sociology.
3 Cr.
ABNORMALPSYCHOLOGY.
Prereq. 3, 4, or 5, 6. Jr., Sr. IL
3 (2A survey of the history of the treatment of mental disorden and a study of
their nanue, c a w , prevention, and present treatment.
62.
LABORATORY
EXPERIENCEM GROUPACTIVITY.Offered both semesters.
. I Cr.
This is not given u s separate course, but offered in connection with Christianity 6, 57, and 58; Physical Education 6, 11, 13, 14,and 5 5 , 56; Sociology
2 , 51, $ 2 , 54, and 61; Education 51 and 5 3 ; and Home Economics 36. The
23.
nature of the experience will vary with the course with which it is associated,
and may include such activities as teaching, supervising recreation, and advising club. The cooperation of the agencies involved is necessary, with reports
from the supervisor and the student to the teacher of the course with which
the work k connected. A student may not receive more than 2 credits in
Laboratory Experience.
EDUCATIONALPSYCHOLOGY.
Prereq. Psy. 3, 4 or 1, 6. Jr. I.
3
A study of human development, learning, and adjustment in order to better
understand human behavior, especially the behavior of adolescents in r school
context.
1I .
T m m e IN HIGHSCHOOL.Prereq. 5 I. Jr. II.
3 Cr.
Teaching procedures and class management. Includes a study of the secondary
school in relation to the needs of youth.
5 3.
$5. PR~NCIPLES
OP GUIDANCE.
Prereq. 51. Sr. 11.
3 GA study of the guidance function of the classroom teacher, tools and techniques used in studying students, and methods appropriate for student guidance, including counseling.
58. HISTORYAND PHILOSOPHY
OF EDUCATION.
Sr. 11.
3 Cr.
The course traces the development of modem education a d seeks to assist
the student in developing an understanding of the present educational program
and the various modem philosophies of education. The aspeca of the state
educational program important for the orientation of the new teacher are
strersed.
Special Teacbing Metbods
The special methods courses include the study of the rnaterirls, organization,
and teaching procedurw of the field for which they are given; applications of
the principles of teaching are made in the speciiic field. Usually, each student
is required to take two of these courses to prepare for etudent teaching. Thii
means one course related to the major and one to the minor. Prerequisites are
. special situations, a student
a major or a minor in the field and Education ~ 3 In
may be permitted to register for more than the amount of credit liitcd.
% Cr.
% Cr.
TJUCHING
OP LATTN. Sr. I.
I
TEACHING
OF ENGLISH.Sr. L
I
TEACHING
OF GERMANIC
LANGUAGES.
Sr. I.
Cr.
Cr.
1 % Cr.
1 % Cr.
1 % Cr.
r % Cr.
z Cr.
2 Cr.
TEACHINGOF ROMANCELANGUAGES.
Sr. I.
TEACHING
OF NATURU
SCIENCES.Sr. I.
TEACHING OF BUSINESS.Sr. I.
TEACHING
OF MATHEMATICS.
Sr. I.
TEACHING
OF S o a m STUDIES.Sr. I.
TEACHING
m GRADESCHOOLMUSIC.Jr. II.
TEACHING OF HIGH SCHOOLMUSIC.Sr. I.
1%
I
91. TEACHING OF HOMB ECONOMICS.
Sr. I.
OF HEALTH
m~ PHYSICAI;EDUC~TION.
Sr. I.
94. TEACHING
95. TEACHING OF SPEECH.Sr. I.
s
0.
s Cr.
I
5
Cr.
4 to 5 Cr.
STUDENTTEACHING.Prereq. Educ. 5 I, 53. Sr. I.
Observation, participation in teaching activities, and experience in actual
control of the classroom situation. Direction of the program is s h d by the
college supervisor and selected critic teachen.
96.
The following caurses prepare the student to meet the state requiremen- for a
minor in library science. They train him in making a wise choice of ,books for
Ehe school library, in preparing books and other library materials for circulation,
in administering a school library, and in making intelligent and effective we of
library tools for his own needs as a teacher.
Minor, 16 credits.
BASICFUNCTIONS
OF THE SCHOOL
b u y . Jc. I.
3
Designed to acquaint the smdent with the place of the library in the school
and community; local public, county, state and national library services; library
standards; relations with school administration, faculty, students and community;
school library services to grades and high school, teachers and public; student
help, practical and pre-vocational aspects; budget, spl&g,
housing, and eqdpm a t ; library records.
55-
56.
MATERIALS
AND MP.THODS
FOR
Jr. II.
THE
SECONDARY
SCHOOLL I B ~ Y* .
3 Cr.
htroduction to 'book selection; reference boob; staadard book selection h;
preparation of materials for circulation, class&ca&n and cataloging; subject
headings; f i g ; records. Book selection in subject fields of the social studies,
geography, travel and related fiction; non-book materiala in subjeot covered;
w& &g.
Scnuces.
FOR THE SECONDARY
SCHOOLLm-Y.
*
57. SELECTIONOF MATERIALS
Jr., Sr. I.
3 GBook selection in ,&e language am, natural and applied sciemce, ,philosophy
and religion, die h e arts and literature, periodicals for secondary schools; nonbook materials in subjects covered; wide reading. Sources.
61. INTRODUCTIONTO ELEMENTARY SCHOOLLIBRARY MATERIALS.
Jr., Sr. L
2 Cr.
experiences; reference b k s for
Literature for children; pre-school liv
elementary grades; subject matter titles which correlate with the curriculum;
non-book materials for elementary grades in these fields; standard lists for book
selection. sources.
SELECTION
OF ELEMENTARY
SCHOOLLIBRARYMATERIALS.
Jr., Sr. 11. z Cr.
A continuation of 61. Book selection in fiction, poetry, drama, music, and art
for children; the lpicture collection; care and use of mn-book miatexiah; periodicals for children. Wide reading; reading lists.
62.
THE ~
68.
O
O
LIBRARY
L
IN
m E
READINGGUIDANCEPROGRAM
OF
z Cr.
The d e n t will become acquainted with remedii reading and testing procedurea, reading ladders; student interests and abilities as they relate to reading;
coopention with teachers in formulation of an integrated reading program;
madvation and publicity; ,books suitable for this program; professional literature
on the subject; the use of lists and reading records.
rn SCHOOL. Jr., Sr.
II.
PramMETHODSIN L m m . Sr. I.
I G.
Teaching the use of the litarary; practical work at library circulation desk
and in the library workroom; records, weeding and withdrawal procedures;
71.
practice work in connection with practice teaching.
Department of Business Administration and Economics
and Secretarial Studies
The objective of this department is to help students gain a broad knowledge
and sound perspective of business and our economic society. Such knowledge
and perspective is necessary for success in specific positions in our complex
business world and should provide the background to facilitate advancement,
with experience, to positions of responsibility. A degree with a business major
is a common requirement of business f k m and government agencies. The
department gives a general 'background in economics; together with secretarial
studies, it provides a teaching major or minor; and it prepares for graduate
work in business and economics.
Major, 36 credits; courses required are I, 2, 4, 15, 16, 51, 53. Also required
are Speech 1 1 and History 21 and 22.
Minor, s I credits; courses required are I, 2, 4, I 5, I 6 and six credits ia Senior
College courses.
~ C I P L E S
OF ACCOUNTING. Fr. I, II.
6 Cr.
An introduction to the principles of accounting and their application to the
single proprietorship, partnership, and corporate forms of business; preparation
and analysis of financial statements; procedure in recording business transactions;
and id introduction to manufacturing and cost accounting.
I , 2.
4.
INTRODUCTION
TO S T A ~ T I C SFr.,
. SO. II.
3 Cr.
A study of the collection, presentation, analysis, and interpretation of statiatical data. It includes a study of the measures of central tendency, time, series,
tabulation, graphic representation, and the application of these statistical techniques to various types of data.
16. P ~ C I P L E OF
S ECONOMICS.SO. I, IL
6 G.
A study of the social organization of our economy, h c a l and monetary
policies, value, prices, the distribution of wealth, and alternative economic syaI 5,
terns. The objective is to help the student to develop the ability to analyze
economic issues as they arise in his personal and vocational activities and im
public life.
Senior College Courses
MONEYAND BANKING.Prereq. I,2, 4, I 5, I 6. Jr., Sr. I.
3 Cr.
A study of the commercial banks, the Federal Reserve System, the price level,
and monetary and fiscal policies. The purpose is to lead the student to investigate thoroughly the place and importance of money and prices in business and
in the economy in general, emphasizing the problem of business fluctuations.
5 I.
BUSINESSLAW. Jr., Sr. I.
3 Cr.
An introduction to the legal rules governing business transactions and relrtions. The study also includes principles and cases concerning law and its administration particularly in regard to contracts, sales, and negotiable instrnments. The aim is to appreciate the legal instruments, requirements, and procedures important in business.
53.
MARKETING.Prereq. I, z, 4, I 5 , 16.Jr., Sr. L
3 GA survey of the general problem and framework of marketing in our economy,
including marketing functions and institutions, an investigation of policy-making- -procedures in the marketing- phases
of business, and an examination of the
.
social implications of marketing activities in our economy. The purpose is ta
give the student an analytical basis for judging business alternatives md ilro
government legislation.
5 5.
3 Cr.
RELATIONS.
Prereq. 11, 16.Jr., Sr. 11.
56. ban AND KNAGEMENT
A study of management, of labor, of their relations, and of their control by
government, individually and in their relations. The objective is to picture the
different positions of these groups in our economy and to investigate possibilitier
of achieving harmony and effectiveness of the whole through education and
government control.
3 Cr.
ADVANCED
ACCOUN~G
Prereq.
.
I,2, 4, 15, 16. Jr. I.
The purpose of this course is to provide analytical accounting techniques
which will enable the student to interpret hancial data, a d to acquaint the
student with cost accounting principles and procedures. Preparation m d analysis
of hancial statements, comparative statements, and statements showing the
disposition of working capital; and proceedings in job-order a d standard costing are stressed.
59.
PUBLICFINANCEAND TAXATION.
Prereq. 15. Jr., Sr. 11.
3 Cr.
The course is designed to acquaint the student with the econornis impact
of taxation and national budgetary policy. A study is made of the elements
of &al policy and management of the public debt, considering the role of taxes,
expenditures and debt management in economic stabilization.
60.
FINANCE AND INYESTIUNT. Prereq. I,z, 4, 15, 16, 59. Jr., Sr. 11. 3 G.
A study of the various types of securities purchased by investon. Consideration is given internal finance factors and external market factors which affect
the market prices of recurities. Included is a study of the principles and procedura governing the analysis of financial statements and operating data of
h whose securities have been considered as investment media.
62.
6 Cr.
71,7 2 SENIORTOPICS.* For Seniors in Business ody. Sr. I, 11.
A review of business practice and problems in our economy, pointing out
the opportunities for individual endeavor, followed by an original project by
each student in which he makes an investigation of his own. The project may
be in any business field; for example, accounting, investments, personal selling,
market research, economic analysis.
These counes aim to prepare students for stenographic and secretarial positions in business oaces, to assist in ,the preparation for the teaching of business
education in high schools and for parish secretarial work, and to provide an
o p p d t y for &e development of business skills for persod use.
A major may be obtained in business education by completing a minimum
of 37 hours, including I, 2 , 3-4, 8, 51, 52, 53-54, Business Administration
I,2 , 15, 16, 53, and one other Senior College Course or Home Economics 73.
A minor may ,beobtained by com,pleting a minimum of 26 hours, including
I, 2 , 3-4,8, 51,52, 53-54,Business Administration I, z, or 15, 16.
ELEMENTARY
TYPEWF~TNG.
I.
I G.
A course for the development of the fundamental skills of typewriting. Three
h o w per week.
I.
INTBPMEDIAETYPEWRITMG. 11.
r Cr.
Problem in typing tabdatioar, manuscript typing, use of carbone, addressing
envelopes, and in letter arrangements. Four hours per week.
2.
I~MENTAR
SHY
ORTHAND. I, 11.
6 Cr.
Training in the fundamentals of Simplified Gregg shorthand. Practice in dictation and transcription. Four hours per week.
3-4-f'
8.
Om-
M A C H ~ SPrereq.
.
I,z. I.
t
Cs.
Study and practice in the operation of such machines as the dictaphone, cal-
culator, adding machine, mimeograph, mimeoscope, addressograph, and duplicator. Two hours per week.
*Not offered in 1953-1954.
f<=oatinuation course. To receive credit for this course, a student must complete
b t h semesters.
Senior College Courses
ADVANCED
T Y P E W ~ I.G .
E Cr.
Further development of typewriting technique with practical training in
business letter arrangement, billing, tabulating, and the typing of legal documents. Prerequisite I, 2, or high school credit in typing. Open to rtudento having
attained a speed of 40 words per minute. Four hours ,per week.
5 I.
SEC~BTARIIU PRACTICE.Prereq. I, 2, 3-4. II.
3 Cr.
Practical application of secretarial duties including dictation, business letterwriting, telephoning, use of bllliiness and legal forms, personality development,
and guidance in writing application letters and making application for a job.
Mimeographing is included in this course for those who include thii as a part
of the parish workers' course. Four hours per week.
52.
ADVANCED SHORTHAND.
I, n.
4 Cr.
Advanced study of the theory and principles of Gregg shorthand. Rapid dictation. Prerequisite 3-4 or high school credit in shorthand. Open to students
who can take dictation at a minimum speed of 80 words per minute and transcribe with a high degree of accuracy. Four .hours per week.
5 3-54.t
82.
TEACHING
OF BUSINESS.Sr. I.
I
% Cr.
Department of Home Economics
The objectives of the department are threefold: first, KIprovide courser that
will help students solve personal, home, and family living problems; second,
to offer training for homemaking; and third, to offer training for the teaching
of home economics.
Non-teaching major, 33 credits; courses are I , 2, 3, 7, 39, 40, 42, 44, 57,
72. Also required are Chemistry 4 or 5-6, Physics 3, Economics 16,
Sociology I, Biology 4 and 54, and Psychology 5, 6.
Graduation minor, 18 credits including courses I , 3, 7, 39, 40 and 42 or
66, 68, 71,
Teadhing major, 38 credits; anuses listed for non-teaching major plui 33 and
Teaching minors possible in Biology, Chemistry, Speech, Social Science or
Physical Education. Consdt a member of the home economics faculty for coune
plans.
76.
CLOTHING
SELECTION, CdBE, AND REPAIR. I.
3 GA study of the factors involved in the choice, care, and repair of clothing.
Beauty in design, becomingness, appropriateness, and some of the textile fsbriu
suitable #or Werent wes are topics considered.
I.
+Continuatioa course. To receive credit for thia course, a student
both remestera.
mut oomprlete
C
2.
L
~
CG O N S ~ U n.
~ N .
z ~ r .
This c o m e provides laboratory experience in
pimple g n m t r ia
cotton and rayon. It includes experiencw in planning, cutting. 6cting, and
suitable .techniques in making garments, the use of the sewing m d h e , alterstkn of garments. Home Economics I prerequisite for Home Ecowmiu educa&g
tion majors. TWOdouble laboratory periods, one lecture discussion period per
week.
ART M DAILYLIVING.L
3 GA study of art as it is met in the activitiea of everyday liviag. Open to dl
students.
3.
7- ELEMENTSOF N ~ o N II..
3
Normal human nutrition applied to food selection for the promotion and
maintenance of health will be considered; student and recommended dietuiea
will be analyzed.
LABOMTORYEXPERIENCE
m GROUPACTIVITY.
See course 23 under Education.
23.
COLOR
AND DESIGN.
I.
3 GA study of the piinciplt of dujgn and U ) ~ M
related to selecting, arranging,
snd designing of h o d o l d f u r w ktttring and simple poster designing.
Same c r a f t @me.
Home Economics 3 prerequisite for Home Economics
majors. Thee double laboratory periods per week.
33.
36.
C u m 11.
hboratory uprimce
Cr.
or a t
2
in
various d t s
which
can be done at home
m p s with rimple equipma Frinciplcs of design and color in their appliution ta crdts will be smdied. Two double labrnrory periods per week.
PRrncmzs OF FOOD PREPARATION
AND MANAGEMENT.
Prereq. 7 or
6 G.
permission of instructor. I, II.
Laboratory experience in menu planning, meal service, food purchasing, and
food preparation. Three double laboratory periods a week.
39, 40.
42.
MARRIAGEAND FAMILYRELATIONSHIPS.
11.
3 Cr.
A course applying principles of cultural living to everyday problem of home
life. Discussions of personal family relationships, preparation for marriage, the
Christian home and its influence in the community, a d related aubjectr. Regdrr lectures, talks by guest speakers, illustrated lectures, and tours.
CHILD I~VELOPMENT.
n.
2 G.
A study of the care m d training of the ,young child as to 'his physical. mend,
d social development. One lecture period plus one double laboratory period
pez week
44.
Smior Colkge Courses
57. TEXTILES.
I.
r CrStudy of textile fibers, fabrics, and finishes with special emphasn on selection,
usesand care d common household and clothing textiles. Two double laboratory
boun a week.
HISTORY
AND APPRECIATION
OF ART.* n.
2 CrA study of the historical development of architecture, decoration, costume,
furniture, painting, and sculpture. Two regular hours scheduled a d fiad
trips arranged.
64.
n.
3 Cr.
This course includes a consideration of housing, an analysis of floor plans,
66. HOMEPLANNING AND FURNISHING.
a study of the design of exteriors and interiors, and problems in selecting,
arranging, and conserving home furnishings. Home Economics 3 and 3 3 prerequisite for Home Economics Education majors. Three double laboratory periods per
week,
68. F ~ I L HEALTH.
T
I.
z CrBasie facts and practical application of home care of the sick. Problems
relating to environmental disease, prevention of illness and safety measures, as
well as to individual health problems within the family group.
71. HOMEMANAGEMENT
PROBLEMS.
I.
a CrConsideration of problems relating to planning, directing, guiding, and coordinating the resources of the home for happy, satisfying family living. One
lecture period and one double laboratory period per week.
HOME
MANAGEMENTLABORATORY.
z Cr.
Actual experience in the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience in various aspects of management met in home living such as management of money, time, energy, and equipment. Six weeks residence in r home
management house with one conference hoar per week Given in summer. F d
costs to be determined by the group.
72.
73. CONSUMER EDUCATION
ANDINCOME
MANAGEMENT.
11.
z
Cr-
The wise choice of consumer goods and services available on the market
and the necessity of a careful plan for spending are topics which will be considered for the purpose of helping the atudent receive greater satisfaction from
the we of money income.
ADVANCEDCLOTHING
CONSTRUCTION.
Prereq. 2. II.
2 Cr.
This course provides laboratory experience in making garments in wool.
76.
More advanced problem in fitting m d construction are used than those in the
c I m in Clothing Construction. Some experience in planning and constructing
gannents for children is also given. Two three-hour laboratory periods per weekOF HOMEECONOMICS.
Prereq.
91. TEACHING
and Education 53. Sr. L
"Not offered in 1953-1954.
32
credits in home economics
2 Cr.
Division of Natural Sciences and Mathematics
It is the purpose of the &*on
of N a d Science to provide training in
scientific methods and techniquu; w interpret Natural Science in the light of
the Word of God; to acquaint the scudent with rhe significance of N a n d
Science in a modem, dunging world; m emphasize a sound mind and a strong
hdy; to tnin for m t i o m in various fields of Natural Science; and to equip
the sntdmr with a scientific background which will enrich his life and the livw
of his fellow men.
Department of Biology
The aim of this Department is to give the student a broader scientific background through the study of Biology, to further the use of leisure time, and to
prepare for vocations or graduate study.
Major, 24 credits; minor, 1 6 credits. Courses 1-2, 3, 4, 7N do not count
toward the major or minor.
WORU)AND MAN.Fr. I, 11.
I-zt. THENATURAL
8 Cr.
The development of scientific fonndations in the physical and biological s a ences. Four periods per week consistkg of lxtures, lecture demonstrations, and
discussions.
3. HUMAN ANATOMYAND PHYSIOLOGY.
Pr. 1.
4 (3A professional course in human anatom) 1r.d physiology with special emphasis on structure. Two lectures and two d o ~ b i elaboratory periods per week.
Designed particularly for student nurses and for majors in Physical Education.
Students who have credit for Biol. 4 will not receive credit for Biol. 3.
4. HUMANANATOMY
AND PHYSIOLOGY.
Fr. II.
4 fiA professional course in buman anatomy and physiology with special emphasis on function. Two lectures and two double laboratory periods per w e t .
Students who have credit for Biol. 3 will not receive credit for Biol. 4.
7N. GENERALBACTERIOLOGY.
I.
3 Cr.
A course in general bacteriology for nurses. Two lectures and two double
laboratory periods per week.
Fr. I, 11.
8 Cr.
13-1~.t GENERALZOOLOGY.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adaptation, and reproduction of type animals. Biological principles
are emphasized. Two lectures and two double laboratory periods per week.
tContinuation course. To receive credit for this course, a student must complete
both semesters.
I, 11.
8 Cr.
a study of the morphology and physiology of higher plants, followed
by a mrvey of the plant kingdom. Emphasis is also placed on botanical principles. Flowering plants are identified in the spring. Three lectures and m e
double laboratory period per week.
25, 26. GBNERALBOTANY.So., Jr.
Thir
M
4 Cr.
GENE~CS.
Prereq. 13-14, or 2 5 , 26. So., Jr. I.
A study of the laws involved in heredity and variation. Special emhasir is
placed on the practical application of the genetical laws. Four lectures per week.
5 1.
4 Cr.
EWLOGY.Prereq. 13-14or 2 5 , 26. So., Jr. II.
A survey of local ecological communities, and a study of the general principles of biological association and succession. Two lectures and one laboratory
period or field trip per week.
52.
GENERALENTOMO.LQGY.*P~~~~~.
13-14. Sr. I.
3 cr.
A study of the habitat, morphology, physiology, reproduction, and classification of insccta. Two lectures and one double laboratory period per week.
5 3.
54. G E N ~ R ~BLA C ~ O L O G Prereq.
Y.
Chem. 5-6. 11.
4 Cr.
A review of the general field of bacteriology, including the cause, control, and
prevention of important diseases. Training in modern laboratory techniques. Two
lectures and two double laboratory periods per week.
3 Cr.
TAXONOMY
OF FLOWERING
PLANTS."Prereq. 2 5 , 26. Sr. 11.
Taxonomy of flowering plants. Special emphasis is placed on systematic principles, systems of classification, rules of nomenclature, etc. Two lectures and
one double laboratory period per week.
5
BIOLOGICAL
TECHNIQUES.'Sr. 11.
1-2 Cr.
Practical work in mounting of microscopic slides, photography, and doing
projects useful to teachers.
60.
1 % fi.
80. TE~UIING OF NATURAL SCIENCES.sr. I.
The course consists of methods of teaching natural sciences in secondary
schools.
Department of Physical Sciences
The courses offered provide fundamental background in the bask principles
of chemical and physical phenomena.
The primary objective is promotion of scientific thinking and scientik ipproach.
*Not offered in 1953-1954.
Tborough study in these courses will prepare the student for teaching the
natural sciences in secondary schools. The courses in Chemistry will prepare
him for further study in such specialized fields as Medicine, Research, Engineering, Nursing, Pharmacy, and other related fields.
The course in Physics will prepare him for study in Engineering and Applied
Mathematics.
Major, 24 credits; minor, 16 credi,ts. Courses
1-2,
jN,4 do not count toward
the major or minor.
THENATURAL
WORLDAND MAN. Fr. I, IT.
For course description see Department of Biology.
1-2$.
8 Cr.
jN. C ~ S T RFOR
Y NURSES.
I.
3 Cr.
A lecture and laboratory course covering subjects related to nuning in the
fields of inorganic and organic chemistry and biochemistry. Two lectures and
one double laboratory period per week.
PRINCIPLESOF CHEMISTRY.
Fr. II.
4 Cr.
A lecture demonstration course designed to provide a general knowledge of
the laws, and phenomena of chemistry as meets the needs and interests of nonscience majors. Students who complete Chem. 5-6 may not receive credit for
Chem. 4.
4.
8 G.
~NORGANIC AND QUALITATIVE
CHEMISTRY.
Fr., So. I, 11.
A study of laws and theories of chemisuy and of non-metals and metals and
their compounds. Systematic qualitative analysis of cations. Three lectures and
four hours of laboratory per week.
5-6.f
Senior College Courses
ANALYTICAL
CHEMISTRY.
Prereq. 5-6. So., Jr., Sr. I.
4 Cr.
Systematic semimicro qualitative analysis of cations and anions. Short introduction in general methods of quantitative analysis, volumetric and gnvimetric.
Twu lectures and six hours of laboratory per week.
5 I.
5 Cr.
Q~ANIITATIVE
ANALYSIS.
Prereq. 5 I. So., Jr., Sr. 11.
General principles, methods and procedure of quantitative analysis, volumetric
and gravimetric. One lecture, eight hours laboratory per week.
8-10 Cr.
ORGANIC
CHEMISTRY.
Prereq. 5-6. Jr., Sr. I, II.
53-54.t
A diacnssion of the important classes of aliphatic a d aromatic compounds.
Lobomtory work in preparation and study of typical organic substances. Three
lectures, four or six hours of laboratory per week52.
tContinuation course. To receive credit .for thii wurse, a student mwt complete
both semesters.
PHYSICAL C H E L L ~ Y .Prcreq.
*
Math. z, Chem. 5 1 and 52, and Wyrics
5 and 6. Sr. II.
5 GAn introductory course covering the gas laws, solutions, chemical equilibrium,
rates of reactions, and colloids. Three lectureo and one double laboratory period
per week.
5 5.
PHYSICS
I-z?.
THE NATURALWORLD AND MAN. Fr. I,
8 Cr.
11.
For course description see Department of Biology.
PRINCIPLES
3.
OF
PHYSICS.Prereq. H. S. Algebra and P
h Geometry. Fr. I.
4 0A lecture demonstration course which includes mechanics, heat, round, light
and electricity. Emphasis is placed on the application ob physics in the h e .
GENERALPHYSICS.Prereq. Math. z. So. L
4 G.
A general elementary course in mechanics, sound, and heat. Three lectures,
one quiz, and one two-hour laboratory period per week.
5.
GENERALPHYSICS.Prereq. 5. So. n.
6.
4 Cr.
This course is a continuation of Gen. Phys. 5 and coven electricity, magnetism, and light. Three lectures, one quiz, and one two-hour laboratory period
per week.
Senior College Cmrses
MODERNPHYSICS.Prereq. 6. Jr. I.
4 Cr.
A study of modem topics in the field of physics including atomic theory,
nuclear transformations, radiation phenomena, biophysical applications of p h y k
and other topics. Philosophical implications of modem physical science will be
considered.
5 I.
AND MAGNETISM.Prereq. Phys. 6 and Math. 51 or oonELECTRICITY
current registration in Math. 51. Jr., Sr. II.
4 cr.
An advanced course with emphasis on fundamental laws, electric and magmtic field phenomena, high and low frequency circuits, and electrical instruments. Two lectures and two two-horn laboratory periods per week.
52.
80.
TEACHING
OF
NATURALSCIENCES. Sr. I.
1%
Cr.
Combined Science Major for Teaching
Requirement: 40 credits in Natural Science, including Chemistry 5-6 with
either 51 and 5 2 or 53-54; Biology 13-14 and 25, 26; Physics 5 and 6.
*Not offered in 1953-19~4.
tGintinuation course. To receive credit for this course, a student must complete
both semesters.
Department of Mathematics
MR. SOBERG,MR. LINDQUIST
The Department of Mathematics aims to give students a working knowledge
of mathematics s u f cient for solving the simpler problems of life, also to afford
students in special fields the mathematical foundation needed for a fuller understanding of their subjects, and to open to those who major in the subject a wider
horizon with experience that will make them efcient worken in their chosen
fields and also give them confidence to pursue further study.
Major, 26 credits; minor, zo credits.
Courses A, B, 5 and 6 do not count toward the major or minor in mathematics, but A and B must be completed as prerequisites to other courses.
SECONDCOURSEALGEBRA.Prereq. H. S. Algebra. Fr. I.
4 aFmdamentals of Algebra continued and proper foundation laid for more advanced work in mathematics.
A.
SOLID GEOMETRY.Prereq. Plane Geometry. Fr. II.
4 Cr.
Geometry applied to solids and planes. Area and volume formulas developed.
Spherical triangles and polygons introduced
B.
I m o ~ u c n oTO~ ~~TI-IEMATICALANALYSIS.Prereq. Math. A. Fr., So.
I, 11.
10 Cr.
This is an integrated course inuluding college algebra, trigonometry and plane
d y t i c a l geometry.
I , 2.
ENGINEERING
DRAWING. Prereq. B. L
3 crElements of drafting with an introduction to the use of graphs and formulas. Eight hours a week. Courses 5 and 6 do not count toward a major or
minor in mathematics.
5.
ENGINEERINGDRAWING AND DESCRIPTIVEGEOMETRY.Prereq. 5.
3 Cr.
Methods of representation. Graphical and algebraic solutions. Eight hours
a week.
6.
S&
5 1, 52.
ELEMENTARYCALCULUS
Colkge Cmrses
AND
DIFFERENTIALEQUATIONS.SO., ~ r I,.
n.
Cr.
Fundamental concepts are introduced. Formulas for diierentiation and integration, and solutions for various types of ordinary m e r e n t i d equations are
developed and applications madz.
10
3 Cr.
$3. Sow ANALY~W G m m r . Prereq. 2 or 3. Sr. I.
U r n and plane3 in space are mdid and their equations developed. Quadratic
d a c c ~md t d o r m a t a o n me given their proper e m p k
THEORYOF EQUATK~NS.*
Prereq. Math. 51. Sr. 11.
3 Cr.
Tqh course includes the study of complex numbers, determinvlts and orher
54.
topica that aid in the solution of equations of higher degree.
84.
TEACHINGOF MATHEMATICS.Sr. I.
I
YZ Cr.
Department of Health and Physical Education
MR. ERNESTANDERSON,MR. NELSON,MISSBERVEN,MR. ARIO
The aim of the Department of Health and Physical Education is to promote
hmlrh and physical fitness ;through a well-rounded physical education program,
to develop character and good sportsmanship through the i n t n m u n l and intercollegiate sports program, to further the worthy use of leisure time, and to provide an effective training program for prospective teachers of health and physical education.
All students are required to take a physical examination by the college physician as a part of the registration procedure before participating in any phase
of the physical education program.
A course in Personal and Community Health is required of all freshmen and
new upper class students who have not had an equivalent course in college.
Two years of physical activities, wurses ja, j b and 4 5 qb, are required of
all students. Those who take a major or minor in Physical Education are required to take 4a, qb only. This one credit will count toward the major or
minor.
M q o r md Minos Requirements:
Major for men, 33 credits, including Courses
2,
41, 4b, 5, 6,
I I, 12,
27, 50.
51, 52, 53, 55, 56, 58, 62, 84.
hiajor for women, 30 credits, including Coarsw
17,27, 50, 52, 53, 58, 62, 84.
2,
42, 4b, 5 . 6, 13, 14, 16,
Miaor, - 21 credits, h d u d i n g Courses 2, 4n, qb, 5, 6, I I, 12, 5 I, 5 3, and 62
formen: z,qa,4b, 5, 6, 13, 14, 16, 17, 53,and 62forwoanen.
Biology 3; Psychology 5, 6; and Education 23, 5 I , 53, 5 5 , 5 8 , 94, and 96
sbould be included for a t c d i n g major in physical education.
2.
PERSONAL
AND COMMUNITYHEALTH.
Fr. Offered both semesters.
2 Cr.
A study of modem concepts and practices of health and healthful living
applied to the individual and the community.
F'HYSICAL ACTIVITIES. (Men). Fr., So. I, 11.
ACTIVITIES.
(Men). Fr., So. I, II.
42, 4b. PHYSICAL
3% 3b. PHYSICALA c m s . (Women). Fr. I, 11.
3% jb.
4a, 4b.
PHYSICAL
ACTMTIES. (Women). So. I, 11.
*Not offered in 1953-1954.
I
Cr.
I
Cr.
I
Cr.
I
Cr.
EDUCATION,
PHYSICALEDUCATION,AND
RECREATION.
Fr. L
z Cr.
A brief preview of the three present day interrelated fields of health education, physical education, and recreation u they function in the public school
system.
~TRODUC~~O
TO
N HEALTH
5.
lbauifino~~t
ACTIVITIES.
Fr. II.
I Cr.
' l b o r y and practice in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games.
6.
TEAM SPORTSAND LWUP GAMES.(Men). So. I.
z Cr.
A study of .technique, rules, and teaching of lead-up games for soccer, speedball, and volleyball.
Team Games: Touch football, softball, speedball, soccer, and volleyball.
I I.
INDIVIDUAL
AND DUALSPORTS.(Men). So. II.
r Cr.
Theory uld practice in teaching badminton, ahdeboard, handball, aerial darts,
a d c s g , and golf.
table tennis, h o d o e s , paddle t&,
I 2.
TEAMSpoa'fs FOR W o w * . SO. I, 11.
4 Cr.
Themy and pnct;ce in the mading and o5ciating of field hockey, soccer,
bakerbd, wllqbdi, and saftbd.
I j, I+
INDIVIDUAL
AND DUAL SPORTS.(Women). So. II.
z Cr.
Theory and practice in teaching skating, skiing, badminton, trble tennis,
shdeboard, archery, tennis, and golf.
16.
SELF-TESTINGA C T N ~ (Women).
.
So. L
Theory and technique of teaching stunts and tumbling.
17.
27.
J~NESIOLOGY. Prereq. Biology 3. So. I.
I
Cr.
z Cr.
This is a study of body movements and the mechanics in the &ecting of efficient movements.
OFPICUTING.
(Men). So. I.
r Cr.
Instruction and application of technique and rules of o5cnting in football,
basketball, baseball, and track.
29.
Senior Colkge Caurses
PHYSICAL
EXAMINATIONS
AND ADAPTEDPHYSIC&EDUCATION.
* Prereq.
2 Cr.
Bil. 3, and P.E. 27. Jr. 11.
Procedure and interpretation of physical examinations. Analysis of functional
and organic abnormalities and suggested adapted activities for atypical caaes.
50.
SELF-TESTING ACTIVITIES.(Men). Jr. I.
z Cr.
Theory and practice in teaching individual and dud stunts, apparatus,
tumbling, boxing, and wrestling.
5 I.
*Not offered in 1953-1954.
FUNDAMENTAL
M O V E M E ~ Jr.
S . II.
I Cr.
Folk games and gymnastic rhythms. Separate sections for men and women.
52.
PRINCIPLES AND CURRICULUM OF HEALTH
AND PEFISIU E D u ~ ~ o N .
3 Cr.
Jr., Sr. I.
Aims, scope, and objectives of health and physical education.
An analysis and evaluation of the elementary and secondary school health
and physical education curriculum.
53.
15.
z Cr.
C O A ~ OFG SPORTS:FOOTBALLAND BASKETBALL.Sr. L
Theory and sechniques of coaching. Seniors only, or approval of instructor.
2 Cr.
COACHINGOF SPORTS: BASEBALLAND TRACK. Sr. 11.
Theory and techniques of coaching. Seniors only, or approval of instructor.
56.
FIRST AID. Jr. 11.
American Red Cross Fit Aid Course.
5 8.
I
Cr.
C~GANIWTION
AND ADMINISTRATION
OF m m AND PHYSIC~L
EDUCATION.Sr.
3 Cr.
Problems of organization, administration, and supervision of health and
physical education.
62.
TESTS
AND MEASUREMENTS
IN PHYSICAL
EDUCATION."Sr. 11.
A survey and evaluation of tests in physical education.
84.
I
Cr.
COMMUNITYRECREATION.*
Jr., Sr. 11.
2 0.
Problems of community recreation including programs and program planning,
a survey of activities, and the organization and administration of recreational
work.
85.
94.
TEACHTNG
OF HWTH AND P ~ S I C AEDUCATION.
L
Sr. I.
Methods and materials in health and physical education.
*Not offered in 1953-1954.
2
Cr.
Augsburg Theological Seminary
Augsburg Theological Seminary is the training school for the pastors and
missionaries of the Lutheran Free Church. I t offers a regular three-year course
of preparation for the Christian ministry, including both theoretical and practical training. In harmony with the Principles of the Lutheran Free Church
it aims to stress particularly the training of pastors and spiritual leaders dedicated to the ideal of building Lutheran congregations where the Gifts sf
Grace are freely cultivated and nurtured under the authority of the Word and
the guidance of the Holy Spirit.
GENERAL REQUIREMENTS
Admission
The normal prerequisite for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college course must have included the
following prerequisite subjects:
Greek
German, or
Latin, or
Norwegian
Philosophy
z years
2
I
years
year
In the case of mature students of outstanding ability and experience, zn occasional exception from these requirements may be made by special action of
the Committee on Admissions.
In order that students may derive the greatest possible advantage from their
&eological studies, it is recommended that their college course of study, besides
fulfilling requirements as to a major and a minor, in addition to the subjects
indicated above, include as many as possible of the following:
English
Speech
Psychology
History
Natural Science
Sociology, or Economics, or
Political Science or Education
Typewriting
z years
year
year
years
year
I
I
2
I
I
I
year
year
AN cadidates for admission to the Seminary must have achieved a good
acldemic record in their preparatory studies in college.
Applications for Admission
Applications for admission to the Seminary should be addressed to the Secretary of the Theological Faculty, and should include the following:
I.
A formal letter of opp1ication for admission as a s t d e n t in the Seminay,
including a personal statement by the candidate concerning his background,
including baptism, c o n b a t i o n , spiritual experience, doctrinal convictions, and
church membership.
2. A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of these
should be from the pastor of the candidate's local church.
4. A certificate of good health.
These documents must be in the hands of the Secretary of the Seminary
Faculty before July &st.
The Committee on Admissions consists of the Faculty and the Seminary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
Transfer of Credits and Advanced Standing
Students are admitted to the Seminary with the understanding that their
studies are to be pursued under the direction of the Theological Faculty. Any
arrangement to take a part of the theological course a t another seminary must
have the prior approval of the Theological Faculty at Augsburg.
Adsanced standing is granted in certzin instances, when a student applying
for admission presents a transcript of credits indicating work done in ocher
theological seminaries of recognized standing.
Expenses
Semiaary students pay no tuition. They do, however, pay the regular student
aciivity fee, health fee and a general Seminary fee of ten dollars per semester.
Semjnary students living in the dormitory receive a special grant to cover
the cost of room rent. The cost of board is the same as for the College students.
p r e 24.
see
Graduation and Degrees
The Seminary course consists of a three-Tear cycle of lectures and study plus
six months of practical service in the congregations. Students who complete all
the requirements of the regular course are graduated with the degree of Bachelor
of Theology. These requirements may be summarized as follows:
I. A minimum of 102 semester credits, including a seminar course in each
of the following four major fields: Old Testament, New Testament, Church
History, and Systematic Theology.
2. Courses in the Biblical languages, Hebrew and Greek, as regularly offered.
3. The attainment of an honor-point ratio of at least 1.5 (C+ average)
throughout the three years of Seminary work.
4. S
ix months of practical Christian service under the direction of the
Faculty Committee on Service. Seo below.
5 . The preparation of a scholarly thesis, approximately 8,000 words in
length, on an approved theological subject. The subject must be submitted for
faculty approval before April 15 of the Middler year and the thesis must be
completed by January 10 of the Senior year.
6. A comprehensive examination, written and oral, in Old Testament, New
Testament, Church History, and Systematic Theology taken during the third
week of March. Written and oral examination sermons.
Students who complete the required number of credits for graduation with
an honor point ratio of 1.0 (C average) and the six months of practical service, but who have not met all the normal academic prerequisites for admission,
or who have not attained an honor point ratio of 1.5 in their studies, are graduated with the degree of Graduate in Theology.
seminary Internship
In addition to the three years of theological study in the Seminary each student is required to spend six months in practical Christian service, as appointed
and supervised by the Committee on Service. This work is done during the
summer vacations between the beginning and conclusion of the Seminary course.
A limited m o u n t ofi assigned collateral reading is required during the inserpia
period.
The Seminary students are also encouraged to engage in a l i i t e d mount of
practical church work during the school year either in the Twin Cities or in
nearby communities. This should be done in consultation with the Committee
on Serrice.
COURSJS OF m y *
Theological Orientation Courses
Junior Year
I. THE BACKGROUND
AND STRUCTUREOF THE BIBLE. A reading course
giving the student a preliminary orientation in the Book which is the chief
source in theological study. Geography of Bible lands. General outline of Biblical
History and contemporaneous secular history. Brief survey of the ,historical
z Cr.
origin of the Biblical writings.
3. THESPIRITUALLIFE. A practical study of basic principles of spiritual living, with emphasis upon the cultivation of the devotional life. Selections from
the great classics of Christian devotion are studied.
I Cr.
4. THEOLOGIC~~
PROPAEDEU~C.
A survey of the main divisions of Christian
Theology; their subdivisions; their relation to the entire field of Theology and
to the whole realm of human knowledge.
I Cr.
5 . INTRODUCTION
TO D o c m n c s . A preliminary study of the Ecumenical
Creeds, the Augsburg Confession, Luther's Large Catechism, and the Life of
I Cr.
Luther.
+With the exception of the Theological Orientation Counes, offered m d y
for Juniors, the Seminary courses are rotated in P three-year cycle. The List of
c m e s to be offered in any spec& year is amwunced to ,the students during &e
pHcedinS rummer.
Old Testament
10. SURVEY OF OLD TESTAMENT
L ~ R A T U R EA. general survey of the individual writings of the Old Testament; the history of the Old Testament
2 Cr.
Canon and text.
11. PROBLEMSAND METHODS. A study of selected problems of history and
interpretation in connection with certain Old Testament books, together with
an introduction to the principles of Biblical criticism.
2 Cr.
12. THE PENTATEUCH. The course includes a general i n d u c t i o n to the
books and a careful exegetical study of selected passages.
3 Cr.
13. THE HISTORIC~Z.
BOOKS. A survey of the history of Israel with e m p h
on religious values and the rise of prophetism. Selected passages from the historical b k s are studied.
3 Cr.
A careful study of the Biblical data concerning
14. THE PROPHETISAIAH.
the political and religious conditions of Israel and Judah, together with a survey
of the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book.
3 Cr.
15. THEPROPHETJEREMIAH. Alternates with 16. A study of the political,
moral, and religious trends of the time of Jeremiah. Special attention is given
to Jeremiah's personal character, his Messianic hope, and to his portrayal of the
stmggle for spiritual freedom.
3 Cr.
16. THEPROPHETEZEKIEL Alternates with 15. A study of Ehe Babylonian
Captivity and its spiritual significance for the people of God.
2 Cr.
17. PSALMS.The course includes an historical survey, a general introduction to the larger groups, and a careful exegetical study of a number of
Psalms.
3 Cr.
18. THE BOOK OF JOB. Alternates with 19. A course which aims to make
clear the teaching of the Wisdom Literature of the Old Testament in regard
to fundamental problems of life.
3 Cr.
19. Posr-EErc LITERATURE.
Alternates with 18. A caurse in the litenw e , history, and religion of Judaism in the Exile and post-Exile perioda from
Ezekiel .to the New Testament times.
r Cr.
2a
SURVEY OF
New Testament
MR.HELLAND
NEW TESTAMENTLITERATURE.An historical investigation
of the origin, authorship, and interpretation of the books of the New Testament.
History of the New Testament Canon and text. Special attention to those books
2 Cr.
not treated in other courses.
21. TEXTUALC R ~ C I S M
OF THE NEW TESTAMENT. An introduction to the
principles of textual criticism. Survey of the history of criticism illustrated by
studies in specific selections from the New Testament books.
I Cr.
22. EXEGESIS
OF GALATIANS.The Epistle to the Galatians is studied as the
fundamental document of the Gospel of Christian freedom. Special attention to
the basic problem of the authenticity of the New Testament records.
3 Cr.
23. INTERPRETATIONO F MARK AND LUKE. A study of the life and ministry
of Jesus based on Mark as our oldest source, with supplementary passages from
Luke. The origin and growth of the Synoptic tradition; the literary relation of
the first three Gospels, an attempt to h d a satisfactory solution of the Synoptic
3 Cr.
Problem.
24. INTERPRETATION
OF MATTHEW. Special emphasis is placed on the teachings of Jesus, their preservation and transmission. The relation of Matthew's
Gospel to the Old Testament, and its presentation of Jesus' person, ministry,
and teaching to the Jewish mind.
3 Cr.
25. ~NTERPRETATION OF JOHN. A supplementary study of the life of Christ,
with special reference to the development of faith and unbelief, the Person of
3 Cr.
Christ, and the advanced spiritual teachings of the Fourth Gospel.
26. THE JEWISH SECTIONOF THE EARLYCHRISTIANCHURCH. A study
of Acts, Chapters 1-12,showing the development of the Early Church on
Palestinian soil. This will be followed by a study of the Epistle to the Hebrews
and the Epistle of James as literature written especially for Jewish Christians.
Several papers are required.
3 Cr.
27. THE LIFE AND EPISTLESOF PAUL. A study of Acts, Chapters 13-28,
as a basis for the life of Paul, together with an introduction to his epistles, in
their historical sequence, as a part of his ministry. Several papers are required.
3 Cr.
28. INTERPRETATION
OF ROMANS. The purpose of the course is to gain a
comprehensive view of the Gospel of Christ as preached by Paul, and of the
fundamental Christian doctrinal system set forth in this Epistle.
2 Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the place of the universal Christian Church as the Body of
Christ and the spiritual goal of history.
s Cr.
30. THE FIRST EPISTLE OF PETER. The Epistle of the Christian hope. It
contains the chief doctrines of Christianity (the vicarious suffering and death of
Christ, the new birth, redemption by the blood of Christ, faith, hope, and holiness of life) in a non-Pauline setting, thus giving a different approach to these
cardinal truths.
2 Cr.
31. I~JTEWRRTATION
OF THE REVELATIONOF JOHN. The course aims at
a mastery of the contents of the book and its interpretation in the light of the
Holy Scriptures in general. Special study of the forms of apocalyptic literature.
z Cr.
Church History
40-41. THEEARLYCHURCH. The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great (590). The organization, doctrine, government, and worship of the Early Church; the downfall of heathenism in the Roman Empire, and the rise of the Papacy. The course begins with
a brief survey of the Book of Acts.
4 fie
42. THE CHURCHOF THE MIDDLEAGES. A general survey of the develop
ment of Christianity in Western Europe from 590 to the period of the Protestant Reformation. The course includes the study of the development and decay
of Papacy, monastic orders, scholasticism, and of movements toward reform.
3 Cr.
43. THE REFURMATION.A study of the causes which led up to the Protestant Reformation; the Reformation itself and its results, including the Roman
3 Cr.
Catholic Counter-Reformation.
44. THECHURCHAFTER THE REFORMATION.This course coven the period
from the Reformation and up to the present time, with special emphasis on
2 Cr.
the history of the Lutheran Church.
CHURCHHISTORY.
Early colonization; ~ l a n t i n gof churches;
45. AMERICAN
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The hiitory of the Lutheran Church in America
2 Cr.
is studied with special care.
OF CHRISTIAND O C T ~ EA study of the development
46. THE HLSTORY
of Christian doctrine and its crystallization into creeds and confessions, including the Patristic, Scholastic, and Reformation periods.
2 Cr.
Systematic Theology
A course intended to introduce the student to the field
50. INTRODUCTION.
of Christian truth in its systematic form. The course includes an outline of
2 Cr.
the entire field.
A study in the systematic exposition
51. THEOL~CYAND ANTHROPOLOGY.
of the teachings of the Bible concerning God and man. Papers on special
3 Cr.
mpicr.
5 2-5 3. SOTEIUOLOGY.
The doctrine concerning the restoration and maintenance of the true communion between God and man. The Person of Christ
i
s work; the Holy Spirit; the meaning and method of salvation in relaand H
tion to the individual and to society; the nature and function of the Church.
4 Cr.
54-55. CHRISTIANETHICS. A study of the religious and ethical implications
of the Christian experience. Special attention is given to the development and
application of Christian ethics with reference to the individual, orgadzed in4 Cr.
stitutions, and society as a whole.
56. SYMBOLICS.A careful study of the Book of Concord, containing the
creeda subscribed to by the Lutheran Church. The genesis of each creed, its
doctrinal significance, and its place in the present life of the Church.
z Cr.
57. COMPARATIVE
S ~ O L I CAND
S RELIGIOUSCULTS. A comparative study
of the creeds of the great divisions of the Christian Church, and of the teach2 Cr.
ings of various modem religious sects and cults.
58. THE ~ O S O P H YOF RELIGION. Alternates with 57. A course in the
principles of the Christian religion. The Christian world view, interpretations
of history, and doctrines of the Person of Christ and Redemption are studied
t Cr.
with reference to antagonistic theories.
Practical Theology
All members of the Theological Faculty give instruction in this field.
A. Pastoral Theology
60. PRINCIPLES OF PASTORALTHEOLOGY.This course, which is h d on the
Pastoral Epistles, comprises the historical and theoretical study of the foundaz Cr.
tions of the pastoral office and the New Testament miniitry.
61. P ~ s r o ~ l uPSYCHOLOGY
.
AND SOUL-CARE. A study of Christian experience and its varied expressions. The principles of soul-care are studied in
z Cr.
the light of the ,buic teachings of the Bible.
62. EVANG~~TICS.
A course dealing with foreign, home, and inner missionr,
including the work of Deaconess institutes, also the practical work in rescue
z Cr.
missions, street meetings, special missions, etc.
INTRODUCTION
TO PASTORALCOUNSELING.
Rev. Fredric .M. Norstad.
This course deals with the dynamics underlying human behavior in both
normal and deviated forms. It seeks to acquaint the student with the types of
(emotional and mental disturbances with which he will be most frequently confronted in his pastoral ministry. The course attempts to help the student to
recognize the deviations and distinguish between those things which are properly handled by a pastor and those which the pastor must refer ,to other comI Cr.
petent help.
63.
B. Homiletics
65. ~RINCIPLES AND PRACTICEOF PREACHING. Technical and psychologicd
elements of preaching. Emphasis upon sermons. Juniors.
2 Cr.
66. HOMILETICS.The application of the principles of preaching to the omlining and presentation of brief sermons. Emphasis upon thorough preparation
and constant practice in delivery. Middlers.
2 Cr.
67. SERMONS.A course in the preparation and delivery of sermons. Both
the structural and spiritual elements are emphasized. Sermons by great preachers
are studied. Seniors.
z 0.
C. Polity, Worship, and Parish Work
70. CHURCHPOLITY. A course dealing with the Biblical theory of the wngregation; oficers, organization, and government in the apostolic times; the
growth of the idea of the Church; the idea of a free church. I and I1 Corinthians
z Cr.
are studied u the best source.
71. CHURCHADMINISTRATION.A study of the various aspects of congregational organization. Methods of increasing dciency in the performance of
the pastor's duties. Effective ofice procedures. The practice and teaching of
I Cr.
Christian stewardship.
72. PASTORALPROBLEMS.A series of lectures and discussions dealing with
practical problems in the pastor's work in the parish and the local community.
The approach to the unchurched. Congregational evangelism. Making the occzsional services effective. Problems of pastoral ethics.
I Cr.
73. LITTJRGICS.The principles and forms of public worship. A study of
liturgy as a means of expressing and moulding religious life with empharis on
it. relation to varying conceptions of the Church.
I Cr.
74. HYMNOLOGY.
An historical survey of the best selections of hymns from
the early Christian Church and the Church in Germany, Scandinavia, England,
I Cr.
and America. Special attention is given to Lutheran hymnody.
D. Christian Education and Sociology
75. PRINCIPLESOF PARISHEDUCATION.
z Cr-
76. %THODS OF P A ~ H
EDUCATION.Studies in the application of basic
principles and methods of education to the subject matter used in catechetid
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish.
z Cr.
77. CREATIVE
RECREATION. A study of recreational activities, their place
and ,possibilities, especially among the young. Opportunity for participation in
activities which the student may use for his own recreation in later life. I Cr.
78. THE CHURCHAND HUMAN
SOCIEN. A study of the relation between
the Christian Church and present-day civilization and culture, and of the organized movements in contemporary society with which the Church must deal.
Emphasis upon the social duties of Christians and upon the world-wide task
of the Church. The Ecumenical Movement.
2 Cr.
79. CHRISTIANITYAND SOCIAL WORK.
This course is designed to give the
candidate for the ministry contact with the field of social work, and to enable
him to appreciate its close relation to the work of the Church. Lectures, reports, and institutional visits.
2 Cr.
80.
NEWTESTAMENTGREEK.See College Greek.
83-84. HEBREW
FOR BEGINNERS.*
The first year is devoted to a study of the
essentials of Hebrew grammar, using Creager uld Alleman's text, and the reading of selected passages from Deuteronomy.
6 Cr.
HEBREW.Review of the grammar followed by an exe85-86. ADVANCED
getical study of Amos and the cursory reading of selected passages from other
books in the Old Testament.
4 Cr.
*Not offered in 1953-1954.
Student Register
THEOLOGICAL STUDENTS-1 952-1953
Third Year
. . . . . . . . . .. . . . . "Edinburg, N. D.
Berntson, Gordon N.
,
..
. .Minneapolis
........... . . . . . . . ,, .
Corlsen, Erling N.
. Newfolden
Huglen, Raynard 0.J. . . . . . . . . . . . . . . . . . .
. . . . .Donnelly
. . . . . . . . . . .. . . .
Jergenson, Arnold 0.
, , , , , , ...
. . Wonomingo
Jystad, Torgney B.
. . . . .
, ,
.
.West St. Paul
Mayer, Henry A. . . . . . . . . . . - - " . .
. . .Fergus Falls
Oxarson, Elder W.
. . . . . . . . . ..Minneapolis
Peterson, James E.
Schafer, Harold R. . . .
, . . . .Wessington Springs, S. D.
< , .
. .Minot, N. D.
Sevig, Palmer E.
..........
.,
. . . . .
. . . Fargo, N. D.
Sortland, Allan 0. . . . . . . . . . . .
Tollefson, Harold 0.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Osnabrock, N. D.
Second Year
Minneapolis
Valley City, N. D.
Minneapolis
McVille, N. D.
Minneapolis
.Willmar
Minneapolis
Roslyn, S. D.
Minneopolis
Berklond, Theodore A.
Christopherson, Jornes E.
Erickson, Stanley R.
Gudim, Milo D. .
Halversan, Philip J.
Kallevig, Lloyd C. . .
Soli, John C. . . . . .
Storley, Calvin . . . . Vaagenes, Morris G. . .
First Year
.
Anenson, LeRoy H. . . .
Berg, Russell V. (1)
Dahle, Norman A.
Fladland, Donald J. (1)
Halverson, William H.
Johnson, Morris M.
,
Larson, Marvin 1. (1)
Oman, Lyman F. . .
Paulm, Philip H. ( I j .
Rokke, David H. . . . .
Swanson, Edward E. . .
Underbokke, Leland B.
.
..
, ,
...
....
. .Minneapolis
Seattle, Wash.
. . . .Aitkin
Minneapolis
Minneapolis
Racine, Wis.
.Minneapolis
Amery, Wis.
Minneapolis
Minneapolis
.Minneapolis
Minneapolis
Specials
Ario, Frank L. (1)
. . . . . . . . . . . . . . . . . . . . . .Minneapolis
. . . .
. . ..Minneapolis
Estness, Borghild T.
, , ,
....
, , , ,
,... .
. Williston, N. D.
Framstad, Clarence J. ( 1 )
. . . . . . . . . . . .
. .Ely
Korpi, Hugo (1) . . . . . .
Lyngdal, Lloyd W.
.....
..........
. Duluth
Porten, Horace A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
, . . . . .
Almrado
(1) Registered for first semester only.
COLLEGE STUDENTS1952-1953
SENIORS
Aaskov, Ruth L.. Cumberland Center, Maine
Alfsen, Thomas C. (1 ) . . . . . .Rochester
Baker, Eleanor M. . . . . ..Spokane, Wash.
Becklin, Joyce L. . . . . . . . . . ..Cambridge
Bennethum, Donald J.. . .Columbia Heights
Benson, Stanley G. ( 1 ) . . . . . . .Minneapolis
Berntson, Rudolph E. .
Edinburg, N. D.
Bodin, C. Allan . . . . . . . . . . . .Minneapolis
. . . . . Minneapolis
Carlsen, Glenn T.
Carlson, Erlond E.
. . . . . . ..St. Paul
Carlstedt, Faith E. . . . . . . . . .Finlayson
Carlstedt, Rhodo L. . . . . . . . Finlayson
.
. Kenmare, N. D.
Christensen, Duane J..
Christina, Joseph L. . . . . . .Minneapolis
Cleary, Joseph J. . . . . . . . .New Brighton
Cote, Arthur J. ( 1 ) . . . . . . . . . .Minneapolis
Danielson, H. Emmett. . . . . . . .Watertown
Deem, Darlyne G.. . Medicine Lake, Mont.
. . . . . ..Minneapolis
Dickhart, Daniel A.
Dillon, Donald V.. . . . . . . . .Minneapolis
Dorn, Arthur W. . . . . . . .Minneapolis
Dorn, Roy V. . . . . . . . . . . . . . Minneapolis
Eckhoff, Joyce Jorgensen. . . . . . . .Delano
Egeberg, Herman . . . . . . . ..Minneapolis
. . . . . .Forgo, N. D.
Elness, Morilyn E.
Emerson, Robert C.. . . . . . . .Minneapolis
.
Engseth, Jerome M.. . . . . . . . . . . Wapata
Evenson, Robert A. . . . . . . . Minneapolis
Fenske, . Delmour W.. . . . .Pardeeville, Wis.
Frosig, Kristian V.. . . . . . . . . . .Minneapolis
Gjesdahl, Alice E..
. . . . . . . .Minneapolis
Goodrich, Quentin A. . . . . .Minneapolis
Grender, Carol Y.. . . . . . . . . . . .St. Paul
Gustafson, Charles R.. . . . .Minneapolis
. . . . . . .Zimmerman
Hagen, Marvin L. . .
. . . . .Minneapolis
Holling, Lloyd L..
Hamre, James S.. . . . . . . . . . ..Montevideo
Hansen, Clarence C. . . . . . . .Minneapolis
Hegge, Hialmer M.. . . ..... Williston, N. D.
. . . . . . .Veblen, S. D.
Hill, Lorne H.. . .
Hodne, Richard H.. . . . . . . . . . .Minneapolis
Hokanson, Betty M. . . . . . . . . . .Butterfield
.... .Minneapolis
Hushogen, Berton R.
~acobsen; Alice A.
Jensen, Sherman R.
. . .
Thief River Falls
Paul
. . . . . . . . .St.
(1) Registered for first semester only.
Johnson,
Johnson,
Johnson,
Johnson,
Johnson,
Johnson,
Arlan K. . . .Grand Forks, N. D.
James L. . . . . . . . . ..Minneapolis
Joan M. . . . . . . . . .Minneapolis
Norman F. . . . . .Farmington
Robert J. . . . . . . . .Minneapolis
Roger A. ( 1 ) . . . .
Minneapolis
Kirchoff, Ralph M. ( I )
Kohls, Allan J. (1)
Kvam, Marilyn J. ( 1 ) .
Minneapolis
.Minneapolis
.Minneapolis
.
...
. . . . .LeSueur
Lapham, Dean L. .
. .Minneapolis
Lingen, John R..
Loh, Ellen . . . . . . . . . Formosa, China
Lundeen, Donovan T- . . . .Minneapolis
Minneapolis
Lundgren, David D. . .
Monger, Elizabeth J . . . .
Mattson, Harold S.. . .
Nofer, H. Fred..
Wilmette, Ill.
. . . . . ..Hoffman
.
. . . . .
Ohno, Tom T.. . . . . . .
Olson, Douglas 0. . . . .
Olson, Harry E., Jr.. . . . .
.
Olson, Howard S.
Oxorson, Rhoda L. . . .
. . .
Ostrem, Gloria R.
Oudal, Wilmer J.. . . . . .
.Minneapolis
.Minneopolis
.
.
Cottonwood
.Minneapolis
. . . . .Winger
Minneapolis
. Joliet,
.
Ill.
.Minneapolis
Parizek, Gloria M.
. . .Minot, N. D.
Potana, R. Raymond. . .Crystal Falls, Mich.
Pearson, Howard E.. . . . . . .Minneapolis
Pearson, Richard L.. . . . . . .Minneapolis
Petterson, Leroy M. . . . . . . . . Colfax, Wis.
Radde, Leon R.. . . . . . . . . ..Minneapolis
.Rugby, N. D.
Razook, Patricia R. . .
Mountain Lake
Reimer, Donald J.. . .
Rimmereid, Arthur V. New Rockford, N. D.
Ringstad, Ruth J.. .
Exanaba, Mich.
Ronningen, Marlene A.
. .Carpio, N. D.
Rykken, David A. . . . . . . . . . ..Roseau
Shultz, C. Arthur.. . . . . . Spokane, Wash.
Silrum, Edwin 0..
. . . . . . . . . . .Minneapolis
Silverstein, Richord S. (1). . . . . . . .St. Paul
Skogsbergh, Samuel P. (1). . . .Minneapolis
Steineke, Donald D.. . . . . . . . .Moose Lake
Stenoien, Vernon S.. . . . . . . . . .Minneapolis
Straiton, Thomas P.. . . . . . . . . .Minneapolis
Strommen, Dorothy M.. Blanchardville, Wis.
Tamm, William C.. ......... .Minneapolis
Thompson, Carol J.. ....... .Binford, N. D.
Tuff, Harry A.. ........... .Rugby, N. D.
Undseth, Marvin S . . . . . . . . . . .Minneapolis
Vetvick, Leo B.. . . . . . . . . . . . . .Minneapolis
Vik, Phyllis J.. . . . . . . . . ..Waubay, S. D.
Werts, Harold G..
..........
Zustiak, Mildred R. ( 1 )
Me"
Women
.Minneapolis
. . . . . .Minneapolis
71
. . . . . . . , . . . . . . . . . . . . . 26
Total
JUNIORS
Aasen, E. Hildegarde. . . . . . . . . . . . Winger
Amdahl, Oliver D.. . . . . . Flandreau, S. D.
Andersen, Donald W. . . . . . . .Minneapolis
Anderson, Janice A. . . . . . . . . .Minneapolis
Anderson, Robert H. . . . . . . . .Minneapoiis
Berntsen, Ruth Ann. . . . . . . . . .Minneapolis
Blake. Shirlee A.. . . . . . . . . . . .Ottawa, Ill.
~otko, Willard J. . . . . . . . . . ..Minneapolis
Brondt, Curtis H. ( 1 ) . ...... .Minneapolis
Carlson, Erwin L. . . . . . . . . . . .Minneapolis
Carlson, Roger E. . . . . . . . . . . .Minneapolis
Chilstrom, Herbert W..
Litchfield
Cummings, Frank W.. . .Atlantic City, N. J.
.........
Dill, Donald J.. . . . . . . . . . . . . . . . .Elk River
Dorr, Ardis S.. ................ .Mentor
Dreyer, Marlys 1.. ...... .Spokane, Wash.
Dyrud, Betty J. ............. Newfolden
Elnes, S. Jerome. . . . . . . . . . . . . . .Garfield
Erickson, Donna Ruth. ............ Duluth
Erlandson, Wallace E.. . . . . . . .Minneapolis
Evenson, Leland E.. . . . . . . . . . . . . . . Hanska
Fox, Curtis A.. . . . . . . . . . . . . . .Minneapolis
Fraasch, Audrey J.. ......... .Montevideo
Froiland, David C.. . . . . . . . . . .Minneapolis
Fullerton, Gerald L.. . . . . . . . . .Minneapolis
Geisendorfer, James V.. ..... .Minneapolis
Gustafson, Violet E.. .... .McGregor, N. D.
Hafstad, Wallace 1.. . . . . . . . . . . . . .Hawley
Hamberg, Elaine L. (2). .. .Williston, N. D.
Hanson, James A. ( 1 ) .
.Minneapolis
Harkman, Marylr A.. ........... .Cokato
Harrison, Jean L........... .Minneapolis
Helland, Florence 1.. ...... .Binford, N. D.
Hibbard, Gerald C. ........ .Minneapolis
Hielmeland, Selmer J.. ... .Williston, N. D.
Hoeft, Robert L. (2). ............ Shafer
Holmberg, Richard H.. . . . . . . .Minneapolis
Huglen, Erling S. ............ Newfolden
Hushagen, Orpha 1.. .......... .Gonvick
......
(1) Registered for first semester only.
(2) Registered for second semester only.
Ingman, Robert C.. . . . . . . . . ..Minneapolis
Isaacson, Edsel C.. . . . . . . . . . . . . ..St. Paul
Jensen, Alice K.. . . . . . . . . . . . . .Rosemount
Joel, Leone B.. . . . . .Elbow, Sask., Canada
Johnson, Marcellus 1..Newman Grove, Neb.
Johnson, Richard J. . . . . . . . . . . . . .Kenyon
Johnson, Wilgard G. . . . . . . . . . . .Herman
Kallio, Harold N.. . . . . . . .Chatham, Mich.
Kleven, Lowell H.. . . . . BlanchardviHe, Wis.
Knutson, Maryan A.. ...... .Granite Falls
Kyllo, Valborg L.. . . . . . . . . . . . . . . . Kenyon
Langseth, Robert V.. . . . . .Argusville, N. D.
Larson, Arlene J.. . . . . . . . . . . . . . . Wadena
Larson, Richard J.. . . . . . . . . . . . Kerkhomn
Larsson, Kenton D.. ........ .Taylors Falls
Lusk, George W.. . . . . . . . . . . . . . . St. Paul
Main, Ronald C. ( 1 ) . ........... .Proctor
Mathiason, Alan E.. . . . . . . . . . Warthington
Mattison, Robert T.. . . . . . . . . . .Minneapolis
Melby, Naomi E.. . . . . . . . . . . . .Lake Lillian
Miesnieks, Arija (2). ........ .Minneapolis
Mulliken, John K.. ............. .St. Paul
Munson, Paul C.. . . . . . . . . . . . .Minneapolis
...........
Nelson, Eorl 0. (1).
.Niwllet
Nelson, Gordon A. ........ .Minneapolis
Nelson, Janet A.
.Ellendale
Nelson, Marion J. ......... .Mhneapolis
Norum, Donald A.. ............ .Hallack
.Cumberland, Wis.
Nyhus, Edward 0..
Nystuen, Winifred H.. .Erickson, Man., Can.
............
....
Olesen, Esther ............. Racine, Wis.
Ollila, Douglas J.. . . . . . . lshpeming, Mich.
Olson, Julian R..
.Minneapolis
Oren, Donald G.. ............. St. Paul
Oudal, Yvonne M.. ......... .Minneapolis
...........
Patterson, Robert J..
Peterson, Clinton J.
Peterson, Colette M.
Peterson, Harold E.
.............
........... .
.Lucan
J d h
........ .Minneapolis
. . . . . . . . . Minmeupolis
Phillips, Merton C.. . . . . . . . . . . .Excelsior
Pribble, Fred C..
.Minneapolis
..........
Quanbeck. Kent B..
. . . . . . . .McVille, N. D.
Reinertson, Arlene. .
Mont.
Thompson, Agnes E.. ........ .Minnaqol[s
Thoreson, Allan R. ...........Paferwn
Tiornhom, Barbara L.. ........... St. Poul
T ~ ~ J ~ ~ ~jerome
, - J , c.. ........ .
Twiton. Robert E..
.......
~
i
~
Robetorye, Paulette. . . . . . .Whitefish, Mont.
Rolf, Louis P. (2). . . . . . . . . . . . .Watertown
Valtinson, Joseph 0..
.DeKalb, Ill.
Rundquist, ~ ~ ~
G..t . .i . l. . . , . . ~
i
~Vick, ~Oliver~K.. ~
~ .Minneapolis
~
l
i
Rust.-Garv,R.. . . . . . . . . . . .Harwood. N. D.
Weber, Joyce I. ( I ) . . . . . . . . . .Racine, Wis.
Samson Phyllis M-. . . . . . . . . . .Minneapolis
Westphal, Joanne C.. . . . . . . . . . . .Modelia
Sandness, Albert
J.. . . . . . . LaMOure, N - D.
Winquist, R. Elaine. ............. Duluth
Sondquist, Shirley K.. . . . . . . . .Cambridge
Estherville, lowa
Wolden, Gerhard P..
Shiell, James L.. . . . . . . . . . . . . . . .Hoffman
working, D~~~ J. (2). ........ +-ritchfield
Sigler, Fred C.. . . . . . . . . . . .Minneapolis
Skogen, Clyde L.. . . . . . . . . . . . . . . . . . .Isle
Youngquist' Edmund R.' .......... "laton
Skovholt, Ardelle E.. . . . . .Mooreton, N. D.
Soiseth, Marilyn H.. . . . . ..Williston, N. D.
Solberg, Marilyn Y.. . . . . . . . . . .Ray, N. D.
Men
69
Sonsteng, Ruth E.. . . . . . . . . . . . Salol
Women
42
Sorenson, James A.. . . . . . . . . . .Eleva, Wis.
Stensland, Donald E.. . . . . .Portland, N. D.
Total . . . . . . . . . . . . . . . . . . . . . . .
111
.......
...........
.....
..........................
.....................
-
SOPHOMORES
Ahlquist, Earl S.. . . . . . . . . .Minneapolis
Allar, Donold J.. . . . . . . . . . .St. Louis Park
Amundson, Robert E.. . . . . . .Minneapolis
Anderson, Arthur L. . . . . . . Minneapolis
. . . . . .Bruno
Anderson, Curtis M. . . .
Anderson, Donna Lou . . . . .Argyle, Wis.
Ashland, Wis.
Anderson, E. William . . .
Anderson, James W. (2). . . . .Minneapolis
Anderson, Myron E. ...... . . . . . .Cokoto
Anderson, Norman E. ... . . . .Lamberton
. . . . .St. Paul
Anderson, Theodore W.
.
Becker, Louis 0..
...... . . . .Minneapolis
Benson, John E. . . . . . . , .Milwaukee, Wis.
. . . . . . . Lanesboro
Berge, Mavis S.
Bodin, Wesley J.. ..... . . . . .Minneapolis
Bosmoe, Valborg J.. ... . . .Pierpont, S. D.
Bouchard, Janet A.. ... ..... .Minneapolis
Briggs, Walter C.. ..... . . . . . .Minneapolis
Burnom, Roy P,. Jr.. . . . . . . . Cordele, Ga.
......
Christensen, Kay M.. . . . . .Marinette, Wis.
Clevenger, Montague S.. . . . .Minneapolis
Collins, Jane B.. . . . . . . . . . .Monticello
Dahlin, Moxine M.. . . . . . . . . . . . . . .Cokato
Dahlund, Lois M. (1). . . . . .Kenmore, N. D.
Danger, Mary J.. . . . . . . . . . . . .Stanchfield
(1) Registered for first semester only.
(2) Registered for second semester only.
~
~
Sun Pmirie, Wis.
Davis, Darwin K.. . . . . . . . .Waubay, S. D.
Dodds, Jack D.. . . . . . . . . . . . . .Minneapolis
Dreyer, Gladys M..
.Spokane, Wash.
Dronen, Richard A.. . . . . . . . . .Minneapolis
Dumpys, Hans G.. . . . . . . . . . . . .Hutchinson
.....
.........Minneapolis
Egertson, Darrell J..
Eide, Delores M..
Ekstrum, Norman 0..
............Minneapolis
........ .Zimmermon
......
Haderslev, Denmark
Favrholdt, Gyde
Flok, Lorents J. (1). ......... .Minneapolis
Flann, Duncan D.. .......... .Lake Lillian
Foss, Elaine D.. . . . . . . . . .Maddock, N. D.
Gilbertson, Nora M.. ..Frontier, Sosk., Con.
Gronseth, Phillip N.. . . . . . . . . .Minneapolis
Hogen, Dean L.. . . . . . . . . . . . . . . .Starbuck
Hogestuen, Richard M.. . . . . . . . . . Starbuck
Halling, Beverly J.. . . . . . . . . . .Minneapolis
Holvorson, Helen A.. ... .Galesburg, N. D.
Hanson, L. David ......... .Long Prairie
Hanson, Joanne K. (1). ..... .Minneapolis
Hanson, Phillip J. ....... Estherville, Iowa
Hanson, Wallace L. . . . . . . . . . . . . . Woseca
Helland, Rachel E.. .... ..Thief River Falls
Hemingway, G. Jerome. . . . . . .Minneapolis
~
Heng, Rdf 0... . . . . . .
Minneapolis
Henjum, Raymond H.. . .
. . .Hoffman
Herman, Rabert M.. . . . . . .Minneapolis
Holcombe, Thomas E.. . . . . . .Minneapolis
Holmberg, Phllip A.. . . . . . . .Minneapolis
Holt, Everett V.. . . . . . . . . . . . . . . .Carver
Honebrink. Elsa M.. . . . . . .
. . .Cologne
Jamieson, Robert G. (1).
Jensen, Maren J. . . . . . .
Jensen, Paul J. . . . . . . . .
Jenson, John R. . . . . . . . . .
Jerdee, Mary L.. . . . . . . .
Johnson, James A. . . . . . . .
Johnson, Marjorie A. . . . .
Johnson, Wesley A. . . . .
Johnson, William R. (1)
Jorgensen, Beverly M. (2)
. Minneapolis
. . . .St. Paul
. . Bronx, N. Y.
. .Minneapolis
. .Minneapolis
. . . . . .Kenyon
. .Minneapolis
Hammer, S. D.
. .Minneapolis
. . . . . .Delano
Karlstod, Elmer . . . . . . . . . . . . . . . . Salol
Kling, Bernadine J. (1) .Dunn Center, N. D.
Knudson, Noel M.
. . . . . .Minneapolis
Kolden, Carolyn M. . . .Portland, Ore.
. . . . Robbinsdale
Larson, Audrey V.
Larson, Grace M. . . . . . . .Fargo, N. D.
Larson, Myrtle I.
. . . .Bewick, N. D.
Lorson, Robert D. . . . . . . . . .Moorhead
Ludvikn, Stanley B.. . . .Portland, Ore.
Lunow, Arthur A..
. . .St. Louis Park
Mahre, Richord A. . . . . . . Minneapolis
Malanfont, Lawrence G. (1). . .Minneapolis
Martin, Gerold A. (1). . . . . . . .Rocine, Wis.
Matre, Mary Ann. . . . . .Estherville, Iowa
Mickelberg, Erwin D.. . . . . . . . .Minneapolis
Modin, J. Henry (1). . . . .Sheyenne, N. D.
. . . . . . . . . . . .Dawon
Moe, Dorothy R.
. . . . . Minneopolis
Morseth, David J.
Nelson, Lenord G. .
. Cloquet
Nelson, Lennart D. . . . . . Minneaplis
Nelson, Philip A.
.
. . , Modeiia
Nelson, Raymond S. .
Maple Plain
. .Minneapolis
Nordstrom, Ethel C.
Olson, Arlene M.
Omdohl, Beverly F.. .
Ostgaard, John D. (1)
Tioga, N. D.
. .Fosston
Climax
(1) Registered for first semester only.
12) Registered for second semester only.
Parkhurst, Milford C.
Pauluk, George . . .
Peterson, Canten . .
Peterson, John R. . .
Pousi, Ruth M.. . . . .
Mondovi, Wis.
. .Minneapolis
. .Minneapolis
Cambria, Wis.
. . . . . .D a w l
Quonbeck, Paul M.
Minneopolis
Saari, Corwyn J.. .
Minneapo!i:
Schuldt, Kenneth E.. .
Minneapoiij
Seaver, John E. . . .
Minneapoiir
Capron, Ill.
Seaver, Roma R.. . . .
Siegel, David H..
.
Minnwpolis
Skaor, David W.. .
R ~ k l o r d .Ill.
Skjerseth, Donald.
.
B r d e ! , N. D.
Sneitzer, Robert F. . . .
South St. Paul
Steinbrecher, Wayne G.
Minncupolis
M~nnrupol;!
Stenoien, Daniel M.. .
Stensrud, Richard H.. .
Minnecpol:j
Strand, Sheldon A. (2)
Minneapoli3
-3rootee
Strande, Nels A.. . .
Strandlie, Wenona C.
. MinneapoIis
Strutz, Donald R.. . . .
Mdrinerte. Wis.
Swanson, Betty A. ( 1 ) . . . . . . .Minneapolis
Syse, Sanford D.
. Blanchardville, Wis.
Thoreson, Wayne L.
Tollefson, Arlene V..
Tollefson, Duane L.
Topp, Vernald M.
Twedt, Agnes S.. . .
Tweet, Agnes M.. .
.
.
Minneapolis
. . . . .Grove City
. ..McHenry, N.
D.
Tunbridge, N. D.
Unseth, Malcolm W.
Welde, Ronald B. (1)
West, Kenneth W.. .
Willcox, Donald J.. .
Wood, Maynard E..
Men..
Women
.
.
.
..
.Peterson
. .Minneapolis
Minneapolis
.
. .Minneapolis
Maple Park, Ill.
. . .Minneapolis
Paynesville
.
FRESHMEN
Allen, Joyce L.. . .
. .Minneapolis
Almquist, James A..
. .Sand Creek, Wis.
Amundson, Margaret A. . . . ..Minneapolis
Amundson, Shirley M. . . .Wolhalla, N. D.
Anderson, Beverly A. (1). . . ..Minneapolis
Anderson, Deloris Ann
. . . .Ogilvie
Anderson, Keith 0.. . . . Sacred Heart
Anderson, P. Mark (1). . . ..Minneapolis
Anderson, Merriam J. . . . . . . Robbinsdale
Anderson, Potricio J. (2). . . . .Minneapolis
Anderson, Roy Wm. (1). . . . . . .Mound
Anfenson, Pattie J. ( 1 ) . . . . . .Wayzata
. . . . .Minneapolis
Anklam, Robert D. (2)
Arneson, Suzonne M.
. . . .Fargo, N. D.
Arvidson, Kenneth V.
. . .Rockford, Ill.
Bakken, Betty Lou . .
. .Bristol, S. D.
Barber, Robert E.. . . . . . .Saginaw, Mich.
Boxter, Gerald D..
. . . . . . . .Robbinsdale
Bieri, Bonnie Kay.. . . . . . . Blaisdell, N. D.
Bolstad, Kermit E. (2). . .Homestead, Mont.
Boraas, J. Sherman (2). . . . . . . . . .Dowon
Brogg, James A. (2) . . . . . .Chicago, Ill.
. . .Minneapolis
Brandt, Erwin W. (1)
Bremseth Janice M.. . . . . . . : .Minnea~olis
Brown, constant . . . . . . . . . ~obbinidale
Bullock, Richard W.. . . . . . .Minneapolis
Burman, Cory1 A. (1) . . . . . . . . . .Molmo
Bushey, Patricia 1. . . . . . . . . . .Rochester
. . . .Minneapolis
Buskirk, James E.
Bystrom, Wayne R. (1). . . . . . .Minneapolis
Corlson, Ann C. . . .
Carlson, David Jon
Carlson, Roger Alvin
Christensen, Orla J.
Christiansen, Alto J. .
Christianson, Mary J.
Clayton, Joan A. (2). . .
Conyers, LeRoy H.. . .
Currey, Donold E.. .
. . . . .Minneapolis
. . .Minneapolis
. . . . .Minneapolis
. . . . .Clarkfield
.
.Fergus Falls
. . . . Knapp, Wis.
. . . .Minneapolis
Minneapolis
.Appleton
Dahl, Morilyne J.. . .
Dahl, Stuart A. . . . . .
Dahl, Syba M. . . .
Dahlbloom, Joyce C.
Dickens, Clara M..
Glenburn, N. D.
.New Richland
. . . .Waseca
. . . . .Excelsior
Harrisburg, S. D.
Egesdal,. Sanford E.
.
.Elmore
Eglitis, Mirdza Z. . . . . . Minneapolis
.Minneapolis
Elioson, Ann E. (1). .
Engebretson, DeRonda (1).
. lola, Wis.
Elias, LeRoi T.
. . .
. Adrian
Engstroin, Arthur M. ( 1 ) . . . . . .Minneapolis
Enstad; Luther W. . . Grand Forks, N. D.
(1) Registered for first semester only.
12) Registered for second semester only.
Erickson,
Erickson,
Evavold,
Eveland,
Everhart,
Lelond F.
..
Rodney 0.J.
Charles A.. .
Glen C. (1)
Joan M.. .
Gary D. (2).
Floistad, Dorothy M.
Fowldst Carol M.. .
Fox. Mary Ann . . . .
Franzman. Douglas C.
Morris
Glenwoad
Battle Lake
Backus
. . Bagley
. . Robbinsdale
Milwaukee, Wis.
. .Glenwood
.
.Minneapolis
.
Minneopolis
J.
Gennrichr Gretchen G.
Verner L.. .
Gierde, Audrey C. (1)
Gohrick, Joane E.. .
Granell, Nola D.. . . .
Gratz, Duane J. (2). .
Greguson, Miriam E.. .
Gunderson, Raymond H.
Gutzmann, Gordon K.
.Minneapolis
.Minneapolis
. . . . Barnum
Portland, N. D.
Shelton, Wash.
. . .Clarkfield
.Minneapolis
.Minneapolis
Minneopolis
St. Paul
Haoen, Elizabeth G.. .
Montevideo
. .Strum, Wis.
Halverson, Gordon J. (2)
Halvorson, Margoret A.
. .Middle River
Hamberg, Glenn E.
Williston, N. D.
. . . . .Aitkin
Hanson, Ruth E. . .
.
.Minneapolis
Haugen, James S.
Haynes, John W.. . . . . . . .Minneapolis
Helgaas, Margaret A. . . .Madison, S. D.
Hendricks, Dean M.. . . . . . . .Minneapolis
Hermanson, Margaret A.. Blanchardville,
Wis.
Hiermstad, Stanley L.. .
Walloce, S. D.
Hofflander, Thomas M.. . . . . . .Minneapolis
Hofstad, Stephen R. ( I ) . . . . . . . .Madison
Minneopolis
Homme, Donald W.
Homme, Gloria E.
.
Minneapolis
Honstad, Janet M.
. . Bagley
Hovden, Robert A.. . . . . . . . .St. James
Kirkland, Wash.
Hoverson, Julius E.. . .
Hoversten, Thomas H.
.Alden, Iowa
.
.Minneapolis
Howell, George L..
Hunt, Elaine H. . .
. Minneapolis
Johnson, Beryl R. .
Johnson, Darrel W.
Johnson, Farolyn M.
Johnson, Jerome L.
Johnson, Mavis J.
Jones, Louise M..
Kallman, Ralph f .
Kirchner. Robert 1
Minot, N. D.
..
.Hutchinson
. . . . . . . Molmo
Minneapolis
. . . . . .Hendricks
Solon Springs, Wis.
Minneapolis
Farmingto-
Konsterlie, Esther T.. ............Willmar
Kopps, Marilyn L.. .... Blanchardville, Wis.
Lamberton
Krengel, Richard 6..
Kunkel, Lucille M.. ......... Almena, Wis.
..........
Larson, Carol M. .......... .Minneapolis
Larson, Melvin W. (2). . . . . . . .Minneapolis
Larson, Robert C.. ..........Robbinsdale
Le-$ander, Roger V.. ..... .Plum City, Wis.
Lee, Carolyn B. ......... .Norma, N. D.
Lee, Russell C. . . . . . . . . . . . . . . . . . Fosston
Leines, Beatrice H. . . . . . . . . . . . . Willmar
Lindal, B. Constance. .Fort Erie, Ont., Can.
Lindbloom, Lilllun E.. ......... .St. Fmncis
Lindgran, Delmar V. (1).
.Minneopolls
Locke, M i h o e l G. .............. St. Paul
Lcckwmd, Robert R..
..Minnmpdk
Loland, Ruth L.
Seattle, Wmh.
Lower, Carolyn E.. ........... .St. James
Lundgren, Robert A. (2). . . . . . ...St. Paul
Lundin, Hotvey k..
. . . . . . . .Minneapolis
Lundquisf, Willlam E. (1).
.Minneapolis
Lunklay, Robert A. IT).. . . . . ..Minneapolis
Lusk, Joyce M.. ............... .St. Paul
....
......
..........
...
McCarlson, B. Louise. . . . . .Websterr S. D.
Malcolm, Lowell P. (1). . . . . . . .Minneapolis
Maitin, John L. (1). . . . . . . . .Racine, Wis.
Matison, Jerrj W. (1). . . . . . . . . . .Belview
kattbon, David D.. . . . . . . . . . . . Lamberton
...... .Big Lake
Meredith, Patricia J..
Miller; Gary E. (1). . . . . . . .Marinette, Wis.
Miller, Kenneth E.. . . . . .Valley City, N. D.
Moe, Donovan A.. . . . . . . . . . . . . .Dawson
Moen, Ardell J.. . . . . . . .Hillsboro, N. D.
Moen, Ethel A, (1). . . . .Galesburg, N. D.
Moore, Cleve J.. . . - . . . . .Escanaba, Mich.
Morgan, Emily J.. . . . . . . . . . . .Minneapolis
Mortenien, Elizabeth A.. . . . . .Minneapolis
Moylan, Robert L.. . . . . Spokane, Wash.
Muten, Shirley A.. . . . . . . . . . .Minneapolis
MuAson, Christine C.. . . . . . . . . . . .Atwater
Munson, George R.. . . . . . . . . . .:.St. James
Murins; Valdis ..............:.. Hopkins
Myhre, Edwin C.. . . . . . . . . . . . . . .Mahtowa
:
N e b , Barbara C. . . . . . . . . . . .Alexandria
Nelson, Lois V. (2) . . . . . . . .Marinette, Wis.
Nelson, Morlys E.. .......... :.. .Belgrade
Nelson, Wayne L.. . . . . . . .Marine*,
Wis.
Ne+tnd, Marlys J.. . . . . . . . . . .Paynesville
Nerheim, Lawrence E.. . . . . . ..Minneapolis
Nevin, LeRoy E.. . . . . . . .Cumberland, Wis.
Nlchols, James E.. . . . . . . . . . . Minneapo!is
.
Nickodym, Donald A. (1). . . . . . . . Hopkins
Norby, Robert D.. . . . . . . . . . Appleton
.
Nygaard, Gwen J.. . . . . . . . .Minneapolis
(1) Registered for first semester only.
(2) Registered for second semester only.
......
Nylander, Kenneth L..
.Tioga, N. D.
Nystuen, David 1.. ........... Northfield
.........
..........
Olsen, Joyce A..
Kenmare, N. D.
..Minneapolis
Olsen, Mary H.
Olson, Damaris R. ..........Minneapolis
Olson, Elinor J. ......... ..Middle River
. k p l e Park, Ill.
Olson, Laurence 0..
Olson, R. Luther.. .......... .Minneapolis
Olson, Magne B. .......... .Minneapolis
Olson, Marya M. ............ Formington
Olson, Richard C. .......... .Minneapolis
Olson, Richard M. (2). ...... .Minneapolis
Oredson, William P. (1). .... .Minneapolis
Ose, Roy A. (1). ........ Thief River Falls
Ose, Roger K.. ........ .Thief River Falls
Overlund, E ~ i nK.. . . . . . . .Silverton, Ore.
.....
Porkhurst, Donald L. (1). . . .Mondovi, Wis.
Parten, Eunice C.. . . . . . . . . :....'.. .Welch
Paulson, Helen L.. . . . . . . . . . : .Minneapolis
Pearson, James K.. . . . . . . . . . . . . . . .Askov
Pedersen, Virginia M. . . . . . . . . Greenbush
Pederson, James L. . . . . .:. ... .Nye, Wis.
Petersen, Marilyn J.. . . . . . . . .".Ht~tchinson
Peterson, Connie J. . . . . . . . . .Minot, N. D.
Peterson, Joyce Ann . . . . . . . .Mitiheapolis
Peterson, Robert E. ....... ::Minn&polis
Plumedahl, James D. (2). . .'::Robbinsdale
Prieditis, Elmars A.. . . . . . . . . . :Minneapolis
Propp, Richard L. (1). . . . . . . .R&ford,
Ill.
Quanbeck, Norman J.. . . . . . ,, . . .Bertha
Rodintz, Rolland A.. ....... r ,Minneapolis
Rasmussen,. Joyce M.. ....... .Minneapolis
Reichstadt, Lloyd H.. . . , ...:... ..Cepter City
Rorvig, Bruce W.. ..........McVille, N: D.
Rudetl, Violette I . . .......... .Minneapolis
Rundstrom, Alice L.. ......... :Salem, Ore.
> ; .........
Sandback, William W.. ...:...:'.Minneqpolis
Sad, Donohue R.. ........ ..;.. .Palisade
Saugstad, Mary J. (1). ..... .Hudson, S. D.
Schoess, Alden J.. ......... :.,.~Mihnwpolis
Schroeder, Dennis F.. ..... :Mountain.iake
Schultz, Carl E.. ...........: . ..;Ririe:River
Seaver. Ray E.. ............ . M i ~ e a p o l i s
Doran
Shelstad, Roger E.. ........ ..,;-; :. .#.
Sherry, Richard J. (2). ......Westby, Wis.
Skor, Emily A.. . . . . . . . . . .:-rUpham;.N. D.
Smetzer, Harlen C. (1). ... : :IRobbimsdale
Smith, Elmer S.. ......... .'&&IQ
Wash.
Smith, Joonne C.. .......... :,Robbinsda!e
Soukup, Donald F. (1). ...... .Minneapolis
Stonerson, Noomi. ...... .EsthBrville, Iowa
Stensland; Arlen H.. . . . . ..Pofitand, N. D.
....
.
Strand, Theodore H. (2). . . .Minneapolis
Sunde, John P. . . . . . . . . . . Minneapolis
Suther, Paul R.. . . . . . . . . . . . .Cass Lake
Swensop. James W.. . . . . . . . . . .Windom
Swenion,' Johann H.. . . . . . . . . . . . . Waseca
Sylvester, lone L.. . . . . . . . . . . . . Starbuck
~hompson;Glenn K.. .......Seattle, Wash.
Thompidn, John T.. . . . . . . . . .Kandiyohi
Thompson, Theodore T. (2). . . . . .McGregor
Thorpe, Glenn C.. . . . . . . . . ..Aniwa, Wis.
Thorpe, Mark C.. . . . . . . . . . . . .Aniwa, Wis.
Thorson, .Marilyn J.. . . . . . . . Minneapolis
Thorud, Richard A.. . . . . . . . . .Minneapolis
Thorvig, Kathryn L.. . . . . . . . .Minneapolis
Timmons, Eunice B.. . . . . . . . . . .Minneapolis
Tollefson, Connie L.. . . . . . . . . .Minneapolis
Traver, Reginald J. (1). . . . . Minneapolis
Vollmer, Howard R. (2). .
Voxland, Joan M. . . . . . .
Wahlstrom, Vernon J. S.. . . . . . . . .Grasston
Walden, Dorothy M.. . . . .Manitowoc, Wis.
Waldon, John E. (2). . . . . . . . . .Minneapolis
Warder, William W. (1). . . . .Minneapolis
Warnes, Wanda E.. . . . . .
. . . .Stephen
Wellington, Richard J.. . . . . . . .Minneapolis
.Minneapolis
White, Merlin J.. . . . . . . .
Wick, Joon, B.. . . . . . . . . . . . . . . . .Aitkin
Wicklander, Donald (2). . . . ..Minneapolis
Williams, Beverly A., . . ..
.Minneapolis
Farga, N. D.
Ysteboe, Ruth I.
Zokariasen, Lloyd A. (2)
Uleberg, :Alice M.. . . . . . . . . . . . . .Madelia
Urness, John L.. . . . . . . . . . . . . . Mclntosh
.
Men
Women
Vigen, Gladys H.. . . . . . .Thief River Falls
Voeks, George H. (2). . . . . . . .Minneapolis
Total
Excelsior
...........
.........
.....
SPECIAL AND UNCLASSIFIED
Andemn, Roger V.. . . . . . . . . . . . .St. Paul
Aria, Frank L.. . . . . . . . . . . . . . .Minneapolis
Magnuson, Albert . . . . . . .
Markson, Stanley H. (1). .
Marquardt, William G.. . .
Mickelberg, Carolyn J. (2)
Carlseh,:3. Beverly (1) . . . . . . . .Minneapolis
Castle, Bradley F. (2). . . . . . . . . .Stillwater
Caviness, Dovid C. (2). . . . . . . .Minneapolis
Christopherson, James E. (2)
. .
Valley City, N. D.
Colaai, Conartta M. (1). . . . . .Minneapolis
Nelson, Martin K.. . . . .
Northfelt, Richard A.. .
......
Minneapolis
.Minnaupolis
. . . St. Paul
. .Minneapolis
.Minneapolis
.Minneapolis
Oliver, Myrtle R. (1). . . . . .Minneapolis
Olson, William L. (2). . . . . . . . .Minneapolis
Oppen, Ronald E. ( 1 ) . . . . . . . .Minneapolis
Dahlager, -Arlo 0.(1).
.Minneapolis
Dahle, Adeline (2). ......... .Minneapolis
Drury, Thomas R. .......... .Minneapolis
.Minneapolis
Paulson, Philip H. (2). . . .
. . . . .St. Paul
Peterson, Lloyd E. (1).
Porten, Horace A. . . . . . . . .Alvarado
Fairbanks, Laland L.. .......... .Harmony
Fisher, Gaorge W.. ............. .Morris
Frank,' Sydney C. (1). . . . . . . . .Minneapolis
Sitton, Maryiann (2) . . . .Houston, Texas
Spry, June M.. . . . . . . . . . .Minneapolis
Swenson, James A. (2).
.Hopkins
Gilbert, Earl J.. . . . . . . . . . . . . .Minneapolis
Gimse, I. Shelby.. . . . . . . . . . .Minot, N. D.
Thorson, Arthur W. .
Halvorsen, Elmnor.City Island, Bronx, N. Y.
Jacobson, Luther H. (2). . . . . . .Minneapolis
Kallevig, Lloyd C. (2) . . . . . . . . . . ;Willmar
Koppel, Heljo . . . . . . . . . . . . . .Minneapolis
Korpi, Hugo J. (1). . . . . . . . . . . . .
Ely
Lodohl, Helen
M.
Maas, Edwin H..
Medicine Lake, Mont.
...........
.Minneapolis
(1) RegjJtered for first semester only.
(2) Reg~steredfor second semester only.
Vartdal, Roger A. (1).
Vinger, Mary M.. . . . .
Minneapolis
. .Minneapolis
.
ST. Louis Park
Walker, Sue C.. . . . . . . .Minneapolis
Wilson, Woodrow W. (2) . . . .Minneapolis
Men . . . . . . . . . . . . . . . . .
Women
.............
Total
..
30
13
-
. . . . . . . . . . . . . . . . . . . 43
1x8
AUGSBURG
COLLEGE
AND
THEOLOGICAL
SBM~NAIIY
JUNIOR STUDENT NURSES 1
Bakke, Frances A.
Berg, Marilyn A.
Bjornrud, Lorraine A.
Viroqua, Wis.
Lindquist, Pearl E.. . . . . . . . . .Carver
. . . . . . ..Upsala
,
~
~
~ Melson,
f
~Marlys
l R.d . . .~. . . ~. . . .Monterey
Melvie, Margaret A.. . . . . . . . . . . .Viking
Carlson, Betty H. . . . New Auburn, Wis.
Ose, Betty F.. . . . . . . . . .Thief River Falls
Finstad, Ramona M.. . . . .Portland, N. D.
Otterdahl, Elaine M. . . . . . . . .Little Souk
Folske, Geraldine M.. . . . . . . . . ..St. Paul
Pederson, LaVonne 0.. Clear Lake, lowa
Gerber, Caryl J. . . . . . .Sheldon, Wis.
G ~ cryrtal
~ ~ E., . . .
~
~ lows
Reishus,
~
Meredythe
h
F..~
. . . . .Cottonwood
~
~
pembina, N. D.
Reynolds. Elizabeth A.. . . .Garrison, N. D.
Gryth, Helen P.. . . . .
Ringstad, Elra M.. .... .Escanaba, Mich.
. . .Nisswa
Rognes, Norma 1.. . . . . . . . . .Joice, Iowa
Hanson, Lorraine S..
Haugen, lngeborg C. .
.Pekin, N. D.
Hoivik, Deloris M.. . .
. ~ i ~Sandberg,
~ ~Carolyn
~ Mae
~ ~. . . l. . .i.St. ~
Paul
Sorkness, Elizabeth L..
. . . . . . . Henning
Johnson, Ferne M.. . .
Dolliver, Iowa
Thorsgaard, Carolyn A.
Hatton, N. D.
Kilde, Beverly A.. . . .
Barnesville
.
Roseau
Total . . . . . . . . . .
....
28
Kveen, Herdis S.. . . .
.
FRESHMAN STUDENT NURSES 1
Abrahamson, leleen M.
. . .Browewille
Andrews, Carole F. .
. .Annandale
Axelson, Evangeline L. . . . . . .Lancaster
Larsen, Jane E.
Lanen, Janet E.
...
La Crocse, Wis.
.La Cr-,
Wis.
Nelson, Lois V.
Backlund, Elizabeth A. . . . .Grand Marais
Barbo, Betty Ann. . . . . . .Superior, Wis.
........ .Echo
Bruss, J w n E.. . . .
.Strandquist
Carlson, Darlene L.
Duis, Elaine E.
' '
. . . . .Winger
Flermoen, Delois C.
Herold. Berdine L.. .
Horton, Barbara Ann
. ' 'Waseca
.
La Crow, Wis.
. . .Minneapolis
Jocobson. Melba L.
Johnson, Esther M.
Johnson, Joanne L.
. . . . . . .Sebeka
Knudson, Irma V. .
Marinette, Wis.
Langford, Phyllis A.
Minneapolis
.Viroqua, Wis.
. . .Moose Lake
( 1 ) Registered for first semester only
Okrina, Evelyn E.. . . .
Olson, Marlys J. . . .
Schauer, Carol F.
Shultz, Joan C.. .....
Stenseth, Claudine M.
Marinette, Wis.
.
Cottonwood
... .Canby
....... Waseca
Spokane, Wash.
.W.allace, S. D.
Tollefson, Junice K.
L'Ans?, Mich.
Veitch, Barbara L.
Vik, Margaret A. . . .
Suffon, N. D.
.:..Bagley
Wagner, lone M. . . .
Wickman, Beth/ Jean.
..
Wolff, Joan A.
Total
.
.Badger
Porterfield, Wis.
. . . St. Paul
~
GRADUATES 1952
SEMINARY
With the degree of Bachelor of Theology
Bervig, Arthur L.. . . . . . Forgo, N. D.
Ozclins, Karlis L.. . . . . . .Barronett, Wis.
Torgerson, Sheldon Luther. . . .Minneapolis
Nwge, Lowell Theodore. . . . . . .Madison
Rev. Elnar Gundale, Class of 1937 . . .Carpior N. D.
With the degree of Graduate in Theology
Andersen, Robe* W.. . . . . .Marinette, Wis.
Feig. Gilbert H. . . . . . . . . . .Minneapolis
Kordahl, Axel 0..
.....
Nystuen, Theodore C..
Minneapolis
Northfield
COLLEGE
With the degree of Bachelor of Arts
Anderson, Eugene Carlton
Anderson, Fritz J. . . .
Anderson, Jean C. . . .
Anderson, Kenneth L.
Anenson, LeRoy H.. . . . . .
Armstrong, James Douglas
Aune, Wilfred B.. .
. .Willmar
Minneapolis
Minneapolis
. .Ellendale
Minneapolis
.Minneapolis
Minneapolis
Backstrorn, Norman .
Bagley, Yvonne Marie
Baker, Phyllis . . . . . . .
Bakken, Hardis Cornelius.
Blomquist, Elroy C.
.
Bohn, Sherman J.
. .
Bozony, Mortha E.
Minneapolis
. . . .Gatzke
. Lakeville
Chicago, Ill.
Minneapolis
Minneapolis
Minneapolis
. . . . . Hallock
Kenrnare, N. D.
Carlson, Stella M.
Christensen, David W.
Dalberg, Leonard E.
Daniels, Earl R. .
Dingrnon, Donald L.
Minneapolis
Minneapolis
Minneapolis
.
.Concord
Emerson, Evonne L. . .
Eng, Leona Marie. . .
. . . . Bagley
Englund, Kenneth M.. . .
Minneapolis
Erickson, Delores Romelle
Arthyde
Erickson, Roland E. . . . . . . . .Kenyon
Faul, James 0.
. . . . .
Minneapolis
Gilberkon, Glen
. .
.Minneapolis
Glans, Roger Elmer. . . . . . .Minneapolis
Gordon, Robert Lee. . . . . . . .Minneapolis
Gryth, Beverly A.
Pembina, N. D.
Hage, Robert Roy
...
Hagen, James H.. .
Holler. Harriet Marie
.Minneapolis
. . .Montevideo
Wanamingo
.
Hansen, Harold John
Hanson, Celia JoAnn .
Hanson, Elmer Harland
Harvey, Richard V.. . . .
Helmke, Eugene V.
Hetager, Mildred . .
Hindemith, Jerry 0..
..
Hjelle, Orleite Belinda
Holmberg, Henry Allen
Holmquist, lvar Robert
Howells, Richard S. .
Minneapolis
. . . . . .Aitkin
. .Elk Mound
Minneapolis
. . . . .Cokato
Forgo, N. D.
Minneapolis
.Newfolden
. . .Minneapolis
East Moline, Ill.
. . .Minneapolis
Jacobson, Donovan . . . . . . . . . . . . . .Crystal
Johnson, Anton V. . . . . . . . . . .Minneapolis
Johnson, Donnis L.. . . Newman Grove, Neb.
Johnson, Gordon Phillip. .Blooming Prairie
Johnson, Morris Melvin . . . . .Minneapolis
Kleven, Charlotte . . Blanchardville, Wis.
Knudson, Millard John. . . . . . . .Minneapolis
Korpi, Hugo . . . . . . . . . . . . . . . . . . . .Eh/
Kottom, James D.
. . . . . . . . .St. Paul
Kuross, William J.. . . . . .
Minneapolis
Landsverk, Eleanor M..
Larson, Benjamin L. . . .
Larson, Elwood H. . . . .
Larson, Luther J. . . . . . . .
Larson, Marvin Leroy
Leak, John Roy, Jr.. . .
Luhn, Charles W. . . . . .
Lyngdal, Lloyd . . . . . .
. . .Fosston
Minneapolis
. .st. Paul
. . . Brockton
Minneapolis
.Minneapolis
Minneapolis
. . . Duluth
Madsen, John R.. . . . . . .
Mitmoen, Winnifred Arlene
Minneapolis
. . .Duluth
Nelson, Lola Joyce . . . . . . Stanchfield
Nelson, Roger h r l o w e .
. .Brooten
Nelson, Wayne Merle . . . . . . . . . . .Pennock
Nestvold, Elwood . . . . . . . . . Laramie, Wyo.
Northfelt, Leroy . . . . . . . . . . .Minneapolis
Nyhus, Leroy D.. . . . . . . . . .Tacoma, Wash.
Olson, Orville L . . . . . . . . . . .Oakes, N. D.
Onischuk, W;illiam . . . . . . . . .South St. Paul
Oscarson,. .Donald Roy. . . . . . . .Minneapolis
Ose,'Eleanor G.. . . . . . . . .Thief River Falls
Paulson, Arnold C. . . . . . . . .Wallace, S. D.
Paulson, LeVon Mae . . . . . . . . .Minneapolis
Paulson, Philip H. . . . . . . .La Crosse, Wis.
Petersen, Morlo D. . . . .Valley City, N. D.
Peterson, Harvey M. . . . . . . . .Minneapolis
Peterson, Vera V. . . . . . . .Superior, Wis.
Prazniak, John . - . . . . . . . . .,Minneapolis
Puterbaugh, Karl Dallas. . . . . .Minneapolis
Ringdahl, Irving C.. . . . . . . . . .Minneapolis
Roberts, Donavon . . . . . . . . . . .Lake Crystal
Rokke, David H.. ............ Strandquist
Schmidt, Ruth Ann . . . . . . . . . . . . . . Hawley
Schmitt, Gottlieb . . . . . . . . . . . . . . .St. Paul
Sirotiak, Arnold . . . . . . . . . . . .Minneapolis
Skiei, Lola Jean. . . . . . . . . . Williston, N. D.
Skonnord, Dorothy G.
Valley City, N. D.
Smith, Lynn Lorrell . . . . . . . .Minneapolis
Snodgrass, Melvin E.. . . . . . . ..Minneapolis
Solum, Marvin E.. . . . . . . . . . . . . . .Argyle
Swanson, Jean A.. . . . . . . . . . . . . . Bemidji
Blanchardville, Wis.
Thompson, Robert D..
Thorpe, Gordon D.. . . . . . . .Aniwa, Wis.
Thorsen, Floyd Curtis . .
.Minneapolis
Trones, Duane M.. . . . . . . . .Minneapolis
Underbakke, Leland B.
Minneapolis
Varner, Joanne Marilyn
Varner, Siegel S,. Jr.
.Minneapolis
Minneapolis
Walters, Orville Blair. .
.Minneapolis
Wang, Donna J.. . . . . . . .Minneapolis
Weidenbach, Paul A.. . .
.Minneapolis
Wilhelm, Max . . . . . . . . . . .Minneapolis
Young, Lyle Henry.. . . Valley City, N. D.
Men . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women . . . . . . . . . . . . . . . . . . . .
Total
......................
79
26
105
ENROLLMENT SUMMARY 1952-1953
FIRST SEMESTER
SEMINARY
.............................
............................
Men Students .
Women Students
Total
...................
...
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students ................................
....-.. . . . .
Total
....................................................
.........................
Total Enrollment . . . . . . . .
Deducting those counted more than once
...-.............
SECOND SEMESTER
SEMINARY
Men Students
Women Students
Totol
.............................
...............................
.........................................
COLLEGE
Men Students ..............................................
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
...........................
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting thaw counted more than once . . . . . . . . . . . . . . . . . . . . . . .
TOTAL ENROLLMENT 1952-1953
SEMINARY
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
..
..................................
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
..................................
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . . . . . . . . . -
SUMMARY OF GRADUATES
SEMINARY
G:odualt:-i870-1951
Graduater-'952
Total
.........................................
.........................................
.
609
8
-
..................................................
617
COLLEGE
Graduates-i870-1951 ............................................
Graduates-lP52
..............................................
Tota i
................................................
Total Graduates
............
............................
1729
105
1834
-
245 1
Page
Academic Administration
. . . . 42
. . . . . . . . 26
Accounts Payment of .
Admission. College . . . . . . . . . . . . 42
Admirsion. Seminary . .
. . . 101
Administration . . . . . .
.... 5
Administrative Staff . . .
Aims. Fundamental . . . .
Alumni Association. The
Archives. The . . . . . . . . .
Art . . . . . . . . . . . . .
Athletia . . . . . . . . . . .
Attendance. Chapel . .
Attendance. Class . . . . . .
Audio-Visual Educotion
Awards
. . .
.
Band . . . . . . . . . . . . . . . . . . . 37.
Biology. Department of
h a r d of Trustees
..
Buildings . . . . . . . . . . . . . . . . . . . . . . . .
Business Administration. Curriculum. .
Business Administration. Economics. and
Secretarial Studies. Department of . . .
77
93
5
20
53
87
Calendar
.................. 4
Cancellation . . . . . . . . . . . . . . . . . 45
Chapel Service. The . . . . . . . . . 30
Chemistry . . . . . . . . . . . . . . . . . . . 95
Choir . . . . . . . . . . . . . . . . . . . .36. 77
Choral Club . . . . . . . . . . . . . . . . . 37. 77
Christian Education and Sociology . . . 108
Christian Environment . . . . . . . . . . . . . 30
Christianity. Deportment of
. . . 61
Church History (Seminary). . . . . . . . . . 106
Classical Languages. Department of . . . 65
Classification . . . . . . . . . . . . . . . . . . 45
Classwork, Amount of
. . . . . . . . . 44
College. Augsburg
. . . . . . . . 42
College Faculty . . . . . . . . . . . . . . . . . . . . 8
. . . 111
College Students (1952-1953)
...
committees of the Faculty .
Conditions . . . . . . . . . . . . .
. . . 47
Contents. Table of . . .
...
.Convocation
. . . . . . . . . . . . . . . . 31
Counseling .
. . . . . . . . . . . . 39
Course Fees . . : . . . . . . . . . . . . . 25
Courses of Study, College . . . . . . . . . . . 61
Cultural Opportunities .
. . . . . . 31
Curriculums
.
. . . . . 51
Debate and Oratory
35. 70
Degree. Bachelor of Arts .
.
. 48
Dentistry Pre-Dental Courses . . . . . . . 56
Departmental and Student Interest
Groups . . . . . . . . . . . . . 34
.
Page
Dioconate
5 9
Dining Hall
. . 4 0
.
. 31
Discipline . . . . . . . . .
Distinction. Degree with . . . . . . . . . . . . 50
Divisional Organization . . . . . . . . . . . . . 60
Drama . . . . . . . . . . . . . . . . . . . . .35. 71
Economics . . . . . . . . . . . . . . . . . . . . . . . . 87
Education. Deportment of Psychology
and . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Educational Plant . . . . . . . . . . . . . . . 20
Electives . . . . . . . . . . . . . . . . . . . . . . . . 49
Elimination of Students . . . . . . . . . . 45
Employment Service . . . . . . . . . . . . . . . . 29
Engineering. Pre-Engineering Courses . . 57
English. Department of . . . . . . . . . . . . 66
English. Proficiency . . . . . . . . . . . 50
Enrollment Summary . . . . . . . . . . . . . . 121
Entrance Requirements. College . . . . . . . 42
Evening School . . . . . . . . . . . . . . . . . . 23
Examinations. Comprehensive . . . . . . . 47
Examinations. Rules . . . . . . . . . . . . . . 46
Expenses. Student
24. 25. 26. 102
Faculty. The . . . . . . . . . . . . . 7
Fees . . . . . . . . . . . . . . . . . . . . . . .24. 25
Financial Information ............... 24
Financial Support and Control . . . . . . 19
Food Service ..................... 40
Foundation, Augsburg . . . . . . . . . . . . . 20
French . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
. . . 17
Fundamental Aims . . . . . . . .
General Information . . . . . . . . . . . . .
German. Department of . . . . . . . . . . .
Grade Values . . . . . . . . . . . . . . . . . . . .
Graduate Study . . . . . . . . . . . . . . . . .
Graduates 1952 ..................
Graduates (1870.1952) Summary of .
Graduation Requirements. College . . .
Greek . . . . . . . . . . . . . . . . . . . . .65.
.
Health and Physical Education. Department of . . . . . . . . . . . . . . . . . . . . . . . 98
Health Service
. . . . . . . . . . . . . . . . . 40
Hebrew . . . . . . . . . . . . . . . . . . . . . .66, 109
High School Teaching, Curriculum ..... 53
Historical Sketch .................. 15
History and Political Science. Department of ........................ 79
Home Economics. De~artmentof . . . . 90
Home Economics. Vocations in . . . . . . . 55
Homiletics . . . . . . . . . . . . . . . . . . . . . . . 108
Honors . . . . . . . . . . . . . . . . . . . .
37. 50
Hospital Affiliation . . . . . . . . . . . . . . . . 23
Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Humanities. Division of the . . . . . . . 65
. .
Page
Incompletes
.
. 47
Journalism . . . . . . . . . . . . . . . . . . .35.
. 69
Junior College Requirements . . . . . . . . 48
Laboratories . . . . . . . . . . . . . . . . . . . 22
Latin . . . . . . . . . . . . . . . . . . . . . . 66
Law. Pre-Law Courses . . . . . . . . . . . . . . 58
Library . . . . . . . . . . . . . . . . . . .
22
Library Science . . . . . . . . . . . . . . . . 86
Loan Funds . . . . . . . . . . . . . . . . . . 27
Location . . . . . . . . . . . . . . . . . . . . . 15. 125
Majors . . . . . . . . . . . . . . . . . . . . . . . . . 49
Mathematics. Department of . . . . . 97
Medical Staff . . . . . . . . . . . . . . . . . . 6
Medical Technology . . . . . . . . . . . . . 23. 57
Medicine, . Pre-Medic b t s e s . . . . . . . . 55
Membership In Edvcdknal h i a t i o n s 19
Ministry. Preptation for the . . . . 51. PO1
Minors ........................... 49
Miitonnry Work. Pmporntion for . . . . . 52
Mwaum. The . . . . . . . . . .
. . . 21
Music. Deportment of
.
.
. 74
Music Fees . . . . . . . . . . . . .
25. 75
Music. Organizations . . . . . . .36. 77
Naturol Sciences and Mathematics.
Division of . . . . . . . . . . . . . . . . . . . . 93
New Testament (Seminary) . . . . . . . . . . . 105
Norwegian. Courses in . . . . . . . . . . 72
Nursing. Pre-Nursing Courses ........ 56
Nursing. Affiliation with Deaconess
Hospital . . . . . . . . . . . . . . . . . . . .23 37
.
Old Testament (Seminary) . . . . .104
Oratory . . . . . . . . . . . . . . . . . . .35,37. 70
Organ . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Orientation . . . . . . . . . . . . . . . . . . .3B.
. 84
Parish W ~ r k . Preparation f w . . . . . . .
52
Pastoral T k l c g y . . . . . . . . . . . . . . . . . . 107
Payment of Accounts . . . . . . . . . . . . . . . 26
Personnel Services. Student . . . . . . . . 38
Philosophy. Department of . . . . . . . . . . 63
Physical Eduwtion. Department of
Heolth and . . . . . . . . . . . . . . . . . . .
98
Physical Sciences. Department of . . . . . 94
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Piono . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Placemdnt ' Service for Graduates
. .41
Political Science . . . . . . . . . . . . . . . . . . . 80
Polity, Worship, and Parish Work . . . . 108
Practical Thealogy . . . . . . . . . . . . . . . . 107
Pre-Seminory Curriculum . . . . .5 1. 101
Prizes, Scholarships and . . . . . . . . . 27
Probation . . . . . . . . . . . . . . . . . . . . . . 45
Rychology cmd Education. Depart-
'.merit of
......
. . .
83
Recreation ond Social Life . . . . .
Refunds . . . . . . . . . . . . . . . . . . . . . .
Registration . . . . . . . . . . . . . . . . . . . . .
Registration. Change of . . . . . . . . . . .
Religion ond Philosophy. Division of .
Religious Organizations . . . . . . . . .
Residence Requirement . . . . . . . . . .
Romance Languages. Department of .
Room Application . . . . : . . . . . . . . . .
Scandinavian Language and Literature.
Department of . . . . . . . . . . . . 72
Scholarships and Prizes . . . . . 27
Secretarial Studies . . . . . .
..89
Secretarial Work Curriculum
. . . . 54
Seminary. Admission . . . . . . . . . . -101
Seminary. Faculty . . . . . . .
7
Seminary. Courses of Study
1 0 3
Seminary. Expenses . . . . . . . . . ..24. 102
Seminary. Graduation and Degrees
102
Seminary. General Requirements . . . . 101
Seminary Internship . . . . . . . . . . . . .
103
Senior College Requirements . . . . . . . . 49
Social Life. Recreation and . . . . . . . . . . . 31
Sociology. Department of . . . . . . . . . . . 81
Social Sciences. Division of the . . . . . . . . 79
Social Work Curriculum . . . . . . . . . . . 58
Spanish . . . . . . . . . . . . . . . . . . . . . . . . 74
Special Programs of Study . . . . . . . . . . 23
Special Students . . . . . . . . . . . . . . . . . . . 117
Speech. Department of . . . . . . . . . . . . 69
Student Activities . . . . . . . . . . . . .32
Student Areas . . . . . . . . . . . . . . . . . . . . 32
Student Community Life . . . . . . . . . . 30
Student Government . . . . . . . . . . . . . . . 32
Student Nurses . . . . . . . . . . . . . . . . 118
Student Personnel Services . . . . . . . . . 38
Student Register . . . . . . . . . . . . . . . . . 110
Student Society. The . . . . . . . . . . . 32
Systematic Theology . . . . . . . . . . . . .ID6
Table of Contents . . . . . . . . . . . . . . . . 3
Teacher's Certificate . . . . . . . . . . .53. 83
Teaching Curriculum . . . . . . . . . . . . . . . 53
Testing . . . . . . . . . . . . . . . . .38. 42. 46. 47
Theology. College Preparation for . 51. 101
Theology. Courses of Study . . . .
TO3
Theological Orientation Courses
103
Theological Seminary. Augsburg
. 101
Theological Students (1952-1953).
T I0
Theology. The Three-Year Cyck of
Courses . . . . . . . . . . . . . . . . . .
103
Transfer and Advanced Standing'. .43. 102
Trustees. Boord of . . . . .
5
Tuition and Fees . . :
.
24. 25
University Courses
:
.....
Veterons; Admission of . .
Voice
. . . . . . .
. . 4 5
. '
. . . 43
. 76
EVENING SCHOOL
1954
AUGSBURG COLLEGE
MINNEAPOLIS 4, MINNESOTA
Augsburg College is pleased to announce the fourth annual evening
school, a program in adult education for the Twin City Community. The
evening session is ten weeks long, with classes meeting once a week.
The classes norlnally meet for a single period of one hour and fifteen
minutes; three, as indicated in the description of the course, require a
double hour. Although no college credit is given in connection with these
short courses, certain requirements for each course will be outlined b y
the instructor.
The college reserves the right to cancel any course in which there is
insufficient registration and refunds will be made only if the course is
cancelled. Requests for additional courses may be made to the Director.
The College will try to meet such needs when the request is presented b y
twelve students or more.
Tuition will be $9.OC per course and is payable in advance. An additional fee will be charged for a laboratory course.
A special rate of $5.00 per course will be available to a group of
five students or larger from a single organization registering in Courses
26e, 56e, and 71e. Such organizations will include churth groups and
clubs of various kinds.
The first part of the hour on the opening evening will be used for
registration and payment of tuition. Instructions for registration may be
secured in Science Hall.
Advanced registrations will be taken on. request. These must be accompanied by the registration fee.
Address inquiries about Evening School to:
Dean Martin Quanbeck
Director of the Evening School
Augsburg College, Minneapolis 4 - Phone LI 0501
Classes will begin on Monday, January 18, 1954, and meet every
Monday until March 22. One class, Course 52e, will meet on Thursdays,
beginning January 21 and continuing till March 25. Classes begin at
7:00 except the double-period classes, which begin at 6:30.
2e.
Scandinavian Cooking-Breads, Cookies and Cakes
A laboratory course in the preparation of Scandinavian breads,
cookies, and cakes. The class meets for a double period (2% hours).
A materials fee of $5.00 is in addition to the regular fee. Enrolment limited to 15 students. (6:30-9:00, Room S30.) Miss Sigrunn
Kvarnrne.
26e.. How the Bible Came to Us
The aim of this-co.urse is to acquaint the student with the human
history of the Word of God. The course includes a disclission of the
original languages of the Bible, the materials and methods of
transmitting the sacred text from age to age, ancient translations
of the Scriptures, and the transition from manuscript to printed
page. The course also includes a treatment of modern translations
and versions. (7:OO-8:15, Room S212.) Mr. lver Olson.
51e.
Norwegian Folk Painting (Rosemaling)-Beginner's Course
Instruction in "rosemaling". Demonstration and individual work.
The class meets for a double period (2% hours). A materials fee
of $2.00 for paints, oil, and turpentine is charged in addition to
the regular fee. Brushes and plates may be purchased from the
instructor. Enrolment limited to 16 students. (6:30-9:00, Room S33.)
Mr. Hans Berg.
52e.
Norwegian Folk Painting (Rosemaling)-Advanced Course
Similar to Course 51e except that it is intended for those who have
already had this course. Same fees. Enrolment limited to 16 students. (6:30-9:00 Thursdays, Room S33.) Mr. Hans Berg.
56e.
Ten Evenings With Great Writers
Reading and discussion of selected writings by American and British
authors, including Washington Irving, Nathaniel Hawthorne, Ralph
Waldo Emerson, William Shakespeare, John Milton, William
Wordsworth. (7:OO-8: 15, Room S205.) Miss Anne Pederson.
71e.
Popular Minnesota Geology
A survey of geological forces and events that have produced the
land formations of Minnesota. Each class meeting will include the
use of some picture materials, rock samples, or fossils. Slides and
motion pictures will be used extensively. (7:OO-8:15, Room S206.)
Mr. Orval Engen.
a member of the Board of Trustees and Treasurer of the Geological
Society of Minnesota.
ticism of Emily Dickinson". Miss Pederson holds the rank of Associate
Professor of English at Augsburg College. She has been afiliated with
Augsburg since 1933 except for a 2-year leave of absence to teach in
the Son Mateo and Burlingame, California, public schools.
Show less
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
EIGHTY-FIFTH YEAR
Founded 1869
Catalog Record for 1953-1954
Announcements for
19561955 and 1955-1956
Vol. XVI, No. 3
Catalog Number
April, 1954
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in Ap... Show more
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
EIGHTY-FIFTH YEAR
Founded 1869
Catalog Record for 1953-1954
Announcements for
19561955 and 1955-1956
Vol. XVI, No. 3
Catalog Number
April, 1954
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in April by Augsburg College and
Theologicol Seminary at Minneapolis, Minnesota. Entered as secondtloss matter March
21, 1947 at the post office at Minneapolis, Minnesota, under the act of August 24, 1912.
Accreditation
and Membership in Educational
Associations
Augsburg College is accredited by the
North Central Association of Colleges and
Secondary Schools, the regional accrediting agency. It is approved by the Minnesota Department of Education. It is a
member of the Association of American
Colleges, the National Lutheran Educational Conference, the Association of Minnesota Colleges, and the State Council of
Minnesota Colleges.
TABLE OF CONTENTS
PAGE
Academic Calendar . . . . . . . .
Board of Trustees . . . . . . . . . .
Administration
4
. . . . . . . . . . . . . . .
. . .
5
. . . . .
.........................
5
. . .
Committees of the Faculty
6
The Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
General Information
..
Financial Information
. . . . . . . . . . . . . . . . . . . . . . . .
Student Community Life .
I
5
.
24
. . . . . . . . . . . . . .
30
. . . . . . . . . . . . . . .
40
The College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Academic Administration . . . . . . . . . . . . . . . .
Graduation Requirements
. .
. . . . . . . . . . .
Curriculums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . .
Divisional Organization .
.
.
.
.
.
44
44
50
53
63
Student Personnel Services
.
.
CoursesofStudy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Division of Religion and Philosophy . . . . . . . . . . . . . . .
Division of the Humanities . . . . . . . . . . . . . . . . . . . . . . . .
Division of the Social Sciences . . . . . . . . . . . . . . . . . . . . . .
Division of the Natural Sciences and Mathematics . . . .
64
64
68
81
95
The Theological Seminary . . . . . . . . . . . . . . . . . . . . . . . . . 1 0 3
.
General Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Courses of Study . . . . . . . . . . . . . . !$.!....,+..
,,
. , . . . . . - . .105
..,
Student Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I. I I
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
CALENDARS
For 1954-55and 1955-56
FIRST SEMESTER
I955
I954
Freshman Days
Sept. 9-13
Registration
Sept. 9, 10,
Classes begin
Sept. 14, 8:00 a.m.
Sept. 17
Late Registration Fee
Sept. 17
Oct. 22-24
Homecoming
Oct. 28-30
Nov.
Sept. 9-13
Sept. 9,
13
10, 11,
Sept. 14, 8:00 a.m.
13
12,
End of &st half of Semester
Nov.
Nov. 25, 26
Thanksgiving Recess
Nov. 24, 25
Dec. 17, 4:zo p.m.
Christmas Recess begins
Dec. 16, 4:20 p.m.
1955
Jan. 3, 8:00 a.m.
Classes begin after Christmas
1956
Jan. 3, 8:00 a.m.
Jan. 20-26
College Examinations
Jan. 24-27
Seminary Examinations
Jan. 23-26
Jan. 26
First Semester Ends
Jan. 25
Registration for Second
Semester
Jan. 16-31
10
10
Recess
Jan. 17 to Feb.
I
Jan. 19-25
SECOND SEMESTER
Feb. 2, 8:00 a.m.
Classes begin
Feb.
Feb. 5
Late Registration Fee
Feb. 4
Feb. zz
Washington's Birthday
Feb.
End of first half of Semester
April 4
April
I
I,
8:00 a.m.
22
Easter Recess begins
Mar. 27, 4:2o p.m
April 12, 8:00 a.m.
Easter Recess ends
April 3, 8:00 a.m.
May 27
Seminary Commencement
May 25
College Examinations
May 2 5 to June
May 30
Decoration Day
May 30
May 29
June 3, 8:00 p.m.
Baccalaureate Service
June 3
College Commencement
June 4. 8:00 p.m.
April 6, 4:20 p.m.
May 26 to June
2
I
b
BOARD OF TRUSTEES
REV. ERNESTG. LARSON,President, Minneapolis, Minn.. . Term
REV. CLARENCE
J. CARLSEN, Vice-President, Minneapolis,
Minn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Term
MR. G. S. MICHAELSEN, Secretary, Minneapolis, M i . . . Term
MR. R. E. MYHRE, Treasurer, Minneapolis, Minn.. . . . . . . Term
REV. D. W. LYNGDAL,
Duluth, Minn.. . . . . . . . . . . . . . . . . Term
MR. EVEN OSE, Thief River Falls, Minn. . . . . . . . . . . . .. Term
MR. IVER H. IVERSON,
min not, N. D.. . . . . . . . . . . . . . . . . Term
k v . GEORGEJ. KNUDSON,Marinette, Wis. . . . . . . . . Term
MR. GILBERTBERG, Seattle, Washington . . . . . . . . . . . . . Term
expires 1954
expires
expires
expires
expires
expires
expires
expires
expires
1957
195 8
1956
1958
I 9 54
1955
I 9 56
1957
Advisory Members
DR. T. 0. BURNTVKDT,
President, Lutheran Free Church, Minneapolis, Minn.
DR. BERNHARDCHRISTENSEN,President, Augsburg College and Theological
Seminary, Minneapolis, Minn.
ADMINISTRATION
BERNHARDCHRISTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
MAILTINQUANBECK. . . . .Dean of the Colkge and Director of Veterans Agairs
JOHN M. STENSVAAG.
. . . . . . . . . . . . . . . . . . . .Dean of the Theological Seminary
BURTONP. FOSSE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Business Manager
K. BERNERDAHLEN.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Students
GERDAMORTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Women
..fi r . . Efi CL e . . . . . . . .Director of Public Relatims
MILDREDJOEL . . . . . . . . . . . . . . . . . Registra~,Secretary of the General F a d t y
. . . . . . . . . . . . . . . . . .Secretary of the Theological Famlty
MELVINA. HELLAND.
AGNESB. TANGJERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian
. . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Placement
CARL R. HAMMAREERG.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cdlege Pastor
FREDEL WINDMANN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Field Representative
S. V. HJ-ELMELAND
IRWGHOEL.. . . . . . .Purchasing Agent, Supervisor of Buildings a d Grounds
AINO SINKO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Food Sewice
BERNHARDT
J. KLEVEN. . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Musewm
IVER B. OLSON.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Arcbivkt
CARL WOYKE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Publicity Director
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar
.W.
r..
.bd. e . e ..& . . . Admissions Counselor
k\
.IT
-
REV. CLIFFORDM. JOHNSON.. . . . . . . . . . . . . . . . . . Director of Building Fund
ADMINISTRATIVE STAFF
Office Staff: Beatrice Nelson, Secretary to the President and the Dean of the
College; Arthur C. Engen, Bookkeeper; Lyla Bratland, Secretary to Business
Manager; Bertha Lilehei, Secretary, Student Personnel Office; Lyla Olson, Secretary, Public Relations Office; Tena Mehus, Clerk, Registrar's m c e ; Mrs.
Arnold Drange, Secretary, Placement Bureau; Joyce Nelson, Secretary, Admissions Ogce; Ruth Hanson, Secretary, Building Fund Office; Borghild Estness,
Secretary, Registrar's Office; David Rokke, Student Employment Manager; Mrs.
Erna Staub, Secretary, Library; Donna Storley, Faculty Secretary, Mimeographing; Mrs. Mavis Hafstad, Receptionist and Switchboard Operator.
Resident Counselors in Dormitories: Memorial Hall, Lloyd Kallevig; Sivertsen Hall, Mrs. Eleanor Cotton Miller; Miriam House, Miriam Majander; Morton
Hall, Darlene Deem; Edda House, Alice Swenson.
Supervisor of Hmekeeping: Olga Hermunslie.
MEDICAL n A F F
Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Alice Swenson, R.N.,
Nurse; Bernice Olson, R.N., Assistant Nurse.
COMMITTEES OF THE FACULTY
Administration: Christensen, Quanbeck, Stensvaag, Dahlen, Fosse, C. Strommen,
Miss Mortensen, Miss Joel.
Curriculum: M. Quanbeck, Christensen, Nash, Olson, Stensvaag, Kleven, Miss
Joel.
Admissions and Scholarship: Miss Joel, Quanbeck, Thorson, Nash, Hammarberg.
Student Personnel: Dahlen, Miss Mortensen, M. Strommen, Savold, E. W. Anderson, Hammarberg.
Library: Helland, Miss Pederson, Landa, Aldre, Chrislock.
Athletics: Soberg, E. W . Anderson, Bertness, M. Strommen, Walton.
Social: Mrs. Fylling, Miss Mortensen, Dahle, Mrs. Bergman, Mrs. Peterson.
Studies: Miss Joel, Trautwein, R. Anderson, Colacci, Mrs. Nelson.
Convocations: Thut, Miss Lund, Sonnack, E. Nelson (student members also
included in this committee).
Student-Faculty: Dahlen, Miss Mortensen, Soberg, Miss Segolson (student members also included in this committee).
Teacher Education: Bertness, Urdahl, Sateren, Miss Tangjerd.
Religious Life: Strommen, Sonnack, Landahl (student members also included
in this committee).
1953-1954
Faculty Council: M. Quanbeck, Miss Lund, Miss Pederson, L. Quanbeck, Thelander, Thorson, Chrislock, Dahlen, Hammarberg, Colacci, Mrs. Peterson,
Mrs. Nelson, Savold.
Board-Faculfy Committee: Urdahl, Miss Segolson, Sonnack (Board members also
included in this committee).
The Faculty
AUGSBURG THEOLOGICAL SEMINARY
BERNHARD
M. CHRISTENSEN,
Th.M., Ph.D., President und Professor of Theology
A.B., Augsburg College, 1922; Augsburg Theological Seminary, 1922-25;
ThM., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary
Foundation, 1929. Additional study: Columbia, Chicago, Berlin, G ~ t t i n ~ e n .
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral
work, Broololyn, New York, 1928-30. At Augsburg since 1930. President
since 1938.
~ A R ERMISCH,
L
Ph.D., S.T.D., Professor Emeritw of C h r c h History
A.B., Schwerin, 1897; C.T., Wartburg Seminary, 1900; B.D., Chicago
Theological Seminary, 1914; S.T.M., 1925; S.T.D., 1933; A. M., University of Minnesota, 1925; Ph.D., 1927. Pastor 1900-21. Teaching: Wartburg College, Waverly, Iowa, 1921-25; University of Minnesota, 1925-29.
At Augaburg 1928-1952.
h h ~ v mA. HELLAND,
S.T.M., Ph. D., Professor of New Testommt, Secretary
of tbe Theological Faculty
A.B., Augsburg College, 1915; C.T., Augsburg Theological Scxnhqy,
1918; S.T.M., Hartford Seminary Founddon, 1919; Ph.D., 1930. Additional study; Grenoble, Chicago. Educational Missionary in Madagascar,
1921-38; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. A t Augsburg since 1941.
IVER B. OLSON,AM., Th.B., Associate Professor of S y s t d i c Theology
A.B., Augsburg College, 1935; Th.B., Augsburg Theological k u h r y ,
1936; A.M., University of, Minnrs~ta, 1945. A d d i b d study: Chicago,
Minnesota, Luther Theological Seminary, Chicago Lutheran Theological
Seminarp. Teaching: Oak Grove Seminary, 1936-39; University of Mhuesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1939-44. Adviser oo SPAN
Group in Scandinavia, 1950. At Augsburg since 1945.
PAUL G. SONNACK,
A.B., Th.B., Assistant Professor of C h r c h History
A.B., Augsburg College, 1942; C.T., Augs'burg Theological Seminary, 1945;
Th.B., 1947. Additional study: Divinity School, University of Chicago.
Pastor, Moose Lake, Minn., 1945-47. At Augsburg since 1949.
JOHN M. STENSVAAG,
S.T.M., Ph.D., Professor of Old Testamunt
A.B., Augsburg College, I 93 6 ; Th.B., Augsburg Theological Seminary,
1939; S.T.M., Hartford Seminary Foundation, I 940; Ph.D., 194I. Additi& study: Johns Hopkii. Pastor, Minneapolis, Minn., 1942-46. At
Augsburg since 1942.
ERLINGM. TUNGSETH,C.T., Guest Lecturer in Practical Theology, 1953-54
A.B., Concordia College, Moorhead, Minn., 1940; C.T., Augsburg Theological Seminary, 1944. Teaching: Augsburg College, 1943-44, 1946-47.
FREDERICNORSTAD,
A.B., C.T., S.T.M.* Special Lecturer, Director of Chaplaincy Service, Lutheran Welfare Society of Minnesota.
*In cooperation with the Lutheran Welfare Society of Minnesota.
AUGSBURG COLLEGE
KARL ERMISCI-I, Ph.D., S.T.D., Professor Emeritzu of G m a n
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
P. A. SVEEGGEN,
A.M., Professor Emeritus of English
A.B., University of Minnesota, 1908; A.M., 1909. A d d i t b d s d y : &4hnesota, Chicago. Teaching: Asmistant in English, Univc*
of -es~m,
1908-10; Ellsworth College, 1913-11. At Augsburg I~IJ-1952.
MANIVALDALDRE, M.S., Assistant Professor of Cbemjstry
Diploma of Chemical Engineer, Estonian State University of Technology,
T a b , Estonia, 1941; MS., University of Minnesota, 1951. Teaching:
Amhant in Chemistry, Estonian State University of Technology, 1941-42.
At Atigsbug since 1949.
C. WESLEYANDERSON,
M.Mus., Instructor in Music
A.B., Macalester College, 1930; A.A.G.O., Northwestern University, 1936;
MMus., Northwestern University, 1937. Teaching: Roosevelt High School,
Minneapolis; Michigan State College; Minneapolis College of Music. At
Augsburg since I 9 5 3.
ERNEST W. ANDERSON,M.Ed., Associate Professor of Health and P W d
Edwrtion, BaRetbdl C w c b
A.B., Augsburg Callege, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High Sohool, 1937-41. U. S. Army, 1941-46. At Augsburg
since 1946.
RAYMOND E. ANDERSON,AM., Assistmt Professor of Speecb
B.S., University of Ivfjnn~ita,1946; A.M., 1950. Additiond study: Minnenesota. Teuching: University of; Vermont, 1949. U. S. Navy, 1946. At
Augsburg since 1949.
FRANKARIO, A.B., Instructor in Physical Education
A.B., Augsburg College, 1950. Additional study: M h e s t a . U. S. Army,
1943-46. At Augsbwg since 1950.
PEGGY
SMITH B ~ E YB.S.,
, Instrwtor in MllSjc
B.S., University of .Minnesota, 1949. Additional study: University of Minnesota. At Augsburg since 1953.
EVABAVOLAK,
AM., Instructor in Bwiness Administration
B.S., University of Minnesota, 1928; A.M., 194s. Additional study: Minnesota. Teaching: High School, 1931-42; Northern State Tea~hersCollege,
A b e r d ~ S.
, Dak., 1942-47; H?mline University, St. Paul, Minn., 1947-50;
University of Minnesota, 1950-52. At Augsburg since 1952.
HAROLD
J. BELGUM,A.M., M. Soc. Work, Instructor in Sociology
A. B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa,
1937; M. Soc. Work, University of Minnesota, 1951. Teaching: Mission
House College, Plymouth, Wis., 1934-3 8 ; Elmhurst College, 1938-42; Lakeside School for Boys, Seattle, Wash., 1942-44. Assistant Executive Secretary,
Director caf Social Work Services, Lutheran Welfare Society of Minnesota.
A t Augsbug since 1954.
LUCYMAE E. BERGMAN,M.S., Instructor in Speech
B.S., Kansas State Teachers College, 1934; M.S., 1935. Additional study:
University of Minnesota. Teaching: High School, 1935-39; University of
Minnesota, 1939-47. A t Augsburg since 1952.
HENRYJ. BERTNESS,A.M., Assistant Professor of Education
A.B., Augsbug CaUege, r 947; A X , Unhcrsity of Minnesota, 1948. Additional study: Miunesora. Washington. U. S. Navy, 1943-46. teach in^:
Tacoma Public Schools, 1948-49. A t Augsburg since 1949.
A.M., Assistant Professor of Hisfory and Political Science
CARLCHRISLOCK,
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947. Additional study: Minnemta. Teaching: High School, 1939-44; Tracy Junior
College, 1947-48; Augustana College, Sioux Falls, S. D., 1948-5 I. At Augsburg since 1952.
MARIOCOLACCI,Th.D., D.Litt., Assistant Professor of Classical Languuges
Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontifical
Biblical Institute de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40;
Mario Pagano College and Normal Institute, Campobasso, Italy, 1941-49.
A t Augsburg since 1952.
.
LELAND9.DAHLE, M.S., Instructor in Chemistry
B.A., St. Olaf College, 1950; M.S., Purdue University, 1952. U. S. Armed
Forces, 1944-46. At Augsburg since 1952.
K. BERNERDAHLEN,A.M., Dean of Students mad Associate Professor of English
A.B., Augsburg College, 193I; A.M., University of Minnseota, 1940. Mditioa;ll 6mdy: Mbwu. Teaching: High School, 193 1-39; Crosby-Ironton
Junior College, I 940-41. U. S. Army Ak Forces, 1942-41. A t Augsburg
since 1941.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949. U. S. Army, 1943-46.
Industrial Engineering Work, 1949-5 3. At Augsburg since 1953.
CLARICE A. h-LLING, B.S., Assistant Librarian
A.B., Augsburg College, 1940; B.S., University of Minnesota, 1941. Teaching: High School, 1941-43. Minneapolis Public Library, 1943-53. A t Augsburg since 195 3.
MIKELISGEISTAUTS,
Cand.rer.nat., Instructor in Art
Cand.rer.nat., University of Latvia, Riga, 1940;Academy of Art, Latvia,
Riga. Teaching: Private Studio, 1938-49.At Augsburg since 1952.
CARLR. HAMMARBERG,
A.M., Assisktlt Professor of Psychology and Education
A.B., Gustavus Adolphus CoIIegr, 1932; A.M., University of Minnesota,
1948. Additional study: Minnesota. Teaching: Bethany College, Lindsborg,
Kan., 1948-53. tit Augsburg since 1953.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of Greek ond Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
ALMAM. JENSEN, A.M., Assistant Professor of Sociology
A.B., Colorado State CoI1ege of Education, 1 9 2 7 ; A.M., 1928. Additional
smdy: Minnesota, Copenhagen. Teaching: Eesrera State Teachers Cdege,
Madiwn, South Dakota, 1921-25; Dickinson Stare Teachers W e g e , 192836; Colondo State College of Education, 19 3 6-37. Educational research:
University of Minnesota and State Department of Education, 1937-39;
Minnesota Historical Society, 1941-44. At Augsburg since 1943.
MILDRED
V. JOEL, A.M., Registrar
rind Assistant Professor
A.B., Augsburg GIIcge, 1940; A.M., University of Minnesota, 1947. Additional srud y : Szrbtdrcwan, Minnesota. Teaching: High School, 1941-46.
At Augsburg since r947.
EBBA I. JOHNSON,A.B., B.S. in L.S., Assistant Librarian
A.B., University of Minnesota, 1950;B.S. in L.S., 1953.At Augsburg since
'952-
MEMI B. KINGSLEY,A.M., Assistrrnt Professor of Spanish
A.B., Maryville College, r936; A.M., Uni~ersiryof Mexiw, 1944. Additional study: Columbia, Minnmta. Teaching : Wagner College, Staten
Island, N. Y., 1941-42;Friends School, Bmklyn, N. Y., 1946-47. A,t
Augsburg since 1947.
BERNHARDT
J. &EVEN, Ph.D., Professor of History and Political Science
A.B., Augsborg College, 1922; A. M, University of Minnesota, 1930;
Ph.D., 194r. Addirional study: Hamard. Teaching: High Schml, 192215: Whsaton Cauege, 1946-47. At Augsburg, 1937-46,and since 1947.
W. LAMARRKOPP, A.B., Instructor in Germun
A.B., Goshen College, Indiana, 1952.Additional study: University of Minnesota. A t Augsburg since 19~3.
ARNOLDM. LAHTI,A.B., Instructor in Physics
.4.13., Western Washington CoIlege. Bellingham, Wash., 1947 and 1948.
Addirional m d y : Unircrsicy of Minnesota. Teaching: Western Washington
College, 1947-48: ToIedo Jr. High, 1948-49;University of Minnesota,
1951-1:.
~ 4 Augburg
t
Skcf 191 j.
BJARNEE. LANDA,PhD., A t r d t c Professor of
hgwgas
A.B., Vass Statt Cdege, N m y , 1925; 0,Unhtnity of Southern
Gdifornia, 1928: U ,1930;Ph.D., Univ-tg
of W r a , r952. Teaching: High School, 1930-31; University of Minnesota, 1938-42; Fisk University, 1945-47. U. S. O&e of Censorship, 1942-45. A t Augsburg since
CARL
W. LANDAHL,
M.Mus., Instructor in Mwic
A.B., Ud&ty
d Minnwtg rg3r; BXw., C o I d m School of Mllfit,
Chicago, 1933; XMtvi., 1934; BD., C&omia Baptist neologicd Seminary, 1950. Teaching: Pdvate Teaching, Chicago, 1931-40; Dnkota WBleyan Unberzity, Mitchell, S. D.,1940-42;Northwestern khwls, ?&meapolis, 1950-59. A t Augsburg since 1952.
AUDREYLANDQUIST,
MMus., I n s t m t o r in P i m o ond Organ
B.S., University bf Minnesota, 1940; B,Mus., & c P h d School of Music,
1940; M.Mus., 1944. Teaching: Ma~Phail School of Music rime 1937.
A t Augsburg since 1946.
ROBERT
E. LARSEN,A.M., Assistant Professor of Philosophy
A.B., Luther College, Decorah, Iowa, 1944; A.M., University of Minnesota, 1952. Additional study: Minnesota. Teaching Waldorf College, 194648. A t Augsburg since 1953.
GERTRUDE
S. LUND,A.M., Instructor in Secretarial Science
AB., Augsburg College, 1936; AM., UniPckty of Minnesom, 1911.
Teaching: High School, 1943-41; West C m d SchQol of A & d e
Morris, 1945-47; Duluth Business University, 1947-48; High S ~ h d 1948,
49. A t Augsburg since 1950.
ELEANORCOTTON~ ~ L L E RA.M.,
,
Imtructos in English
A.B., Wheaton College, Wheaton,
1940; A.M., Wheaton College, 1945.
Additional study: South Dakota State College. Teaching: High School,
1940-43, 1945-46; South Dakota State College, 1949-53. At Augsburg
since 1953.
m.,
MUTON, A.M., Instructor in English.
A.B., University of Minnesota, 1948; A.M., 1951. Additional study:
Minnesota. Armed Forces, 1943-46. A t Augsburg since 1949.
JOHN
GERDA
MORTENSEN,AM., Dean of Women and Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21; Hankow Private School, Hankow, China, 1934-3 5. A t Augsburg since 1923.
ARTHURNASH, Ph.D., Professor of Biology
A.B., Augsburg College, I 922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U. S. Army
Air Force, 1942-46. Dean, Augsburg College, 1946-50. A t Augsburg since
1922.
EDORC. NELSON,
M.Ed., Assistmt Professor of Pbysical Education m d Coach.
of Football md Baseball
AB., Augsburg College, 1938; &Ed., University of Minneso~, 1948.
Teaching: High School, 1938-41. U. S. Army, 1941-46. A t Augsburg since
1946.
&EN
Y. NELSON,
Ph.D., h i s k f f l Profer~orof H m e Economics
B.S., University of Minnesota, 1938; M.S., 1941; Ph.D., rgTz. Twding:
H g h S h l , 1938-42; Warem hkhigan CoIIege, K a ~ u f i a ~ m1942-44;
,
University of California, 1944-46; Iowa Srare Teachers College, Su 1948,
1949. At Augsburg since 1951.
IVERB. OLSON,
A.M., Th.B., Associate Professor of Scandinavian
For statement of academic preparation and experience, see Theologicd
Seminary Faculty listing.
ANKEPEDERSON,
A.M., A~soriate Pro~PISOI.of English
A.B., Augsburg College, I gj 2; A.M.,Universiry of Minnesota, I 9; 5 . Addir k n d study: Minnwta, ColumKia. Tnching: High Scbml, 1945-46;
Sari Matm Junior College, California, one semesttr, 1946. At Augburg,
1932-44, and since 1946.
LAVONNE
PETERSON,A.M., Instructor in Physical Education for Women
A.B., Augsburg College, 1950; A.M., University of Montana, 1953. Additional study: hhnesota, Montana, MacPhail School of Music. At Augsburg
since 1950.
LAWRENCEA. QUANBECK,
A.B., Director of Admissions
A.B., Augsburg College, 1947. Additional study: Minnesota. U. S. Navy..
1944-46. Minneapolis YMCA, 1947-1 I. A t Augsburg since 195 I.
TIN QL~ASBECX,
Ph.D., Dem
of Ihe Comegc and Professor a j Edlccstion
A.B., Augsbwg ColIege, ~ 9 2 9 A.M.,
;
University of Minnesota, 1933: Ph.D.,
1952. High S r b d admioistrarion, k t o n r ~ c Minn.,
,
1929-36. Teaching:
W d d ~ r fa U e g t , 1936-38. Registrar, Augsburg College, r 939-46; Dta,
1942-46 and since 1950. A t Augsburg since 19rS.
LELAND B. SATEREN,
A.M., Professor of Music
AB., Augsburg College, 1935 ; A.M., Universirp of Minnesota, 194 j. Additional study: Campsicion with Donald F e r g w n (-Minneapolis), 1941-43.
Teaching: Ehgh School, 193 y-39. M d c Director, Radio Starion KUOM,
University of Minnesota, 1940-4 3. Educational Director, Civilian Public
Service, 1444-46. At Augsbwg 1941-43.and since 1946.
A. M. SAVOLD,A.B., Assistant Professor of Music
A a . , Luther College, 1941. Teaching: Beman County Agriculture and'
Tnining SchmI, Maddock, N. D., 1934-37; Lvnberton Pdblic Schools,
1941-42 and 1946-48. U. S. Armed Forces, 194s-45; Glenwood Public
Scboofs, 1948-52. A t Augsburg since 1952.
RUTH SEWLSON,M.S., Professor of Home Economics
B.S., University of Minnesota, 1925; M.S., 1938. Additional study: Minnesota and Syracuse University. Teaching: High School, 1925-28; University of Minnesota, 1928-44; Washington State College, Summer 1936.
A.t Augsburg since 1944.
GEORGESOBERG,A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950.
Additional study: Minnesota. A t Augsburg since 1926.
PAULG. SONNACK,A.B., Th.B., Assistant Professor of Religion
For statement of academic preparation and experience, see Theological Seminary Faculty listing.
M. STENSVAAG,
S.T.M., Ph.D., Professor of Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
JOHN
CLAIRE. STROMMEN,A.B., Director of Public Relations
A.B., Augsburg College, 1946. Teaching: High School, Springfield, Minn.
Insurance salesman, 1946-13. At Augsburg since 195 I.
~MERTON P. STROMMEN,
A.B., l%.B., College Pastor and Assistant Professor of
Religion
A.B., Augsburg College, 1943; C.T., Augsburg Theological Seminary,
1944; Th.B., 1951. Additional study: Minnesota. Pastor, Mora, Minnesota,
1944-47. At Augsburg since 1947.
OLIlP H. SWENSON,A.M., Instructor in Sociology
A.B., Gustavus Adolphus College, 1943; A.,M., University of Minnesota,
19 50. Teaching: Gustavus Adolphus College, 1947-49, 1950-5 I. Probation
Ofice, Hennepin County, 191 I-. A t Augsburg since 1953.
AGNESB. TANGJERD,
AM., Librarian and Associate Professor of Library
Science
A.B., St. O l d College, 1920; B.S. in L.S., University of h&mesota, 1939;
A.M., 1944. Additional study: Minnesota. With Zion Society for Israel,
1922-28. Teaching: High School, 1929-3 6. Eau Claire Public Library,
1936-38. At Augsburg since 1940.
DANIELB. TETZLAFF,B.S., Instructor in Brass Instrzlments
B.S., University of Minnesota, 1946. Additional study: University of Minnesota. Teaching: Southern College of Fine Arts, Houston, Texas, 1948;
Hamline University, 19 5 2-5 3. At Augsburg since 1953.
ROY PHUIP THELANDER,M.S., Instructor in Biology
A.B., University of Utah, 1949; M.S., 1950. Additional study: Minnesota.
U. S. A m y Air Forces, 1942-46. Teaching: Part-time, University of Utah,
1947-50. At Augsburg since 1950.
GERALDH. THORSON,A.M., Assistant Professor of English
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948. Additional study: Grenoble, Wisconsin, Oslo, Minnesota, Columbia, U. S.
A m y , 1943-46. Teaching: Wagner College, 195 I. At Augsburg since 1946.
JOHN THUT,
A.B., M.Mus., Assistant Professor of Voice
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929; M.Mus., 1936. Additional study: Minnesota. Teaohing: Bethel College, 1924-27; h e r i c a n Conservatory of Music, 1931-44; Colorado State
College of Education, 1946-47. YMCA War Prisoners Aid, England and
Belgium, 1944-46. A.t Augsburg since 1947.
VERA THUT, B.Mus., Instnrctor
in Piano
B.Mus., American Conservatory of Music, 1927. Additional study: American Conservatory of Music and Minnesota; Master Class Work with
Silvio Scionti; Robyn Normal Teachers Training Course; Studied under
Kurt Wanieck. Teaching: American Conservatory of Music, 1926-46;
Colorado State College of Education, 1946-47. At Augsburg since 1947.
A.M., Associate Professor of Sociology
JOEL S. TORSTENSON,
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940. Additional study: Minnesota. Director of Education and Public Relations, Midland Cooperative Wholesale, 1945-47. A t Augsburg 1938-42, and since
'947.
MARGARETSATERENTRAUTWEIN,A.M., instructor in English
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1953. Additional study: Minnesota. Teaching: High School, 1937-47. At Augsburg
since 1949.
~
~
V E.
T TRAUTWEIN,
N
A.M., Assistant Professor of Psychology and Education
A.B., University of Nebraska, 1935 ; A.M., Columbia, 1940. Additional
study: Hamard, Hawaii, Minnesota. Teaching: High School, 1936-42;
Dean, Norfolk Junior College, 1942. Staff, Education and Training m c e r ,
V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, University of Minnesota, 1948-50. U. S. Army Air Force, 1942-46. A t Augsburg
since 1950.
ERLINGJ. URDAHL,A.M., Associate Professor of Biology and Psychology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-35. Principal, Cannon Fdls, Minnesota, 1935-41. At Augsburg since 1943.
S w r r D. WALTON,Ph.D., Assistant Professor of Business Administration ad
Economics
B.S., University of Minnesota, 1947; Y.B.A., Harvard University, 1949;
PbD., Iowa State College, 1953. Teaching: Iowa State College, 1949-52.
University of Minnesota, 1912-5 3. At Augsburg since 1953.
General Information
PURPOSE
Augsburg College is a four-year liberal arts college sponsored
by the Lutheran Free Church for the purpose of giving young
people an opportunity to obtain a broad education in a Christian
environment. In addition to a general education, students may prepare themselves for such vocations as high school teaching, business administration, medical technology, secretarial work, parish
work, missions, and social work. They may prepare for further
study in the fields of dentistry, engineering, law, medicine, nursing, and theology, as well as for graduate study in various fields.
The Skminary, with its facilities on the same campus, offers a
three-year rheological course leading to a Bachelor of Theology
degree. Its purpose is to prepare pastors and missionaries for the
Lutheran Free Ohurch.
LOCATION
Augsburg College and Theological Seminary is located in the
Riverside Park area of South Minneapolis, across the Mississippi
River from the University of Minnesota and within walking distance of the main business section of the city. Science Hall, containing the administration offices, is located at the corner of Seventh Street and Twenty-first Avenue South. Augsburg students
have the advantage of getting their college education in a metropolitan center pulsating with industrial, social, and cultural activities. They have access to libraries, museums, and art collections.
They may hear the best in music and lectures. Minneapolis is
recognized throughout the nation as a vital center of religious
life and activity. Outstanding leaders in many fields both from
other parts of America and from foreign countries are frequent
visitors. College students in the Twin Cities have abundant opportunity to contact present day life at one of its focal points.
HISTORICAL SKETCH
Augsburg was begun as a seminary in I 869, at Marshall, W'~sconsin. It was the first theological seminary started by Norwegian
Lutherans in America. Through an arrangement with a private
institution known as Marshall Academy the Seminary was housed
in the academy building. Students who needed further preparation in academic subjects were to obtain this in the academy. This
arrangement failed to work out satisfactorily; so the theological
group moved to a private dwelling, where classes continued until
1872. In the autumn of that year the Seminary was removed to
Minneapolis, Minnesota, where a building had been erected for its
use. In the same year the school was incorporated under the laws
of Minnesota. The aim of the institution was to train ministers
for the Lutheran congregations which were being organized in
growing numbers in the pioneer settlements that were spreading
rapidly over the Northwest.
The college was established when it became evident that in order
to get students who were adequately prepared for theological
study a college department was needed. So in 1874 a college curriculum was planned which provided for one year of preparatory
studies and four years of college work along two lines, a classical
course to prepare students for theology, and a scientific course to
prepare for the professions. The latter course, however, had to be
discontinued, partly for lack of funds and partly because too
few students selected the course. The first college students were
enrolled in 1874 and the first class was graduated in 1879.
In 1900 a high school course covering three years was established
which in 1910 was expanded to a standard four-year course. This
was discontinued in 1933. In the years 1916-1919 the college
course was thoroughly revised. As a result of this and of subsequent growth, the earlier classical course was greatly modified and
supplemented by social and scientific studies and a more general
emphasis upon the study of the humanities. In recent years there
has ,been continuous study and modification of the curriculum including the introduction of a number of new majors to meet the
developing needs of the students. The Divisional organization was
adopted in 1945. At the present time majors are offered in 17 fields.
Coeducation was introduced in the College in 1921.
In the Theological Seminary there has likewise been a continuing revision of the curriculum and the addition of new courses.
The requirement of a six-month period of internship was added
in 1939. Standards of admission have ,been raised so that a bachelor's degree or equivalent is now the required scholastic preparation. While the Theological Seminary has its own organization, the
Seminary and the College function in close cooperation. Long
experience has proved this arrangement to be mutually wholesome
and stimulating.
Five presidents have served Augsburg during the course of its
history. The terms of o6ce of two of these cover a span of over
half a century. The first president was August Weenaas, who
served from 1869 to 1876. He was succeeded by Georg Sverdrup,
1876 to 1907. Sven Oftedal served from 1907 to 1911 and was
followed by George Sverdru~,whose term extended from 191I to
1937. H. N. Hendrickson served as acting president from 1937
until 1938. Bernhard Christensen, the present president, has served
since that time.
FUNDAMENTAL AIMS
The educational purposes of Augsburg College and Theological
Seminary spring from the conviction that Christianity is the fundamental force for good in human life. All the aims of the College,
as well as those of the Seminary, are bound together by this principle. To express more distinctly the meaning of this, the following statement of aims has been formulated by the College faculty:
T o lead the student to cr deeper understanding and personal
realization of the truth and pvwer of the Chistian Gospel, to
the end that he may become an eeective participant in the
evangelical and missionary task of the Church and an earnest
advocate of the Christian way of life both for the individual and
for society.
To familiarize the student with the clcltare of our own and
other civilizatiolts, not only for the enjoyment this knowledge
affords but also for the development of a more sympathetic
understanding of our fellow men throughout the world.
T o develop the student's ittterest in the attahment of the
comnum pwposes of our counhy, so that he may work for the
welfare of our institutions and for the preservation of our
liberties in community and nation, and also develop an enlightened interest and participation in human affairs throughout the rest of the world.
T o cdtivate in the student a Christian social spirit, in order
that he may realize in his life a right balance between what he
expects of others and the service he will render his fellow men.
To teach t h e student t o discipline his own urges, interests,
amhtiuns, and demands in a way that will effectively contribute toward the development of good character.
To train t h e student in scientific methods of study and also
develop his understanding of the relations of science to the
welfare of humanity.
To stimulate intellectual interest and develop s c h o l l y insight, so that the student may learn to think with accuracy
and comprehension a t the same time as he experiences an understanding of truth which will help him to integrate the findings of science with the deepest spiritual reality.
To awaken and foster in the student a n intelligent appreciation and enjoyment of t h e best in t h e fields of t h e fine arts.
T o guide the student in the understanding of social relationships in order that he may take his place in groups and gatherings with propriety and grace, motivated in his conversation
and conduct by the principles of Christian courtesy and sincerity.
T o provide guidance fw the student in the discovery and
clarification of his aptitudes and his life Purposes so that as
early as possible he may plan his educational program wisely.
T o train students in vocational and professicmaZ lines, giving full preparation for high school teaching, business administration, home economics, and parish work; furnishing partial
training towards the study of medicine, dentistry, nursing, engineering, law, and social service, and offering a four-year
college course preparing for the study of theology.
T o help the student develop certain skills, as in language,
music, physical activities, use of the library, laboratory work,
and typewriting, together with other skills, which will increase
his eaciency in the various relationships of life.
T o agord t h e student wholesome recreational experience which
will contribute toward an effective use of leisure time and develop such qualities as leadership, sportsmanship, and self-control, with good recreational habits, thus providing a constant
source of social and personal satisfaction.
T o instruct t h e student in principles, attitudes, and ideas
pertaining to health, and also to train him in practices and
skills which will promote his physical and mental well-being
and make him better fit to meet the responsibilities of life.
The work of the whole institution, both the Seminary and the
College, is done on the basis of Christianity. The students who
come are invited to take up their college work with the distinct
understanding that the Christian spirit is determining in all things.
They are asked to cooperate willingly in the program of the school
towards that end. The entire program of the school, curricular and
extra-curricular, and the discipline thought wise in order to make
possible the carrying out of this program, spring from the aim "to
see all things through the eyes of Christ."
Enrollment in Augsburg College and Theological Seminary presupposes on the part of the student full cooperation in the ways
prescribed for the attainment of these aims.
FINANCIAL SUPPORT AND CONTROL
From I 870 to I 890, Augsburg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body
with two others, in 1890, resulted in the afdiation of Augsburg
with the newly created United Norwegian Lutheran Church. Due
to cMerences concerning the control of Augsburg a division arose,
and in x 897 congregations whose sympathia were deeply rooted in
Augsburg formed the Lutheran Free Church. The resulting close
association, in educational and spiritual activity, of Augsburg and
the Lutheran Free Church has been marked by complete harmony
of purpose and ideals for more than half a century.
The control exercised by the Lutheran Free Church is indirect.
The Annual Conference of the Church nominates the members
of the Augsburg Corporation and the Board of Trustees. The Corporation through the Board of Trustees exercises direct control
over property, finance, and personnel. Academic control is vested
in the President and the Faculty.
In addition to the income from student tuition and fees, which
has materially increased with the growth and development of the
College, rhe chief financial support of the institution comes from
the congregations of the Lutheran Free Church. In recent years a
growing circle of friends also outside the Lutheran Free Church,
both alumni and others, have contributed financially to the sup-
port of the school. Augsburg welcomes and invites such support on
the part of all who believe in her program of vital Christian education.
MEMBERSHIP IN EDUCATIONAL ASSOCIATIONS.
Augsburg College is fully accredited by rhe North Central Association of Colleges and Secondmy Schools as a degree-granting
institution. It is a member of the Association of American Colleges, the National Lurheran Educational Conference, the Association of Minnesota colleges, and the State Council of Minnesota Colleges.
THE ALUMNI ASSOCIATION
The Augsburg Alumni Association has as its goal to enable the
graduates of the College and Seminary to maintain effective contact and cooperation with one another and with their A h a Mater.
The annual meeting is held at Commencement time each year.
Regional meetings also are held from time to time.
The present ogcers are: Henry J. Bertness, President; Esther
Aune, Vice-president; Marian Lowrie, Recording Secretary; Gloria
Nelson, Harvey Peterson, and Kennet,h Sorenson, Advisers.
THE AUGSBURG FOUNDATION
The Augsburg Foundation, formerly the Augsburg Foundation
Fellowship, is an association of alumni, former students, and other
friends of Augsburg, having as its purpose to give united and
systematic support, ,both spiritual and financial, to the school. The
Foundation was estgblished in 1941 by joint action of the Board
of Trustees and the Alumni Association. Its work is directed by a
General Committee of nine members. A Foundation Day is held
each year.
EDUCATIONAL PLANT
BUILDINGS
The Main, erected in 1900, contains the Chapel, the Library,
the Seminary classrooms and oflices, and a number of college classrooms and oflices.
Science Hall, erected in 1948-49, is a large and completely modern college building. It includes, besides the administration of-
fices, well-equipped laboratories for Chemistry, Physics, Biology,
and Home Economics, as well as the student organization &ces,
the Student Center, a small auditorium, classrooms, and faculty
osces. On the fourth floor is the Tower Prayer Chapel.
Sverdrup-Oftedal Memorial Hall, erected in 1938, is a modem,
fireproof dormitory affording living quarters for about 150 men.
On the ground floor of this building is the college cafeteria and
dining hall.
Sivertsen Hall, acquired in 1939, is a comfortable dormitory
accommodating about 50 women.
Morton Hall, erected in 1888, Edda House, purchased and
remodeled in 1948, and Miriam House, acquired in 195 I, are
smaller dormitories for women, each accommodating about 20
students.
During 1947 two new buildings were added, both located on
~ 3 r Avenue
d
across the Square from the older part of the Campus.
The Gymnasium, an adequate temporary structure, was erected for
the College by the Federal Works Agency as a part of a program
providing educational facilities for veterans. The Music Hall was
acquired by purchase and remodeled to serve the needs of the
Music Department.
Quite a number of dwellings have been acquired in recent years
in the expanded campus area, which are used for faculty and
student housing until this need can be met through more permanent structures. Also three temporary housing units have been
erected by the Federal Works Agency on the campus ground.
The President's Home, a residence of modern architectural
design, located at the south of the Square, was erected in 1949.
Some years ago the beginning was made of a Museum for the
school. Members of the Alumni Association have presented many
t
s
. There are several collections: a Madagascar Cdvaluable d
lection, a Santal Collection, and a considerable collection of rare
minerals, curios, etc. Contributions to the Museum are invited.
In the spring of 1929 the Augsburg Archive Society was organized. The purpose of this organization is to gather and preseme
documents, books, and other articles of historical value. To house
the Archives a fire-proof room which was provided in the Main
has been replaced recently by a large room on the ground floor of
Science Hall. Here are now found a fine collection of periodicals,
old and rare books, manuscripts, letters, and pictures, and also
about I ,000 volumes of Norwegian-American literature, affording rich resources for scholarly research. Further contributions
to the Archives should be sent to Prof. Iver Olson, Archivist.
The collections in the Library aggregate about 27,700 volumes
exclusive of pamphlets.
About three hundred of the best periodicals, and pamphlets dealing with various subjects, and a number of serials devoted to the
interests of special fields are received currently.
Students have access to the Library daily from 7:45 A. M. to
1o:oo P. M. On Saturday the Library closes at 4:30 P. M.
In the Twin City area other libraries are located-which make
their holdings available to Augsburg students, notably, the St.
Paul and Minneapolis public libraries, the latter of which issues
library cards to out-of-town students for each school year; the
James Hill Reference Library in St. Paul, which has one of the
finest reference collections in the Northwest; and the University
of Minnesota Library, which is within walking distance of the
Augsburg campus and is a splendid source of materials for research
papers. Each year Augsburg students make extensive use of all
these libraries.
NATURALSCIENCELABORATORIES
The laboratories of the Natural Sciences are located in the
Science Hall.
Three laboratories and two storerooms for Biology are located
on the second floor; three laboratories and a large storeroom for
Chemistry, and a laboratory and the .two storerooms for Physics
are located on the third floor.
To facilitate instruction the college provides many excellent
visual and auditory aids. Available for classroom use, and for the
use of other college activities, are the following: Two 16mm.
sound movie projectors, two 3 I/4x4 inch slide projectors, three
2x2 slide projectors, a Balopticon, a sound amplification system,
two film strip projectors, and a magnetic tape recording machine.
There is also a well equipped photography department.
The Auditorium in Science Hall is fully equipped for visual
education classes and lectures. Several classrooms are dso provided
with facilities for projection.
SPECIAL PROGRAMS OF STUDY
Evening classes are held as a community sexvice for adults not
enrolled in the day school. Announcement of course to be offered
are made in the fall. Information about the evening school may
be obtained from the o6ce of the Dean.
OF NURSING
AFFILIATIONWITH SCHOOLS
Student nurses in the Schools of Nooursing
at the Lutheran Deaconess and Swedish Hospitals in Minneapolis receive much of their
first semester of instruction at Augsburg College. Application for
admission to the Schools of Nursing should be made to the hospitals directly.
In cooperation with the Minneapolis General Hospital, Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first three years
of this work are taken at Augsburg and a final twelve-month program is completed at the hospital.-
Financial Information
STUDENT EXPENSES
A considerable part of the income on whiah Augsburg operates
is derived from endowment and from gifts, a major part of the
latter coming from the supporting church. Therefore, the fees
charged the student do not constitute h e whole cost of his education, for he enjoys the benefits of the gifts of those who 'believe
in and support rhe work of the school. Fm theological students,
the church assumes the full cost of tuition; a statement of other
expenses in attending the seminary is given in the Seminary section of the catalog.
GENERALEXPENSES
FOR ONE SEMESTER'
Tuition in College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $200.00
This covers instruction, use of the library, and admission
to all athletic events.
h k s , &C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25.00 t0 40.00
Student activity fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.00
Health fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.o~
5.00
Matriculation fee (for those registering the first time) . . .
Key deposit (refundable) . . . . . . . . . . . . . . . . . . . . . . . . . . I .oo
Locker (optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I .oo
Mail box fee . . . . . . . . . . . . . . . . I . . . . . . . . . . . . . . . . . . . .
.5 o
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $245.50 to 260.50
Students registered for more than the maximum number of
credit hours (17 in the College) are charged at the rate of $10.00
for each additional credit hour a week per semester.
Special students will pay at the rate of $17.00 per credit hour
up to 1 1 credits. Those who register for 12 or more credit hours
will pay the regular tuition charge.
The fee for auditing a course is $7.50 per credit hour.
Special students and auditors enrolled for 5 hours or more of
class work per week pay the student activity fee and health fe.
Subject to change.
ROOMAND BOARDPER SEMESTER'
Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 63.00
Board (estimate) . . . . . . . . . . . . . . . . . . . . . . . . . . .
I 60.00
SPECIALFEES
Late registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $
Change of registration after the beginning of the second
week of classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Registration with the Placement Bureau . . . . . . . . . . . . .
Placement fee, depending upon the methad of
placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $3.oo to
Graduation fee. for seniors in both the College and the Seminary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Final examinations taken at another hour than the one
scheduled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Examination making up an incomplete or a condition . . . . .
Comprehensive examination . . . . . . . . . . . . . . . . . . . . . . . . .
3 .00
1.00
2.00
5.00
7.50
2.00
2.00
.
5 oo
MUSICFEESPERSEMESTER
......................................
Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Organ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Brass (private instruction) . . . . . . . . . . . . . . . . . . . . .
Brass (class instruction) . . . . . . . . . . . . . . . . . . . . . . . . . . .
Piano rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Organ rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chord Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Piano
'
..
Art I and 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.00
Art 3 and 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.00
3.00
Home Economics 2, 36, 76 . . . . . . . . . . . . . . . . . . . . . . . . . . .
Home Economics 39 and 40 . . . . . . . . . . . . . . . . . . . . . . . . . . 5.00
Biology 60 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I .oo- 2.00
Biology, 1,2,3N,4, 52, 5 3 , a n d f s . . . . . . . . . . . . . . . . . . 2.50
Biology 7N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.00
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
5.00
Biology 13, 14, 25, 26, and 54
1
.
Subject to change
Chemistry I, 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chemistry 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chemistry 3N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chemistry5,6,~1,5~,53,
54,andss . . . . . . . . . . . . . . . . .
Physics I, 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Physics 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Physics 5 and 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Physics 51 and 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Secretarial Studies 2, 8, 5 I, and 52 . . . . . . . . . . . . . . . . . . . . .
Secretarial Studies I, 5 3, and 54. . . . . . . . . . . . . . . . . . . . . . .
Education 96 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.5 o
2.00
4.00
5.00
2.50
2.00
4.00
5.00
2.5 o
I. 50
15.00
Resident students
General expenses . .
, , . . .
. . . . . . .$245.50 to 260.50
. . . . . . . . . . . . . . . . . . . . . . . . . 223.00
Room and Board
Special, music, or course fees. . . . . . . . . . . . . -2.00 to 3 5.00
Total, approximately
. . . . . . . . $ 4 7 o . ~ oto ~ 1 8 . y o
OiX-campus students
General expenses . . . . . . . . . .
Special, music, or course fees
Total, approximately . . . . . .
,
. . . . $245.50 to 260.50
. . . . . .2.00 to 35.00
. . .
$247.50 to 295.50
PAYMENT OF ACCOUNTS
Srude~~acwunzsare.&hMarthe cimaofre&~ationin
S q t d s and Felmwy. Parena may dqmit money in advan* at
the school or the d e n t may d e dx papent whenhe tegbter~s.
Rw-g
dmt paymest of fees in f d ac reg;sWarjon p e s a
h a n d p m k im v e e &e c&ge bas -toted
s '"deferred p a w - parn". Unde this-plan.%
miniftlum df 205% of the
tuition fee, room fee, and minimum board bill is paid at registration together with all special course and miscellaneous fees. T h e
balance may be paid in monthly installments during the semester.
To defray the cost of the plan a charge of $1.00 is made for each
payment on the student's account after registration.
Subject to change.
REFUNDS
Students who cancel their registration before the middle of any
semester pay tuition at the rate of $14.00 per week for the time
during which they have been in attendance. Students who cancel
out after the middle of the semester receive no refund of tuition.
No refunds are made of the Matriculation and Student Activity
fees. Course fees are paid at the rate of 10% per week ,by students
who cancel out before the middle of the semester.
Papments for board and room are refunded in proportion to
the time students have been in residence. Students who move out
of dormitories but do not cancel out of school are charged the full
semester room rent.
STUDENT AIDS
Financial aids in the form of loan funds, scholarships, grantsin-aid, and employment assistance are available a t Augsburg. Students must meet certain requirements to qualify for loans or
scholarships. The college gives assistance to students in securing
work both on and off the campus.
Several loan funds have been established to assist students in
working out their financial problems. Loans may be arranged at a
reasonable rate of interest for various periods of time.
The Gewral Studmt Loan Fund, established through the gifts
of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club. It extends assistance to members of all classes.
The Charles and Nora Crmch Student Loan Fund, established
in 1954, likewise extends assistance to members of all classes.
The Jhnand Anna Jorgiw Gregory Theological Studmt Lorvn
Fuwd is available to students who are preparing for the ministry.
The Student Aid Fund of the Zion Lutheran Hour, established
under the auspices of Zion Lutheran Church of Minot, North
Dakota, likewise extends loans to students preparing for the minis~ry.
Arrangements for the loans are made through a conference with
the Dean of Students, chairman of the faculty committee on
student loans. In addition ro arranging loans, the committee
counsels students on h c i d matters w i d rhe objective in mind
of helping rhe mudent work out a sat$factorg plan for 'hisfinances.
Prize Scholarships, amounting t o tuition for the second half of
the Fr&a
year, are offered to the highest ranking boy and
the highest ranking &I in each Minnesota high school graduating
class. A number of su& schoIamhips are alsu awarded to other
outstanding high school graduates selected by the Scholarship Committee.
The Opseth Memorial Music Scho1arsh;iP was established in 1953
in memory of Henry P. Opseth, former head of the Music Department and director of tbe Augsburg Cullege Choir. It is awarded
annually to a sophomore w j d ~ student
r
of outstanding promise
or achievement in the field of music.
The Gewge Svmdmp Gadaate F~Elws&$ was atabhhed by
the Board of Trustees of Augsburg in 1947 to honor the menory
of George Sverdrup, Praident of Augsburg from r91 x to 1937.
It is awarded annually to an Augsburg graduate of outstanding
character and abiLity who plans to prepare further for the mcatiOn
of teaching. The amount of the Fellowship is five hundred dollars.
The Keith E. H o # w n M&I
Sckohshifi was established in
1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in
memory of their son who gave his life in the conquw of Okinawa.
The d o l a d i p wnsists of the income from a fund of $ I ,075 and
is awarded annually t o a student selected on the basis of academic
achievement, personal character, and ability in the field of athletics.
T& Lastberan E r o f k h d SchIarshij of $300 is provided by
the Lutheran Brotherhood Life Insurance Society and awarded
each fall to an outstanding Lurheran college senior. The student
is selected by the college in the spring of the junior year on the
basis of religious leadership and &ohtic standing.
The Alcgsburg College Wotnen's Club Scholarship awards, totaling $400, are granted each year to two or more students of outstanding character and excellent scholarship.
T h Adolph Pmlson Mem&Z Prize, from a fund established
by members of the Paulson family in memory of Professor Adolph,
Paulson who taught Social Science at Augsburg from 193o to I 93 5,
is awarded annually to a college student for the best essay written
on an assigned subject in the general field of Christian Sociology.
The amount of the prize is $40.00.
The Celia Fredricksm Schlursbip consists of the income from
a fund of one thousand dollars. It is awarded annually to an Augsburg student from the Lamberton, Minnesota, parish of the Lutheran Free Church.
The Greater Augsburg Alumni AssocilEtim Scholarship of $250
is awarded annually to an outstanding alumnus of Augsburg in
order to encourage and assist promising students in the carrying
out of projects of graduate study.
The Women's Missionary Federation Scholarship is awarded by
the Federation to returned missionaries pursuing further study or
to Lutheran students of recognized Christian character and good
scholastic records who are making preparation for mission work
in evangelistic, medical, educational, literary, agricultural, or other
fields approprite for missionary work. The scholarship is granted
for one year at a time in amounts varying from $so.oo to $250.00
per year for academic and professional training. Higher awards are
possible for graduate work or medical study.
EMPLOYMENT
SERVICE
The employment service, located in the Placement Ogce, has
been successful in placing hundreds of men and women students
in pairt-time positions. The types of work secured are of many
kinds, including recreational leadership, restaurant work, domestic
service, sales work, and secretarial and clerical work.
Students ai-e employed by the college in many activities. For
these positions preference is given to upper-class students who
have maintained a good scholastic average.
Assistance in securing summer employment is also provided
each spring by the Employment Service.
Application forms for part-time employment on or off campus
may be secured from the Admissions or Placement Offices.
Student Community Life
1
3
CHRISTIAN ENVIRONMENT
The influences which mould life and character on a college campus are of many kinds. While the exercises of classroom, laboratory,
and library form the organizing basis of college activity, they need
to be supplemented by other than academic forces. These intangible
but very real supplementary iQuences have much t o do with
creating the spirit of an institution. At Augsburg d e h i t e emphasis is placed upon the maintenance of a wholesome spirit of
Christian community living. Students are urged to give conscious
attention to this personal and spiritual side of their development
and thus contribute toward the prevalence of a vital and happy
Christian atmosphere on the campus.
It is the earnest desire of those who direct the policies of Augsburg that the institution may constantly be permeated by an atmosphere in which the quest for Truth as it is in Christ is prayerf d y fostered in each life.
All students are required to register for two class hours per week
in one of the courses offered in Religion. There are numerous voluntary religious activities in which students are encouraged to
participate. Spiritual Emphasis Week is held twice each year. It is
assumed that every Augsburg student will h d a church home
in Minneapolis and attend its services regularly.
I t is expected of each student that his life, conduct, and influence, both on and 06 campus, shall be worthy of a member of a
Christian College. Those who do not feel drawn to this quality
of life and to the fellowship in which it is nourished should not
seek to be enrolled at Augsburg. A truly Christian spirit and
environment must be the product of the united effort and prayer
of faculty, students, and administration.
THE CHAPEL SERVICE
The heart of Augsburg's program of Christian education is the
daily Chapel Service, where the faculty and students gatfier for
united worship, prayer, and a brief meditation upon the Word of
God. Regular attendance is expected of all students.
DISCIPLINE
The Christian ideals of Augsburg give no room for such demoralizing practices as gambling, drinking, frequenting of public
dances, indiscriminate attendance at movies, and objectionable
card playing. Students enrolled at Augsburg are expected, therefore, not to participate in such practices.
Augsburg reserves the right to dismiss or to discipline any student who is not amenable to advice and direction. The school likewise reserves the right to dismiss any student whose general conduct or influence is unwholesome. Such a student may be removed
although no formal charge is made against him.
CULTURAL OPPORTUNITIES
Augsburg's location in Minneapolis gives its students unique
opportunities to make use of some of the finest educational and
cultural advantages offered in the Upper Midwest. Excellent
art collections are to be found in The Minneapolis Institute of
Arts and the Walker Art Gallery. The Twin City libraries are
large and extensive in their services. The Historical Museum in
St. Paul gives access to large collections of historical material. The
Minneapolis Symphony Orchestra programs and other concerts
afford rich opportunity for music appreciation.
In the Twin Cities are located both the University of Minnesota
and several colleges, affording contacts which are conducive to intellectual and cultural stimulus and development.
CONVOCATION
Regular convocation programs are held at Augsburg throughout
the year. These programs aim to acquaint the campus community
with outstanding personalities and problems in various fields. A
wide range of interests is covered, including the scientiiic, political,
social, religious, and artistic.
RECREATION AND SOCIAL LIFE
"No man is a hypocrite in his pleasures." To learn to enjoy the
right form of recreational activities is an important aspect of preparation for life. At Augsburg there is a definite attempt to encourage the formation of helpful recreational habit-patterns, not
only as regards the definitely planned play-program supervised and
directed by the Department of Physical Education, but as regards
the use of leisure time in general. Wholesale social activities of of
many kinds are fostered and encouraged.
STUDENT AREAS
The Student Center, the Student Council Room, the Augsburgian and Augsburg Echo Offices in Science Hall are headquarters
for many student events and provide opportunity for students,
both campus and city, to meet informally and to promote student
activities. The recreation room at Sivertsen Hall, the gymnasium,
the Dining Hall, and the reception rooms in the various residences
provide opportunities for informal social gattherings and for study
and discussion groups.
The Tower Prayer Chapel in Science Hall is open during the day
for times of quiet and meditation. Smaller groups may request the
use of the chapel for devotional meetings.
STUDENT ACTIVITIES
Student activities are regarded as an integral part of the educational experience of college students. The oflice of Coordinator
of Student Activities has been created to provide centralized services, continuity, and concern for the e~ectivefunctioning of all
student activities.
The program of student activities is organized through the
Student Council. College direction is provided by the StudentFaculty Committee, the Coordinator of Student Activities, and
the faculty sponsors of the several organizations. The Student-Faculty Committee serves as a liaison lbetween the Student Council and
the Faculty Council.
STUDENT
GOVERNMENT
The Student Society. Its purpose is to guide student affairs and
to provide students with training in practical democracy and in
developing student initiative and leadership. An organization of
the entire student body, it is the agency for student government
on the campus. It delegates the authori'ty "to promote and govern
the all-student activi,tiesmof the college to The Augsburg Student
Council. The president of the Council and the major chairmen
are elected by The Student Society. Other memibers are elected
by each of the College classes and The Theological Seminary as
their representatives. A local council of the National Stdent
Association has !ken formed by the Student Council.
Associated Women Students consists of all women enrolled in
Augsburg College. The purpose of this organization is to provide
an organization for self-government, to create a sense of hacrmony
and fellowship among the women of the College, to promote and
maintain a high standard of honor and integrity in matters of
personal conduct, and to encourage participation in college activities.
Memorial Hall Hmse Council is made up of the counselors and
representative students from each house in Memorial Hall. The
members aid in establishing policies for the residents, and assist in
maintaining order in che Hall.
Class Organizations. Freshmen, Sophomores, Juniors and Seniors
each have their own class organization and participate in student
government.
ACADEMIC
Aristotelians. Membership is open to students who specialize in
the natural sciences. Programs are planned to develop and further
the scientific interests of the students.
The Business Club draws membership from the Business and
Secretarial Studies classes. The development of professional interests is the major objective.
T b German Society. This organization is for the purpose of
cultivating an appreciation of the German language and culture.
The Home Economics Club, open to all students in &at department, is an organization promoting professional attitudes toward
all aspects of home and community life.
The Nmse Club. This club is composed of students who are
interested in Norwegian history, literature, music, and art.
The Spanish Club gives members of the Spanish classes opportunity to exercise Ithe use of their knowledge in informal gatherings.
ARTS
The Camera Club. Camera fans meet regularly to exahange ideas
about their hobby and to develop skill in photography.
The Drama Club has been formed 'to give interested students
opportunity for self-expression in the field of the drama.
Film Society. Students interested in lbringing iilms to the campus subscribe to a series each year. Discussions follow on the sociological, psychological, or literary merits of the production.
Forensics. Augsburg is annually represented by men and wornen debaters at intercollegiate contests which are held in various
colleges in Minnesota and neighboring states. There are also local
and intercollegiate contests in oratory. Reading recitals and plays
are additional means of oral expression.
Music. A comparatively large number of students take part in
the musical activities of the school. These are composed of the
choirs and the band and a variety of smaller groups. The aim of
these organizations is to spread the Christian Gospel &rough the
fellowship of music and song.
Membership in the choral organizations and the band is based
upon musical aptitude and interest. College credit is given to members who fulfil the requirements outlined by the Department of
Music.
The Augsbzcrg Cdkge Choir consists of albout sixty memlbers.
From year to year che Choir has toured in various parts of the
United States, singing an average of twenty-five to thirty concerts
during each season. The itinerary has included the West Coast,
East Coast, Canada, and the Midwestern states.
The Augsburg C h a l Club serves as a preparatory choir, and
also trains for concerts which are given both in the Twin Cities
and in ocher parts of Minnesota and neighboring states.
The Augsburg College Concert B d presents regular concerts
on tour. In addition, it gives practical experience in instrumental
music and &us furnishes training for the prospective teacher.
The Male C h u s affords opportunity to those interested in this
special type of group singing. The chorus meets once a week.
In addition to the Choir, Choral Clulb, Male Chorus, and Band,
there are at Augsburg many smaller musical groups, both vocal
and instrumental. For many years Augsburg has sent out duos,
trios, quartets, and similar groups among the churches. These organizations are usually formed and directed by the ,students themselves, subject to the approval of the music department.
Each year the chairman of Music and of Speech together with
faculty representatives of the Music and Speech departments
and a student chairman, sponsor a light opera. The 195 3 presentation was Gilbert and Sullivan, HMS P h f o r e ; the 1954 presentation was Gilbert and Sullivan, The M i U o .
Minneapolis Symphony Orchestra F m m , inaugurated in I 9 5 31954, invites Augsburg students and faculty to sdbscribe to a
series of six concerts of the Minneapolis Symphony Orchestra at
Northrop Auditorium on the University of Minnesota campus at
a special rate. The subscribers constitute a forum for discussion of
musical art. Speakers at the forums at Augsburg in 1953-1954
were Antal Dorati, conduct'or of the Symphony; John K. Sherman, Arts Critic of the Star-Tribune; and Isaac Stern, violinist.
The Writers Club. This organization is composed of students
interested in creative writing. Members submit articles for group
criticism at the regular meetings. This group annually sponsors a
"Creative Night" where all types of creative arts, music, painting,
sculpture, as well as writing, are demonstrated and exhibited.
ATHLETICS
All students and faculty are admitted t o home athletic contests
upon presentation of their athletic cards, which are distributed at
the beginning of the school year.
Physical Edzlcatim and Recreatim. Under the direction of
the Department of Physical Education a wide range of activities
of a recreational nature is arranged for general student participation. Every student is urged to find some activity in which to participate for his own pleasure and recreation.
Co-Rec, or recreational sports, evenings are arranged twice a
week for both men and women to provide recreation and to foster
and increase interest in recreational games and sports.
Imtrmural Athletics. Through the intramural department
competition is maintained in touchball, basketball, table rennis,
badminton, softball, handball, volleyball, horseshoe, tennis, and
shdeboard. Climaxing the intramural program is the Conference Extramural Meet, a special Minnesota Intercollegiate Athletic Conference event in which champions of all intramural sports
of member schools compete for Conference intramural championships.
The "A" Club. Membership in the "A" Club is limited to
men who have won a major A at Augsburg. The aim of this organization is "to bind the 'A' men of the past, present, and future
into a more intimate bond of fellowship, and to keep the athletics
of Augsburg on the highest possible plane."
Women's Athletic Association. The Women's Athletic Association is an honorary organization. Membership is gained by participation in d i v i d u d and group recreation activities with awards
given on a point basis. The Augsburg W.A.A. is a member of
the Minnesota Athletic Association of College Women.
The Pep Club is organized to develop a vigorous interest in support of the college games and sports.
Imtercollegiate Athletics. Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams in football, basketball, baseball, track,
tennis, and golf.
It is the purpose of Augsburg to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy. This philosophy is to 'be reflected in the conduct and outlook of lboth the players and =he spectators. The educational program of the college recognizes that recreation and play are a
fundamental part of human life, and that t'&s phase of life needs
to be cultivated if physical, mental, and emotional health are to
be maintained. Intercollegiate athletics, as a phase of that program, gives recognition to the fact that competitive play can contribute to the development of student interests, skills, insights, and
loyalties.
More specifically, the following outcomes are sought: ( I ) The
student participating in athletics should acquire and exhibit, 'both
in and out of athletics, such ,basic qualities of character as self-
discipline, honesty, sense of fair play, and cmperation. ( 2 ) The
participant should develop the knowledge, interests, and skills
which will be of special use to him in such vocations as teaching
and coaching or recreational leadership, or in his own recreational
activities. Far from being set apart from his educational goal or in
any way competing with it, the student's participation in intercollegiate athletics must either contribute directly to this goal or
be complementary to his other educational activities. ( 3 ) The student spectator should acquire and exhibit some of the finer qualities of Christian character, such as self-restraint, sense of fair play,
appreciation of high grade performance on the part of both opponents and fellow-students, and respect for individual personality.
(4) The intercollegiate a~hleticprogram should contribute to the
development of a unified and healthy "schml spirit". Enthusiasm
for intercollegiate athletics or other cocurricular activities should
not overshadow pride in high scholastic achievement, nor can it
take the place of a well-rounded and effective intramural and general recreational program.
CITIZENSHIP
Brotherhood Week. The last week in February is devoted to
developing Christian concepts of brotherhood, with speakers for
the Campus Chest Fund Campaign speaking for Brotherhood.
Future Teachers of America. The Martin Quanbeck chapter on
the Augsburg campus is open to all students who are interested in
education and especially those preparing for the teaching profession. The program is designed to develop professional understanding and attitudes.
*Human
Relatiom Club is an organization of students w'ho
major in one of the social sciences or d o are particularly interested in human relations.
Organized Field Trips. Various departments arrange for field
trips to places of special interest, such as the State Prison, State
Capitol, social settlement houses, and industrial and financial institutions.
rr9elitical Action Conference. Students interested in history or
political science cooperate with the NSA chairman and the head of
the history department in sponsoring a three-day conference on
Political Action during March.
The Republican Club and the Young Democratic-Farm-Labor
Club are organized to faster interest in political activity and good
government, and to provide an opportunity to discuss issues of
the day.
SPAN. Augsburg participates in Student Project for Amity
Among Nations, a Minnesota organization for students who quali.fy for study abroad according to its program.
The Co-Ed Toastmasters Club. This Augsburg Club is open to
both men and women interested in improving public speaking
techniques.
Student Projects. Augsburg students participate in a large number of projects, such as Campus Chest Fund Campaign, Library
Drive, +he Minneapolis Community Chest Fund, Red Cross,
March of Dimes, Blood Bank, Lutheran World Action, and community surveys.
PUBLICATIONS
Students interested in journalism can get practical experience in
campus publications. All student publications are under the supervision of the Board of Publications, composed of students and
faculty advisers. Each year this board edits the Student Handbook
and Directory.
The Augsburg Echo, a bi-weekly newspaper, offers opportunities for a selected number of students to participate in both journalistic and creative work.
The Augsburgian yearbouk provides outlets for students whose
interests lie in writing, photography, and art.
All publications are student operated. Their primary function
is t o present ehe Augsburg story from day to day and year to
year from the perspective of the student.
RELIGIOUS LIFE
The Religious Life Committee is ,the unit through which the
students and faculty endeavor to promote a religious program
that will supplement and enhance the inherent Christian program
of the college. Co-chairmen of this council are &e student Director
of Religious Activities and the College Pastor. Areas for which
this committee carries responsibility or concern are the Mid-Week
services, dormitory devotions, $iritual Emphasis Weeks, prayer
meetings, and 'similar volunteer group meetings.
This council also serves as a coordinating agency for all volunteer Christian organizations on campus. The two principal organizations are listed as follows:
Missimz Society. This organization promotes mission concern
through a program of study, fellowship, worship, and service. A
highlight of the year is the Mssion Festival.
Lwtberan Student Assochtimz. This group seeks to serve as a
stimulus and outlet for Christian faith and life. Students participate in regional and national LSA Conferences.
SOCIAL
Students at Augsburg are given opportunity for social training
and social recreation. The Student Council &rough the Chairman
of Social Activities, assisted by a Committee on Social Education,
sponsors a monthly all-school activity of a social nature which all
students are urged to attend. Most of these are informal. The Sophomores and Juniors sponsor semi-formal banquets. The Associated
Women Students and a number of other organizations sponsor
teas, dinners, and social affairs on and off campus.
AWARDS
Honors are given each spring at the Honor Convocatiun in
recognition of students who have taken noteworthy part in student activities.
The C h s of 1918 Oratorical Cup was presented to the College
as a prize to arouse interest in oratory. The name of the winner
of the annual contest is engraved upon the cup, which is to remain in the possession of the College and is placed on exhibition
in the % i c e Hall.
The 1927 Class Cup for Scholarship is awarded to the Senior
student of highest scholastic standing who has attended for at least
two years.
The 1925 Class Cup in Athktdcs is awarded to the athlete who
has made outstanding records both in athletics and in scholarship.
Tbe Harold A. Johnsm Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged to
be the most valuable player on the basketball team.
Student Personnel Services
ADMINISTRATION
College students face many new opportunities and not a few
problems. Some problems disappear soon after the student has
enrolled .but in many cases others appear during the four years
of college. In order to help students to make the most of the
opportunities and to provide help in the solution of problems,
Augsburg College has developed a number of services for students.
These include Freshman orientation, vocational and aptitude testing, counseling, housing and food service, health service, recreation
and leisure time activities, hancial aids, student employment service, and extra-curriculdr activities. Graduating seniors and alumni
benefit from the services of the Placement Oflice. The administrative phase of these services is centered in the of6ce of the Dean
of Students. Plans and policy are formulated by the Student Personnel Committee.
FRESHh4A.N ORIENTATION
Freshmen and other new students participate in "Freshman
Days" before the beginning of classes in the fall semester. The
students take tests, inspect the college facilities, and become acquainted with heir fellow students, with the faculty, and especially with their own faculty counselors. Several conferences with
the faculty counselors are scheduled for the students, during
which they plan their program of study.
All freshmen enroll-in a class in Orientation. In this course,
the students learn about standards and requirements of various
areas of college life. Methods and habits of study and related
techniques are explored. Personal health, social adjustment, personal
finances and vocational aims are discussed.
TESTING
A battery of aptitude, ability and interest tests are administered free to all new students during Freshman Days. College aptitude scores, English and reading ability scores are obtained far
later use by counselors in helping students plan their programs.
Personal adjustment scores and vocational interest scores help the
students select occupational goals and future careers.
COUNSELING
The purpose of counseling is to give the student individual
help in all areas of adjustment to college life. The insight and
techniques of adjustment learned will also serve him later in life.
Each new student is assigned a faculty counselor who may serve
for two years. Counselors for juniors and seniors are their major
advisers. The deans and other administrative oi3icers are general
counselors to all students.
The Faculty counselor helps the student plan his educational
program in accordance with 'his life aims and interests. The student {becomesaware of his own abilities and aptitudes through the
analysis and interpretation of test data by his counselor.
Through a system of referral, students may obtain counsel from
any member of the faculty, or from qualiiied persons within the
college community.
VOCATIONAL COUNSELING
Vocational counseling is introduced to freshmen through the
use of a vocational interest test. An Occupational Information
iile in the college library provides study materials for vocational
planning. Career conferences annually bring many professional
people to the campus for group sessions and individual counseling
on job opportunities. By means of such informational material
and *he help of his counselor, the student is able to make a vocational choice appropriate to his ability and vocational interests.
PERSONAL COUNSELING
Students who have difticult personal problems may iind help
through discussing the prdblem with their counselor. Finances,
social adjustments, and church activities are common topics of
discussions. Students v h o have spiritual prablems may confer with
their counselors, or other faculty members, particularly the College Pastor and members of the Department of Religion.
HOUSING
Sverdrup-Oftedal Memorial Hall provides housing for about
I yo men. Fifty women are accommodated at Sivertsen H d , with
House and Edda House
Morton Hall housing twenty, %am
each housing eighteen women.
The college maintains several small apartments for married studena. Applications may be made in the o6ce of the Dean of Students.
Students not living at home must five in college-operated housing, and must take their meals in the college dining hall. Students
may under certain conditions be permitted ,tomake other arrangements, after consultation with the Dean of Women or the Dean
of Students.
Residence halls are open to new students a day before regular
schedules 'begin and are closed wi& twenty-four hours after che
term closes. The rule applies also to vacations. Students who wish
to stay in residence halls during vacations must have special permission from the Deans.
Room rent and b a r d must :bepaid in advance. Rooms are furnished except for bed linen, towels, and blankets. The women
may also provide their own ,bedspreads and drapes. Laundry
facilities are available in each unit. Residents are held responsible
for any beakage or injury to furniture, fixtures, or equipment,
beyond ordinary wear and tear.
ROOM APPLICATION
Application for rooms should be sent to the Dean of Students
or the Dean of Women as soon as the student receives notice of
acceptance. Room assignments are made in order of application.
Residents are reassigned for the next year before August first. '
After all residence halls have been filled, students are assisted
in finding rooms in private homes. The oflice of the Dean of Students maintains a selected list of available housing.
FOOD SERVICE
The ground floor of Sverdrup-Oftedal Memorial Hall houses
a cafeteria and dining hall, a social room, and a private dining
room available to students and other groups upon request.
All students, campus and off campus, share in the privilege of
using these service units. The dining hall will furnish food at
cost to student groups, for special parties or picnics.
STUDENT HEALTH SERVICE
I
+
The Student Health Service provides campus dispensary service
during school days with a registered nurse in charge. The College
Physician has daily office hours on campus for consultation and
for emergency treatment. Physical examinations arc given all entering students. Correcrive treatment is provided where needed,
and a school-wide program of recreation and physical training is
conducted. I d r r n a t y rooms are adjacent to the dispensary. T h e
Health Service is housed in a ground floor section of Memorial
Hall, the men's residence.
Students, faculty, and stafi have chest X-rays taken semi-annually through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit.
PLACEMENT SERVICE
The Placement Bureau assists seniors and alumni in securing
P0s;tions. Continuous contact is maintained with business, governmental, welfare, and educational institutions and organizations
a t the local as well as the state and national levels. Interviews are
arranged both on and off the campus. A registration fee and a
small placement fee are charged.
The employment service which assists students in obtaining
part-time employment is also located in the Placement Oflice.
Augsburg College
ACADEMIC ADMINISTRATION
Admission Procedure
Application for admission should be made on the regular admission form, which can (be secured from the Office of Public M a tions of from t h e Oflice of the Regimar. These forms are generally available also in Mmnesota high schools. The application,
together wi& t h e high school record, p r k o u s college record, if
any, two letters of recommendation, and a small photograph,
should be sent to the Office of PubIic Relations. A student seeking
adrmssion in t h e fall semester should apply not later than Septernkt 1 5 and for rhe spring semester by February I .
Requirements for Admission
~ u g s b u College
r~
admits as students, men and women of g o d
moral character and sound health who appear to have the ability
to succeed in college. Escimate of ability is determined by rank
in the high school graduating cIass and in the college aptitude test.
The normal basis for admission is the completion of the courses
of grades nine to twelve in an accredited high school. No definite
pattern of subjects is required, but it is recommended that rhe last
four years of high school include four units of English, or three
units of English and two of a foreign language, two units of social
studies, and one unit of mathematics. A unit is defined as a course
covering one academic year and equivalent to at least 120 hours
of classwork. Graduates of unaccredited high schools are considered for admission on the basis of their rank in high school and
their achievement in a college aptitude examination and an English
achievement test.
Applicanrs who are not high school graduates bur who give
evidence of sugcient maturity are considered for admission upon
recornmmdation and on rhe bash of achievement in a college aptitude test, English achievement test, and General Educational
Development Tests on literary materials, social science materials,
and natural science materials.
For most graduates of Minnesota high schools the results of the
college aptitude and English achievement tests are available in ad-
vance if they have been taken in the state-wide testing program.
The General Educational Development tests are available to service
men through the Armed Forces Institute. All tests may, however,
be taken at Augsburg by arrangement with the Registrar.
The College reserves the right to reject the applications of students whose previous records or aptitudes, as measured by tests,
indicate they may have difliculty with college work.
Deficiencies
Applicants who have been accepted for admission with a deficiency in English will be required to register for a special course
in English. Such deficiency and the requirements with regard
to additional training will be determined at the beginning of
the Freshman year by means of tests. The requirements include
the attainment of definite standards as to spelling, grammar, pronunciation, and general correctness in the use of the English lanPage.
Transfer and Advanced Standing
Students are accepted by transfer from other institutions if they
did satisfactory work and were otherwise in good standing there.
If their previous work was unsatisfactory, they will be admitted
at Augsburg only under special circumstances.
Advanced standing, that is, credit for courses completed, is
granted to students d h o present satisfactory transcripts from accredited institutions. In certain cases advanced standing is granted
on &e basis of comprehensive examinations.
Admission of Veterans
Veterans, qualiiied for educational benefits under any of the
government programs, may study at Augdburg and receive these
benefits. The veteran must secure a c e d c a t e of eligibility from
the regional office of the Veterans Administration. Application
for benefits must be made in advance of registration, except that
veterans who are eligible for assistance under Public Law 5 50 may
make application for entitlement when they enroll at rhe college.
In order to receive college credit for experience in the military
services, the veteran must present a photostatic or certiiied copy of
his Separation Record at the Registrar's W c e . Evaluation will
be made according to the recommendations of rhe American Council on Education. Veterans who have completed basic or recruit
training will be granted a total of 4 semester credits, 2 in health
and 2 in physical activities. Some college credit is given for the
completion of the work in certain service schools and for some
courses taken through the Armed Forces Institute.
Registration
Students who have been accepted for admission should register
on the days designated in the Calendar for this purpose. Students
who register later than three days after classes begin are charged
a late registration fee of $3.00. No student may register for or
enter a course later than .two weeks after the beginning of classes.
In registering, care ~hould\betaken to include the Lower Division
requirements during the first two yms. However, if such registration is delayed beyond the second year, a student will neither be
required nor permitted to register beyond the allowed number of
credit hours per semester in order to make it up.
No credit will )begiven a student for any subject for which he
has not registered. The college reserves the right to cancel any
course for which there is not sugcient registration.
Registration means that the student accepts all the rules and
regulations established by the school.
The normal registration is 16 credit hours. A credit hour is
defined as one recitation period a week throughout a semester.
The privilege of registering for more than 17% credit hours
may be granted only to students who have gained an average
record of By or two honor points per credit, in their previous
college studies. Exceptions to this rule may be made under certain
conditions determined by the Admissions and Scholarship Committee. No student is permitted to carry work for more than
20 credits per semester.
Students working part-time are urged to arrange the amount of
their registration accordingly.
~ H A N G E OF REGISTRATION AND CANCELLATION
In case a student desires to make any changes in his registration,
he must obtain a form from the Registrar's oflice on which he may
make application, stating clearly his reasons for desiring the change.
Approval of the teachers concerned and the student's adviser
and the Registrar must be obtained before a change will be permitted. A course which is abandoned without being cancelled through
the Registrar's Oilice will result in a grade of F.
Changes of registration which involve the adding of courses
cannot be made later than two weeks after the beginning of classes.
Changes which involve canceling a course cannot be made after
the middle of the semester.
A fee of $1.00 is charged for each change of registration after
the lbeginning of the second week of classes.
A student who finds it necessary to leave school before the end
of a semester must cancel his registration at the Registrar's o6ce
in order to remain in good standing.
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registration will
not be allowed unless the student has a grading of C average, or
I honor point per credit, in his courses at Augsburg. Also, the
combined number of credits in any semester must not exceed 17.
The credits thus gained a t the University may be transferred to
Augsburg College and counted towards graduation.
Classification
In order to be classified in one of the college classes, a student
must be carrying a minimum of twelve hours of work in which
college credit is given.
Classification is based on the attainment of the following number of credit hours together with an equal number of honor points:
Sophomore, 24; Junior, 58; Senior, 92.
Classification for the Catalog, the Student Directory, and for
all other purposes is determined by this regulation.
Probation and Elimination
There will be a meeting of the Admissions and Scholarship Cornrnittee a t the end of each semester to consider students who are
doing unsatisfactory work, in order to drop from the rolls those
students for whom further attendance is deemed inadvisable.
Freshmen who obtain honor point ratios of .5 or below, Sophomores
.6 or below, and Senior College students .8 or below, as well as
students with 6 or more credits of F, at the end of a semester are
placed on probation during the semester that follows. They remain on probation until an honor point ratio of I is attained for
one semester. A student is not allowed to remain in college on
probation for more than two semesters consecutively, except by
special permission.
In order to be eligible for membership in inter-collegiate athletics, a student must have obtained in his last semester a passing
grade in at least 12 hours of college work, 6 of which must be C
or better.
Class Attendance
Regular attendance in class is required. Students who h d it
necessary to be absent because of illness or for other reasons should
confer with their teachers.
Students are expected to arrange the hours of part-time employment so that work does not contlict with classes. Any exception
to this rule must be agreed to by the teacher of the class affected
and must be approved by the Dean of the College.
A record of attendance is kept by each teacher, and periodic
reports are submitted to the Registrar. A t the end of the semester,
a record is made of the total absences of each student for the
semester.
Absences for tours, field trips and other instructor-arranged
activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods albsent, are issued
by rhe Dean to all instructors involved.
Teachers deal wirh tardiness as they see fit. Students arriving in
class late must assume responsibility for reporting their presence
to the teacher.
Examinations
GENERALRULES
Students are urged to plan their work well from the very beginning since tests are given periodically throughout the semester.
During the first part of each semester reports of the grades attained
are made to the Registrar and the counselors. In addition to this,
h d reports are made at the close of each semester.
Regular written examinations are held at the close of each semester. N o student or class may arrange to take a h a 1 examination
in any course before the examination week.
Absence from a final examination without a s d c i e n t reason
will result in a grade of failure in the course concerned.
A student who has to be absent from a h a 1 examination because of a conflict with outside work from which he cannot obtain an excuse may arrange to take such an examination during
some period after the time on which the subject is scheduled.
If a student has obtained permission from the proper authorities
to take a h a 1 at another hour than the one scheduled, he is charged
a fee of two dollars for such an examination. The fee is to be
paid to the Treasurer of the school, and, before the student takes
an examination, he must obtain a statement from the Registrar's
oflice and bring it to the teacher concerned. The teacher will give
no examination before he has this statement.
A condition or an incomplete received at the end of the semester
must be removed within the first five weeks of classes of the following semester of attendance or within a year if the student has
not 're-enrolled. Extension of this time may be made by the Registrar's Of3ice in cases of illness. If incompletes and conditions are
not removed within the time allowed, the condition automatically
becomes a failure and the incomplete may be changed to a passing
grade only when the average of the previous work is suf3iciently
high. The final grade after the condition examination is taken
may not be higher than D A fee of $2.00 is charged for an examination making up an incomplete or a condition received at the
end of a semester.
Comprehensive examinations may be ,permitted in courses in
which the Admissions and Scholarship Committee feels the student
has adequate preparation or background. Students who wish to
take a comprehensive examination must apply in writing to this
committee. When permission is granted, the necessary approval
forms may be secured at the oilice of the Registrar. A fee of $5.00
is charged for each examination and must be paid in advance.
Examination questions and the answers will be filed in the Registrar's oilice.
Grade Values
A-Superior,
g honor points per credit
%Very good, 2 honor points per credit
I honor point per credit
&Satisfactory,
M a s s a b l e , no honor points per credit
F -Failure, minus I honor point per credit
E--Condition
I -Incomplete
GRADUATION REQUIREMENTS
In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courser, and
grades. A student who ~ l a n sto graduate from Augsburg is urged
to study the requirements as outlined in this section of the catalog
and: in the department in which he plans to major. It is the responsibility of the student to see that he includes the required
subjects at the right time in his program of studies. The faculty
advisers, .&e Dean, and the Registrar will gladly assist him in planning his program.
Lower Division
For a proper distribution of subjects among the fundamental
fields of knowledge the following credits are required of all students in the Lower Division, laying rhe basis for study in profescollege education.
sional fields or for a
Religion
2
credits each semester
English: Course 1-2 or 3-4
6 credits
Students exempted from Freshman English must earn
6 credits in literature.
3 credits
Speech: Course I I
Foreign Language
8 credits
Students who have studied a foreign language for
three years in high school and students with majors in
Home Economics are exempted from &is requirement.
Social Sciences: Hist. I -2, 2 I, 22, or SOC.
credits in Sociology, or Phil. I 5 , I 6
I
Natural kiences
and 3 other
6 credits
8 credits
Health and Physical Education: Courses 2, 3 and 4
3 credits
Students with majors in Home Economics will substitute H. Ec. 68 for P. E. 2.
Psychology required in certain fields
Orientation required of all Freshmen
4 credits
I
credit
Upper Division
MAJORAND MINORS
A student is required to complete a major and one or more
minors for graduation. The major subject is determined by the
student's aims as well as by his particular interests and aptitudes
as shown in the quality of work he does in the Lower Division.
It is well for the student to know in his Freshman year what
major ' h e of study he will pursue. Students who are still undecided as to their major choice when they appear for registration in
the junior year, should, before they register, consult with a faculty
counselor and with heads of the various departments to determine
their field of major work. In planning the major, a student is required to consult with the Head of the Department offering the
major. Majors are offered in the following areas: Religion, Philosophy, Greek, English, Speech, Music, History, Sociology, Social
Science, Business Administration, Business Education, Home Economics, Biology, Chemistry, Natural Science, Mathematics, and
Physical Education.
For major and minor requirements as to hours of credit see
departmental statements.
ELECTIVES
Electives are planned with the purpose of properly distributing
a student's choices among the fundamental fields of knowledge and
culture, as well as among the correlatives of the major. Upper
Division students should, as a rule, choose their electives from
courses designated as Upper Division Courses. At least thirty
credits in Upper Division Courses must be completed for graduation. Courses numbered 50 or above are designated as Upper Division Courses.
TOTALCREDITSAND HONOR
POINTS
The amount of work required for graduation comprises a
minimum of 128 credits with an average grade of C, or one honor
point for each credit taken. A credit equals one recitation period
a week throughout one semester.
Honor points are computed at the rate of one honor point for
each credit with a grade of C, two honor points for each credit
with a grade of B, and three honor points for each credit with a
gade of A.
ENGLISHPROFICIENCY
In order to qualify for the A.B. degree a student must demonstrate a proficiency in the writing and speaking of English.
RESIDENCEREQUIREMENT
To receive the A.B. degree the candidate must spend at least
the concluding year for such a degree in residence.
DEGREEWITH
DISTINCTION
The A.B. degree with distinction is conferred as follows:
Average honor pointa
per credit
2.8-3.0
-7942.1-2.49+
2.5-2
Distinction
Summa Cum Laude
Magna Cum Laude
Cum Laude
Only students who have spent at least two years in residence
are eligible for honors.
RECOMMENDATION
FOR GRADUATE
STUDY
In order to receive a recommendation for graduate work, a
student must attain an average grade of By or two honor points
per credit.
CURRICULUMS
..
The following courses of study are outlined as guides for the
student and his adviser in planning a program which will prepare
him for tbe vocation of his choice.
Tbe Christiafi Ministry
Completion of the pre-seminary curriculum qualifies the student
for admission into the three-year course in the Theological Seminary, which prepares students for the Christian ministry as pastors
or missionaries. The following program gives the approximate
pre-seminary course. Separate curriculums have been worked out
by which a student may major in History, or Philosophy, or English, or Sociology. The student should seek the counsel of the
Seminary adviser as early as possible, as variations according to
the major chosen may affect the choice of courses even in the
Freshman year.
The Seminary adviser for candidates for Augsburg Seminary is
Mr. Stensvaag, for candidates for other Seminaries, Mr. Helland.
Frerhmln
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Orientation
....................
Health .......................
Physical Education . . . . . . . . . . . . .
Freshman English ..............
Foreign Language . . . . . . . . . . . . . .
hropcan Civilization . . . . . . . . . . .
or Natural Science. 8 Cr.
kiobgy .....................
I
2
1
6
8
6
6
-
Sophomore
speech ....................
Natmal Science . . . . . . . . . . . . .
or English Literature, 6 Cr.
New Testament Greek.. . . . . . .
Psychology . . . . . . . . . . . . . . . . .
History ....................
or English Literature, 6 Cr.
Typewriting . . . . . . . . . . . . . . .
33
J
h
New Testament Greek.. ........
Foreign Language . . . . . . . . . . . . . . .
Humanities or Philosophy. . . . . . . .
History or English . . . . . . . . . . . .
Hymns of the Churoh.. . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . .
8
6
6
6
2
4
-
Senior
Youth Work in the Church.. . . . .
Principles of Christian Education. ..
History or English.. . . . . . . . . . . .
Philmphy or Logic... . . . . . . . . . .
Economics or Education or Political
Science . . . . . . . . . . . . . . . . . . . . .
English (for major or minor). . . .
Electives . . . . . . . . . . . . . . . . . . . . . .
s
2
6
3
6
6
6
-
The foreign language requirement includes 16 semester credits
in Greek, and 14 semester credits in Latin, German, or Norwegian.
Parish and Missionary Workers
The purpose of this course is to train men and women for effective service in the Church at home or abroad; that is, as teachens
in vacation, week-day and Sunday schools, as youth leaders, and
as parish workers. The course is so arranged that the student will,
upon its satisfactory conclusion, receive the A.B. degree and also
a certificate indicating that he is a qualified parish worker.
Students interested in becoming parish workers should consult
with Mr. Stensvaag, parish work adviser.
The suggested schedule provides for a minor in Religion and
makes it possible to plan for a major in History, English or Sociology. It is also possible ta plan for a major in Religion with a
minor in Home Economics or some other field. The courses essential for the securing of the Parish Worker's Certificate are itdctzed
in the outline below.
Freshman
Bmic Bible . . . . . . . . . . .
Freshman English . . . . . .
Natural Science . . . . . . .
Typewriting . . . . . . . . . .
Principles of Sociology . .
So&l Problems . . . . . . .
Orientation . . . . . . . . . . .
Phpical Activities . . . . .
Electives . . . . . . . . . . . . .
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . 4
Beginning Public Speaking . . . . . . . 3
Types of Plcblic Spcecb.. . . . . . . . . 3
Foreign Language
8
Electives . . . . . . . . . . . . . . . . . . . . . 7
Junior
Tbe Missionary Enterprise . . . . . . . .
Principles of Christian Edwatim . . .
Tbe Christian Churches . . . . . . . . .
Tbe Lutheran Cbnrch . . . . . . . . . . .
Social Psychology or Urban Sociology . . . . . . . . . . . . . . . . . . . . . . . .
Acting . . . . . . . . . . . . . . . . . . . . . . . .
Story Telling . . . . . . . . . . . . . . . . . .
Elemumkry Shorthand . . . . . . . . . . .
Recreational Activities . . . . . . . . . . .
...............
General Psychology . . . . . . . . . . . . . 4
Health ........................ z
First Aid . . . . . . . . . . . . . . . . . . . . . I
Senior
z
t
2
n
3
3
I
6
I
Electives . . . . . . . . . . . . . . . . . . . . . . 10
Parish Work . . . . . . . . . . . . . . . . . .
Youth W i d in the C h r c h . . . . . .
Educational Psychology . . . . . . . . .
Hymlrr and Mwic of tbe Chnrcb.
Fandamentalr of J w m h . . . . .
Craf tr . . . . . . . . . . . . . . . . . . . . . . .
Fields of Social Work. . . . . . . . . . .
Secretarial Practice . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . . . I 3
Each state ,sets certain requirements for obtaining a teacher's
c e d c a t e . The course outlined below satisfies the requirements for
a c e d c a t e for high school teaching in Minnesota. The same p r e
gram will meet the demands set by most of the neighboring states.
The m d m t should apply to the Department of Education for
admission to the Education curriculum during his Sophomore
year. Admission will be determined by a committee on rhe
basis of scholarship and other qua~cations. In addition to departmental majors, broad majors for teaching may be secured in
natural science, social science, and business education.
Freshman
Sophomore
' ~ e l i ~ i o n. . . . . . . . . . . . . . . . . . 4
\ F r e h t m ~ n ~ l i r.h. . . . . . . . . . . . . 6
E m p a n Civiliz&on . . . . . . . . . . . 6
\3Religion . . . . . . . . . . . . . . . . . . . . . . 4
~ o r r i g a-ge
or N.N.~
Science . . . . . . . . . . . . . . . . . . . . . 8 Speech ....................... 3
. . . . . . . . . . .Foreign
. . . Language
. . . I or N a d
phpricd Edmcadon , . . . . . . . . . . ., I
Saence . . . . . . . . . . . . . . . . . . . . 8
H4
T q
h l t h ........................ 2 \I ~sychology . . . . . . . . . . . . . . . . . . . 4
Electmcs . . . . . . . . . . . . . . . . . . . . . . 4 Electives . . . . . . . . .
- 13
-
C .7.,
32
Junior
Religion . . . . . . . . . . . . . . . . . . .
4
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Educarional Pqchology . . . . . . . . . 3
Twhinng in High School.. ....... 3
W p h y . . . . . . . . . . . . . . . . . . . .6
Group Activity . . . . . . . . . . . . . . . . 2
1
&
in Major or Minor.- . . . .14
Principlw of Guidm-. . . . . - . . . . . 3
History and Philosophy of
Education . . . . . . . . . . . . . . . . . . 3
Student Teaching . . . . . . . . . . 4 or 5
Special T&g
Me-.
....... 3
Electives ..................... .I4
32
32
-
-
The program in bminesc administration is intended for students
who are planning for work in the fields of bwiness and industry.
The course affords thorough preparation for a business vocation
and r d t a in a Bachelor of A r t s degree.
Fruhmvl
Religion . . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English ............... 6
European C i v h t i o n or Sociology. . 6
Principles of Accounting . . . . . . . . . 6
Foreign Language .............. 8
Orientation . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . . z
Physical Education .............
I
Junior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
United Statca History . . . . . . . . . . 6
B
h Law .................. 3
Advanced Accounting . . . . . . . . . . 3
Business Finance . . . . . . . . . . . . . . . . 3
Money and Banking . . . . . . . . . . . . 3
Ele~rireC
~
................
P
10
Sophomore
Religion . . . . . . . . . . . . . . .
Speech ...............
Natural Science ........
Psychology ............
Principles of Economics . .
Introduction to Statistics.
Elective credits . . . . . . . . .
Senior
Religion . . . . . . . . . . . . . . . . . . . . .
4
Marketing or Production . . . . . . . . 3
Labor and Management Relations . . 3
Public Finance and Taxation . . . . . . 3
Elective credits . . . . . . . . . . . . . . . . - 1 9
Secretarial Work
Preparation for teaching [businesssubjects in high school requirca
work in the departments of Business Admidstration and Secre6 1 Studies An outline of the requirements in business education appears under the Department of Seoretarial Studies
The first year of ihe following program provides preparation for
certain oflice positions Completion of the second year provides
more advanced training A student who has had similar coursed
in high school may be admitted to advanced classes on the basis of
a proficiency test
.
.
.
.
.
Pint Year
Religion . . . . . . . . . . . . . . .
Fmhman E n g U . . . . . . .
Elementary Shorthand . . .
Elementary Typewriting .
Intermediate Typewriting
P.rinciplea of AccoUdn'g .
Otiell~tion............
Phyniul Education ......
Health . . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . .
Second Year
Religion . . . . . . . . . . . . . . . . . . . . . . 4
speech . . . . . . . . . . . . . . . . . . . . . . . . 3
Advanced Typewriting . . . . . . . . . . z
Advanced Shorthand ............ 4
Psydlology . . . . . . . . . . . . . . . . . . . . 4
Secretarial Practice . . . . . . . . . . . . . 3
O9ice Machines ................ 2
Coneumer Edocttion ............ z
Electives . . . . . . . . . . . . . . . . . . . . . . 8
.
32
V o c a t in
~ Home EEmwmics
From the vocational point of view, the work in the Department
of Home Economics is intended to prepare students for homemaking, to equip them for the teaching of home economics in
high school, and to give them the &st two years of the training
required for such vocations as dietetics, institution management,
home economics in business, home economics and journalism, and
home economics extension.
Each student who plans for a vocation in this field should consult members of the home economics staff about the details of the
program when she lbegins her college work. A curriculm for a
home economics education major is given lklow. Courses in italics
are not required for a general home economics major.
Freshman
Religion . . . . . . . . . . .
Orientation
Physical Education . . . .
English . . . . . . . . . . . . .
Principles of Physics. . .
Principles of Chemistry
Art in Daily Living. . . .
Clothing Selection . . . .
Nutrition . . . . . . . . . . .
Clorhiig Construction .
Speech . . . . . . . . . . . . . .
Sophomore
Religion . . . . . . . . . . .
Psychology . . . . . . . . .
Economics . . . . . . . . . .
Marriage and Family
Principles af Sociology
Anatomy . . . . . . . . . .
Child Development . .
Foods . . . . . . . . . . . . . .
Electives . . . . . . . . . . .
Junior
Religion . . . . . . . . . . . . . . . . . . . . . .
Educational Psychology . . . . . . . . .
Group Activity . . . . . . . . . . . . .
Teaching in High School.. . . .
Bacteriology . . . . . . . . . . . . . . . . .
Textiles . . . . . . . . . . . . . . . . . . . .
Color and Design . . . . . . . .
.
Home Planning . . . . . . . . . . . . . . .
Family Health . . . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . .
4
3
z
3
4
Senior
Religion . . . . . . . . . . . . . . . . . . . . .
Special Methods . . . . . . . . . . . . . .
Student Teaching . . . . . . . . . . . .
Principles of Guidance . . . . . . . .
History and Philosophy of Educa-
z
3
3
r
6
-
Home Management Problems. . . .
Home Management Laboratory. .
Advanced Clothing Construction
Electives . . . . . . . . . . . . . . . . . . .
32
Electives must be in the minor field which the student selects.
Dentistry
Preparation for the study of dentistry can generally be completed in two years. The following schedule will meet the ordinary
requirements for admission.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . 4
F r e h m n Englhh . . . . . . . . . . . . . . . 6
Inorganic and Qualitative ChemLtry
.........................
8
Inuoduciiom to Mathematical Aa-
. .. ... .. . ... .. . . . . . .. .. I 0
orientadon . . . . . . . . . . . . . . . . . . . I
H d t h . . . . . .. . .. . .. .. . .. .. . . . . 2
Physical Education . . . . . . . . . . . . . I
sly+
-
Sophomore
Religion . . . . . . . . . . . . . . . . - . . . . .
European C i v h t i o n . . . . . . . . . . .
Zoology . . . . . . . . . . . . . . . . . . . . Organic Chemistry . . . . . . . . - . - .
General Physics . . . . . . . . . . . . . .
4
6
8
8
8
34
32
Most hospitals prefer that applicants to their nurses training
schooIs have at least one year of college. In many instances, two
or more years of college work would be desirable. A twu-year
schedule may be arranged with the Registrar for those planning
to enter the School of Nursing at the University of Minnesota.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
N s d Science . . . . . . . . . . . . . - - 8
.. . .. . . ... . . . . . . . . . 4
r'qSodob8p . . . . . . . . . . . . . . . . . - . . . 6
Elanen01 of Nutridon.. . . . . . . . . . 3
orht8tion . . . . . . . . . . . . . . . . . . . I
W M Educstiw . . . . . . . . . . . . . I
.
33
Sophomore
Religion . . . . . . . . . . . . . . . .
- 4
History or Politid Science-. . . . . . 6
. .. . .. ... .. . . . . . . . . . 6
.......................3
Science . . . . . . . . . . . . . . . 8
HumoPitiea
speech
N a d
Physical Education . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . .
3
4
34
The following courses of the School of Nursing of the Lutheran
Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg College. This is a part of the three-year course offered by
the hospital. Application for admission to the School of Nursing
should ;be made to the Lutheran Deaconess Hospital, Minneapolis,
Minnesota.
First Year
Religion . . . . . . . . . . . . . . . . . . . . . z
Anatomy and Physiology.. . . . . . . 4
B o c ~ l o g y. . . . . . . . . . . . . . . . . . . 3
a d t r y
....................
Second Year
3
Psychology . . . . . . . . . . . . . . . . . . . ., 2
-
Sociology . . . . . . . . . . . . . . . . . , . . . .
2
-
14
2
Medical T e c h l o g y
Students may complete a course leading to the Bachelor of Arts
degree with a major in Medical Technology by completing three
years of work at Augsburg College and twelve months at General
Hospital, Minneapolis. This course prepares them for examination
for certification in Medical Technology. It is recommended that
students in this curriculum choose a minor in an unrelated field.
The following program is suggested.
Sophomore
Freshman
Religion . . . . . . . . . .
Freshman English . .
General Zoology . . .
Religion . . . . . . . . . . . . . . . . . . . . . .
horganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . .
General Psychology . . . . . . . . . . . . .
S p e d ........................
Foreign Language ..............
Electives . . . . . . . . . . . . . . . . . . . . . .
sacialsciexlce . . . . .
Orientatkn . . . . . . .
.Health . . . . . . . . . . .
Physical Education
Electives .........
k
8
4
3
8
5
-
32
J
4
-Religion . . . . . . . . . . . . . . . . . . . . . . . 4
h d y d c a l Chemistry . . . . . . . . . . . 4
Bacteriology . . . . . . . . . . ., . . . . . . . 4
l%lecrives . . . . . . . . . . . . . . . . . . . . . . 2 0
32
Senior
Lectnres, laboratory and pmcticd
work at General 1for
twelve months.
32
Engineering
A student may take two full years of pre-engineering at Augsburg More transferring. The course outlined below applies to the
fields of aeronautical, electrical, agricultural, civil, industrial, and
mechanical engineering and engineering mathematics at the University of Minnesota. The chemistry and chemical engineering
programs will be slightly different.
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Introduction to Mathematical Andy& . . . . . . . . . . . . . . . . . . . . . . .lo
Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6
General Physics ................ 8
Orientation .................... I
Physical Education ............. I
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . . r
Elementary Calculus and Differential Equations . . . . . . . . . . . . . . . . IOI
Modem Physics . . . . . . . . . . . . . . . . 4:
Electricity and Magnaism . . . . . . . 4
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . 8:
Survey of European Civilization or
Principles of Sociology and Social
Problems . . . . . . . . . . . . . . . . . . . . 6.
3.6
36
-
-
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the course in civil engineering, in which case it must (be taken in summer session.
Law
The following two-year program is planned especially to meet
the needs of students who purpose to transfer to the Law School!
at the University of Minnesota. It is p s i b l e to modify the program for admission to other law schools.
Religion . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
P.&ciplea of Aammtiug. ......... 6
Hnmanitk .................... 6
Eozopean Ci...........6
O r i e n h ....................
He4lrh . . . . . . . . . . . . . . . . . . . . . . . .
Pbpkd Activitk ..............
I
2
I
-
-re
Religion . . . . . . . . . . . . . . . . . . . . r.
chIis&n Ethiu . . . . . . . . . . . . . . . . 2P,k&p1ea of Ecanomkr... . . . . . . . 6.
American Government ........... 6
Logic . . . . . . . . . . . . . . . . . . . . . . . . . 3
History of Philomphy.. . . . . . . . . . .3;
General Psychlogy . . . . . . . . . . . . . +
HistoryofEngland . . . . . . . . . . . . . . 3
speech or sociology. . . . . . . . . . . . . . f
-
Medicine
~faediwt~r~;tm;n;mtrm~tbree~of*
bat: Q I I ~ gtadsnts
~ C ~& &d btamtol
~ p ~ t h e i r ~ w o r k . M a f ' e e n ~ ~
The f ~ ~ g p r o g mwdl
mmee the requkrmts af mosr m d h l
dm&, bcft 5 is a d v i d e for &ti atudtnt to m d y tbe reg*men@of the medid dm1 to which he plans to a&.
&CWb&
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Inorganic and Qualitative Chernistry . . . . . . . . . . . . . . . . . . . . . . . . . 8
introduction to Mathematical Analysis . . . . . . . . . . . . . . . . . . . . . . . 10
Orientation . . . . . . . . . . . . . . . . . . . I
Health ........................ z
Physical Education ............. I
Religion ......................
4
History or Phdomphy ........... 6
Zoology ..............,....... 8
Psychology ....................
4
Qualitative Analyaia ............ q
Quantitative Analysin ? .
, ...... 5
Speech .................. , ..... 3
32
34
-
Junior
Religion . . . . . . . . . . . . . . . . . . . . . .
S
o
c
i
d Science ..................
German .......................
Organic Chemistry .............
Phyeica .......................
4
6
8
8
-8
34
Sophomore
..
-
Senior
Religion ....................... 4
Sociology . . . . . . . . . . . . . . . . . . . . . . 3
German ....................... 6
Physical Chemistry ... , , ........ I
Genetics ...................... 4
Electives . . . . . . . . . . . . . . . . . . . . .ro
32
Social Wad
For students who plan to enter the field of social work the following program is suggested. The same program is appropriate
for those who plan to enter graduate training in this field.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
/ European Civilization . . . . . . . . . . . @
Principles of Sociology. . . . . . . . . . . 3
Natural Science . . . . . . . . . . . . . . . . 8
Orientation ................... I
Health ........................ r
Physical Educaaon . . . . . . . . . . . . . I
Electives . . . . . . . . . . .
Junior
Religion . . . . . . . . . . . . . . . . . . . . . .
Principles of Economics . . . . . . . . .
Sociology . . . . . . . . . . . . . . . . . , . . .
History of Philosophy.. . . . . , . . .
Electives . . . . . . . . . . . . . . . . . . . .
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . 4
American Government . . . . . . 6
Foreign Language . . . . . . . . . . . . . 8
Psychology . . . . . . . . . . . . . . .
4
Sociology . . . . . . . . . . . . . . - . . . . -6
Speech . . . . . . . . . . . . . . . . . . . . .
-c
Senior
4
6
9
6
7
32
Religion
Sociology
Statistics
Electives
................. , 4
...............
9
.................... 3
. . . . . . . . . . . . . . . . ..16
32
Students who plan to enter the Social Work Field should consult the major adviser in the Sociology Department relative to
recommended courses, minors, and electives.
A program whereby a Deaconess candidate can prepare for service in the areas of parish work, social service, high school teaching, missionary work, nursing, or secretarial work may (be arranged in consultation with the Directing Sister of the Lutheran
Deaconess Home, the Dean of Women, and the Registrar.
Divisional Organization
College courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman is appointed for
each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISIONOF RELIGIONAND PHILOSOPHY
Mr. Stensvaag, Chm'rmsn
Religion
Philosophy
Mr. Olson,-C
DIVISIONOF THE HUMANITES
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
""
DIVISION
OF THE SOGSCIENCES Mr. Quanbeck, Chairman
-.-History, Political Science, Sociology
Education, Psychology
Library Science
Business Administration and Economics, Secretarial Studies
Home Economics
DIVISIONOF THE
NATURAL
SCIENCES
Biology, Chemistry, Physics
Mathematics
Health and Physical Education
Mr. Nash, Chairman
Courses of Study
Courses marked I are offered &st semester
Courses marked I1 are offered m n d semester
Division of Religion and Philosophy
Through the rtudy of religion and philosophy, the individual ia apprised of
and encouraged to build an the certainties of the
Chrktian faith. The work proceeds on the usumptim that Christianity alone
can furnish a unifying principle which givea meaning to human existence. The
s t u d e a t ia challenged to accept chis +t
of view--to relate himself to Christ
aa the center, to evaluate a l l him studies and experiences in the light of revealed
d,
and to make a consistent use of all his talents and training. The goal to
be desired ia the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth.
tbe central realities of Me
Department of Religion
The courses in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the &tory, doctrines, and ethics of the
&I&, and .m prepare him for effective aervice in the congregation. The funh , d aim in inrtruction is to lead as many as possible to penond faith in
Christ, and to nurture the Christian life.
All full time d e n t s are required to register for two clam houm per week
in one of the COoffered in religion during each runeater of their rtudiea.
Raghtration in New Tutament Greek sa&es tb.ia requirement.
Major, 2 8 credits; Minor, 2 2 credits. Credits in New Testament Greek, except the first semester, Course I , may be applied toward a Religion major
or minor.
BASICBJBLE.Fr. I, 11.
4 Cr.
A brief introduction to the Bible followed 'by the rtudy of the Goepel of M u k
and of one or two books in the Old Testament. The second semeater i, devoted
to the study of two or three ;books in the New Testament, including Romans,
and of brief portions from the Old Testament. Reading assignments include
the entire ~ e ; Testament.
I, 2.
CHURCH
HUTORY.L
s Cr.
A brief nuvq of the main eveno in the hbtory of the Church for dw purp o b ~of developing r more intelligent and appreciative church membenhip.
3.
-ION
AND
65
hmnso~~y
2 0.
THECHRISTIAN FMTH IN THE MODERN
WORLD.n.
A s d y of the Christian faith in its relatiomhip to the secular movemenm
and rival faith of modern Western civilization. The course is designed to give
to the c d e n t m undemanding, fmm the stadpoint of the Chriaisn faibh,
of the prerent co&ts and criser in Western culture.
4.
THE MISSIONARYENTEPPIIWB.I.
s Cr.
The &nary
motives, means, and r d t s are studied as thae are seen in their
varied emphases in the history of missionary work in heathen lands. (Offered
5.
1955-56.)
PRINCIPLES
OF CHRISTIAN
EDUCATION.
n.
r Cr.
Seelu to develop a fundamental understanding of Christina Education, io
history, abjectives, and methods, especially as applied to Sunday School and
Vacation Bible School teaching.
6.
2 Cr.
GREATMEN AND WOMENOF THE CHRISTIAN
CHURCH.I.
The lives of outstanding Christian men and women from the d a p of Christ
until the prwent are studied. Special repom, clam discussion.
7.
8. CHRISTIAN
ETHICS.
II.
t
Cr.
The problems of human duty arc studied in the light of various human philosophiu of morals. Validity ia determined by reference to the Word of God.
The maiu emphasis is on the new life in Christ, io creation, development and
preservation, and its manifestation in the various p h e s of life.
HYMNSAND MUSICOF THE Cnunc~.IL
See Course 10 under che Department of Music.
2
Cr.
GROUPACTMTY.
See Course $ 3 under Education.
I
Cr.
10.
zj.
Upper Division Colcrses
$2. COYPAMTIVE RELIGION. I, n.
4 Cr.
A study of the origin, growth, teachings, and social rutrlw of wme ten or
twelve of the great non-Christian relighna of the world
$3. THECHRISTIAN
CHURCHES.
I.
z a.
Thb coorre lime to give the student an insight into the origin, dcrelopment,
docvinrl ponition, and practices of the various branches of the C h r h h Church.
$4. THE Lurnunw GXURCH.
H.
2 Cr.
A study of the Lutheran Church, ita doctrines and practicer. Attention m
given to L u t h e d in America and to the basic principles of the Lutherra
F m churck.
PROBLEMS
m CHRISTIANLIVING.I.
2 CI.
A wnnideration of some of the fundamental quertiona connected with living
the Christian life: such as, the ysurancc of salvation, the devotionrl life, sandu& of conduct, the me of the Bible, stewardship, choice of vocation, life in the
local wngrcgation. The Epistle to the Philippians is studied.
5 5.
56. YOUTH WORK IN THE CHURCH.11.
z Cr.
A rtlrdy of principles, methods, and m a t e d in youth work for the purpae of derJoping d e e d r e Chrirtian leadenhip in thir sphere.
PI~PNwou. L
Thb e o ~ ueka
c
to f m d k h the student with &e work of
s7.
tion a d Gution. St range in mpc from
4 be mpplunmtcd by n c d fieM work.
2 Cr.
parish orgmizlroul-can to surveys. Clm lecmres
z cr.
GODAND MAN IN THE Om TESTAMENT.
I.
The rich and varied aspects of the Hebrew life with God discovered and
59.
made aipdicant for our day through the study of
a
number of g n a t passages,
including selections in Isaiah and the Psalms.
60. THEMISSAGZ OF THE NEW TESTAMENT.n.
2 ~ r .
A discovery of the essence of the Christian Faith through a careful study of
representative sections, including passages in the Gospel of John and the Letters
to the Ephesians and the Hebrews.
Department of Philosophy
The courses in p & h P h y seek to assist the student in becoming familiar
with the thoughts of the B r a t men and intellectual movements in the history of
Werrtcm ~~~, to create a n understanding of the principles of sound reasoning, and to develop a Christian philosophy of life.
Major, 24 credits. Minor, 16 credits. Courses 25, 26, 41, 42, 58 are required
for the major. Courses 41, 42 arc required for the minor.
15, 16. TIIEH U M A N ~IN
ES
WESTFXN no^. I, I,.
A m e y course dcPling with th dmcbpment of W~utcrnthought
6 Cr.
u rdlected
in outrrroding workr in the &I&
of p h p h y , litcprturr, political and aocial
thought, religion, md the am Thc m is a~ccptcdin fulfillment of the
Lower Division requirement in the Social Sciences. (OfFered 195 5-5 6.)
INTRODUCTION
TO PHILOSOPHY.
SO. I.
3 Cr.
By means of reading selected source material, supplemented by classroom lecture and discusion, the student i s acquinttd with the terminology of philosophical dhcuion. Selected phiIoscrphifd problems are treated, including those
of ethics, rnetn~hysia,and theory of knowledge.
25.
26. LOGIC.So. 11.
valid inference. Topics considered inA study of the formal rules
clude: immediate inference, syllogism, scientific method, and a brief introduction to the notation of symbolic logic.
HISTORY
OF PHILOSOPHY.I, 11.
6 cr.
An historical mrvey of the outstanding men and movemenu in the develop
ment of philosophical thought from the Greeks through Kant.
41, 42.
Upper Division Courses
51, 52. C o x m w m RELIGION.I, IL
See course 5 I, 5 2 under Department of Religion.
5 4 ~ O L OF
Y POLITICAL
THOUGWT.
Jr., Sr.
See c o w 54 under Political Science.
II.
3
Cr.
CONTEMPORARY
PHILOSOPHY.Prereq. 42, I.
3 Cr.
An historical survey of the main currents of philosophical thought since h t .
55.
Topics dealt with include: German idealism and romanticism, existentialism,
Marxism, positivism, and pragmatism. (Offered 1954-55.)
X I E R ~ G A A RPrereq.
D.
41 or 42. 11.
3 crA study of selected writings of the Danish existentialist with emphasis on his
contribution tci &wry of knowledge as it relates to philosophy of religion and
theology. (Offered 1954-55.)
56.
5 8. TO. Prereq. 41.11.
3 Cr.
A careful study and analysis of a number of the dialogues of Plato, including
selected portions of the Republic. (Offered 195 5-5 6.)
FORMSAND PHILOSOPHY
OF ART. n.
3 Cr.
The spirit and substance of art and the art experience in their various forms
60.
through demonstrations, lectures, and readings in the philosophy of art. (Offered 1955-56.)
3 Cr.
61. PHILOSOPHYOF RELIGION.Prereq. 3 credits in Philosophy. I.
An inquiry into the nature of religious faith and the religious experience
from the viewpoint of philosophy and psychology. ( m e r e d 1955-56.)
e:
Division of the Humanities
AUGSSU~G
C~UEGE
68
The Division of the Humanitier ~ e k to
s pas^ on to the coming gcnaation
a knowledge and interest in the field of the human cultural inheritance of the
ages, and to give to each student the development that come, from finding hh
place within this culture. The Division creeks to promote the knowledge of there
t r e m of maukind, in language, literature, and the fine arts, and to connect
their expression and growth with the basis of Christian faith and life.
Department of Classical Lampages
The courier in the c l d c a l languages aim to tnin .the rtrrdent to master f o r m
and syntax, to acquire solme facility in translation, and to get mme insight into
clmical culture and its bearing ,upon the present.
Some knowledge of Latin is essential for the study of linguistics and for the
underatanding of historical documents and scientXc terms. A knowledge of
New Testament Greek ic a prerequisite in standard Theological Seminaries.
GREEK
Major, 24 credits; minor, 16 credits.
A course in New Testament Greek satisfies the religion requirement for
credits
the raneater in which it ir taken. Except for C o m e I in the h a t -ester,
in New Testament Greek may be applied toward a Religion major or minor.
NEWT E S T ~GREEK
T
ELEMENTS OF N F . TEST-NT
~
GREEK.
I, R.
8 0.
Text: New Testament Greek for Beginners, J. G. Machen. In addition to a
study of the theoretical and practical grammar, the course will cover the manuscript transmission of the N. Testament Greek text, with the description of the
main Uncial Mss. and ancient versions.
I-2.f
Upper Division Caurses
f I,
52. fin,AND ACTS I-=.
53, 54.
LUKEI-=
AND
n.
ROMANS.I, U.
8 Cr.
8 Cr.
These courses in the Upper Division give special emphasis to parsing, syntax,
and exegesis of the Greek text. Courses 5 I, 52 will be offered in 1955-56;
'xmrs= 53, 54 in 1954-55.
w n t i n u a t i o n course. To receive credit for this course, a student must complete
both semesters.
LATIN
I-2.t
BEGINNINGL a m . Fr. I, IL
Grammar, e q prone, c o e t i o n . A year's course.
8 0.
6 Cr.
Gsm AND ST. AUGUSTINE.SO. I, 11.
Continuation of grammar and syntax. Reading of Caesar's Gallic War and
St. Augustine's Confessions. ( H e r e d 1955-5 6.)
3, 4.
HEBREW
83-84.? Hmmw FOR BEGINNERS.I, TI.
See Theological Seminary, No. 9-10.
6 Cr.
EXEGESIS.I, 11.
8 5, 86. HEBREW
See Theological Seminary, No. 17, 18.
4 Cr.
Department of English
The Department of English aims to train the student in the proper use of
English in oral and written expression; to increase proficiency in reading and
note-taking and handling thought materials; ,to develop a deeper understanding
of the fundamental truths and realities of life revealed in great literature; and
to integrate all these purposes through the principles of Christianity.
The department prepares specijically for the teaching of English in secondary
schools and for graduate study.
Freshman English, courses 1-2 or 3-4, required of all and prerequisites to
other courses in the department. (Students exempted from Freshman English
must register for 6 credits above Freshman English.)
Major: 26 credits above Freshman English, including courses 21, 22, 74, 91-92;
6 credits in American literature; and 2 credits in writing (courses 25, 26,
Journ. I, or Journ. 3).
Minor: 18 credits above Freshman English, including courses 21, 22, 74, 9192; and 3 credits in American literature.
Teaching major: 26 credits above Freshman English; courses l i e d for nonteaching major plus 71.
Teaching minor: 18 credits above Freshman English, including courses 21,
22, 71, 91-92; and 3 credits in American literature.
A minor in speech or library science is recommended for those who plan to
teach English in high schools.
Students who plan to do graduate work in English should include courses
7 5 and 76.
+Continuation course. To receive credit for this course, a student must complete
both semesters.
IMPROVEMENT
OF WRITING.I.
o Cr.
For students who do not meet the minimum requirements i n the entrance
English tests. Emphasis placed on the basic principles of writing and correct
English usage. One double period per week. Wered in connection with English I.
A.
B.
IMPROVEMENT
OF READING.
11.
o Cr.
A developmental program for students who wish to improve speed and comprehension in reading. Open to all students. Limited enrollment.
FRESHMANENGLISH.I, TI.
6 Cr.
For students attaining the required standard in the entrance English tests.
A study of language, composition, and literature. Themes and research papers.
I-2.f
FRESENGLISH. I, n.
6 Cr.
For students who attain a high score in the entrance English tests. Interpretation of reading materials and frequent compositions.
3-4.t
MASTERPIECES
OF WORLDLITERATURE.I, TI.
6 Cr.
Reading, analysis, and discussion of some of the world's great cllssics, selected
on the basis of a unifying theme. Techniques of fiction, poetry, and drama.
21, 22.
EXPOSITORYWRITING. I. Prereq. 1-2 or 3-4.
2 Cr.
The practice of logical thinking, organization, and expression as related to
exposition and argumentation through the writing of original and research
papers. Reading and analysis of models.
25.
CREATIVE
WRITING.TI. Prereq. 1-2 or 3-4.
2 Cr.
Practice in description and especially narration from direct observation and
experience. Supplementary study of the technique and contemporary practice
of the short story. Individual and group projects.
26.
Upper Division Colcrses
so. CORRECTIWWRITING. Offered both semesters.
I Cr.
Required of 211 students who show insufficient ability in the sophomore English
examinations. Designed to develop correctness in writing.
AMERICANLITERATURE.I, n.
6 Cr.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements. (Offered 1955-56.)
5 I, 5 2.
AMERICANFICTION. I.
3 Cr.
A study of the art of the short story and the novel in America, concentrating upon the major writers. ( m e r e d 1954-55.)
5 3.
AMERICANPOETRY.11.
3 Cr.
Selections from the major American poets from the colonial to the modern
period, with s u e s placed on the Romantic period. Attention t o the major historical, philosophical, and literary movements. (Wered 1954-55.)
54.
W n t i n u a t i o n course. To receive credit for this course, a student must complete
both semesters.
THE MODERN
SCANDINAVIAN
NOVEL.I.
2 Cr.
See course 55 under the Department of Scandinavian Language and Literatarc.
(Offered 1954-55.)
5 5.
56. THEMODERN
SCANDINAVIAN
D w . II.
7. Cr.
See course 56 under the Department ob Scandinavian Language and Literature.
(Offered 1954-55.)
THEB m n NOVEL.
I.
2 Cr.
The development of the novel in England. A study of the major novelires
and their novels. (Offered 195 5-5 6.)
57.
61. ENGLISH
LITERATURE
OF
THE
ROMANTIC
MOVEMENT.
I.
The development of Romanticism in England between
3 Cr.
1798 and 1832. Stress
on the five major ,poem. Some attention given to the prose writers and minor
poets. (Offered 1914-55.)
62. VICTORIAN
~ E R A T U B B .II.
3 0Writers of the period from 1832 to 1900 in relation to the rnovemcncs in
thought and society. Emphasis placed on the two poets, Tennyson and Browning.
(Offered 1955-56.)
CENTURY
~
ENGLISH
L~~ERATUE.
I.
67. E I G H T E E
2 Cr.
The principal authors from Dryden to Blake. Discussion of literary moremenu and historical backgrounds.
LITERARY
CRITICISM.
II.
2 Cr.
A study of same basic historical texts, with emphasis on the principles and
68.
issues which have special relevance for modern thought.
3 cr.
The rtudy of American English vocabulary, sounds, and grammar. Decigned
to give prospective high-school English teachers an introduction to the study
of language.
71. INTRODUC~ON
TO MODERN
ENGLISH.
I.
74.
s~naesp-
11.
3
Reading of some of the plays. Attention given to the principles of drama
and the ,historical background.
75. MILTON.
I.
z Cr.
A study of Milton's major poems and selected prose worka in relation to the
important intellectual movements of the seventeenth century. (Wered 19$5 -5 6.)
11.
76. CHAUCER.
2 Cr.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Canterbury Tales. (Offered 1954-55.)
MODERN
DRKMA.
I.
2 cr.
A survey of the chief dramatists from the time of h e n . Representative plap
studied as literature and as theater. (Ogered 1954-55.)
8I.
MODERNBR~T~SH
~ h n ~ n n u11
i..
2 Cr.
The more important literary movements of the present century in England,
concentrating on leading anthon and notable productions.
82.
91-9z.t ENGLISHSEMINAR.I, TI.
2 Cr.
Designed to acquaint the student with the methods and problems of bibliography and research. Selected topics in American and British literature. Limited to seniors.
TEACHING
OF ENGLISH.
I.
See course 93 under Education.
93.
I
% Cr.
FUNDAMENTALS
OF JOURNALISM. I.
z Cr.
An introdncdon to the theory and practice of journalism. When pursued in
connection with Tbc Augsburg Ecbo or Tbc Augsburgian an additional credit
may be earned. See courses 4 to 7.
I.
2.
EDITING
THE SMALLPAPER
n.
z Cr.
A amtinuation of course I, in which the mechanics of newspaper production
m d d t with in detail. PmMema of ryle and policy relative to coho01 and
church pnblicidopc are studied. Participation in work of Tbe Augsburg Ecbo ir
required. (Offered 1954-15.)
FEATURE WRITINGFOR PUBLICATION.
U.
2 Cr.
articles and their placement in various
The p l d g and writing of featpublications. Ability to write good English is a requirement. (mered 1955-56.)
3.
Bcbo STAFF MEETINGS. I, IL
2 Cr.
Stlldma who m regular memben of Tbe Avgrburg Ecbo S d and nho
may receive credit for ,their work must register for the weekly r d meetings.
These meetings are also open to members of course I. Hour arranged.
4~ 5.
Aylrbmgiw, STAFF ME~~INGS.
I, IL
t C
c.
Studentr who are regdar mcmben of the Augsbnrgia r d and who may
receive credit for their work must register for the scheduled weekly st& meet4,7.
ing#.
Department of Speech
The speech department aims to relate the development of speech to personality with & purpose of improving the adjustment of the individual to his environment. It meks to develop skill in platform deportment and speech comporition, and .tof w e r the hzbit of critical listening. Through its comes in interp m t i v e reading and dramatics an appreciation of poetry and drama in sought.
The department offem a major in general speech which prepares the student
for the teaohing of speech in the secondary schools and for graduate work in
general apeech, radio, theater, or speech pathology.
.fiContinuation course. To receive credit for this course, a student must complete
both ouneeters.
All students are required to earn 3 credits in speech for graduation. Speech 1 1
ia designed mpecirlly for thir requirement.
Major: 21 credits above Speech 11, including comes 12, 31, 32, 11, 61, 76.
Also required is Phil. 26. English is recommended as a minor.
Minor: 15 credits above Speech 11. For Education students at least one
course Qromeach of the following groups: 12, 5 I; 3 I, 32; 61,62; 74, 76.
4. REMEDIAL SPEECH.
Open to all studena.
o Cr.
For students needing individual attention to various kinds of speech pioblemo
such as stuttering, lisping, foreign dialect, and excessive stage fright.
3 Cr.
BEGINNINGSPEECH.Fr., 50. Offered \bothsemesters.
A study of basic problems of effective speaking and critical listening, with
emphasis on informative speech.
I I.
3 Cr.
TYPESOF PUBLICSPEECH. Prereq. I I. Fr., So. 11.
An i a d ~ # : t i o na togamenution and peramion, &usah, debate, intapretative readiug, and parliamentary procedure. Pamiciperion in various q m h g
I 2.
aativi*.
15. STORY
TELLING.
I.
I Cr.
Selection and preparation of stories for various age groups. Observation and
practice in story telling. (Offered 1914-5 1.)
~TERCOLLEGIAIE D E B A I,
~ .II. Open to d 8mdantl.
The work of this group is based upon the intercollegiate debate
21, 22.
2
a.
question for
the year.
I Cr.
Preparation and delivery of an original oration for collegiate oratorical contents. Arrangements to be made with the instructor.
24. ORATORY.
Open to all students. I.
IN~RETAT
RJZADING.
I V E So. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
k i d s of prose, poetry, and drama. (Wered 195 5-56.)
3 I.
3 Cr.
32. ACTING.SO. 11.
An introduction to the art of acting. Creation and presentation of scenes and
skits; participation in dramatic productions.
Upper D i v i s h Cmrses
GROUPDISCUSSION.
Jr., Sr. I.
z Cr.
Principles and types of discussion. Practice in group discussion techniques.
(Offered 1954-51.)
11.
SPEECH.Jr., Sr. 11.
54. WIO
z Cr.
Exercises and projects in preparation and production of radio programs. Emphasis on projects suitable for speech work in secondary schools. (Wered
1914-55.)
61. ARGUMENTATION
AND DEBATE.Prereq.
I I, Philosophy 26. Jr., Sr. I
2 Cr.
Applicationr of logic in public address. Techniques of logical criticism, preparation and delivery of argumentative speeches and participation in debates.
(Offered 1955-56.)
2 Cr.
PERSUASION.
Prereq. 11, Psy. 3 or 5. Jr., Sr. 11.
Applications of psychology in public address. Preparation and delivery of
various kinds of persuasive speeches. (Offered 195 5-5 6.)
62.
STAGECRAFT.
Jr., Sr. 11.
s Cr.
A study in scene construction, lighting, and costuming with emphasis en high
school theatrical productions. Laboratory experience in dramatic productions.
64.
(Offered 1955-56.)
STAGEDIRECTION.Prereq. 32. Jr., Sr. 11.
2 Cr.
Theory of stage direction, exercises and projects in blocking and directing
play rehearsals. Laboratory experience in dramatic productions. ( m e r e d
66.
1954-55.)
2 Cr.
SPEECHHYGIENE.
Prereq. Psy. 3 or 5. Jr., Sr. LI.
Principles of mental hygiene in relation to ,personality and development of
speech habits with emphasis on the role of the classroom teacher. (Offered
74.
1954-55.)
SPEECH PATHOLOGY.
Jr., Sr. 11.
3 Cr.
Detection and correction of speech defects. Field trips to speech clinics;
laboratory experience in speech therapy. Designed especially for teachers and
social workers. (Offered 195 5-5 6.)
1%
cr.
OF SPEECH.Sr. I.
95. TEACHING
See course 95 under Education.
76.
Department of Germatm
MR. LANDA,MR. KOPP
The general aim of the COWSCB in German is to help the student develop an
u n d d g of the Gsmm idiom and an ippreciabon of ,the ethical and
athetic d u e s contained in German literature In particular, the aim is to provide techniul training for sthe student who plans m study theology and for the
candidate for higher academic degrees.
Minor, 20 credits.
I-2.t BHEE~PNWG
GERMAN.I, IX.
8 0.
A d y af & grammar and vocsbulary of the G e m language w h a t the
student attains a reading knowledge.
3-4.t MODERNGERMANPROSEAND POETRY.I, 11.
6 Cr.
This omme w n h to build up the vocabulary of thc mclent Amugh the
study of easy prose and poetry.
-&mstion
both -eaters.
course. To receive credit for this course, a student
must complete
Upfir Division Cmrses
5 I, 5 z. GERM~N
LITERATURE.
I, TI.
6 Cr.
Reading of standard authors. Brief survey of German literature.
C
Sr. I.
74. TEACHINGOF G ~ M A M LANGUAGES.
See course 74 under Education.
1%
Cr.
Department of Scandi~vianLanguage and Literature
MR. OLSON,Ah. LANDA
This Department aims to impart to the student the knowledge of a foreign
language as a factor in stimulating a sympathetic interest in the people for
whom it is the main channel of expression. It zto aims to give the student a
working knowledge of the Norwegian language. It furthennore seeks to develop
an interest in the history of the Norwegian nce, as well as to transmit to American life the best of the cultural heritage of the Scandinavian peoples.
Minor, 24 credia.
I, n.
8 0.
Reading, translation, spelling, and exercises in writing and in pronunciation.
14.t BEGINN~NG
NORWEGIAN.
Fr.
INTERMED~TE
NORWEGIAN.
SO. I, TI.
6 Cb.
Further rtndy of granmmu. Reading of standard authors. Brief surrey of
Norwegian literature. Composition.
3-4.t
HISTORY
OF THE SCANDINAVIAN
COUNTRIES.
I.
3 Cr.
A brief survey of the history of the Scandinavian peoples. (Ogered 1955-56.)
I I.
DEVELOPMENT
OF MODERN
SCANDINAVIA.
'II.
3 Cr.
A survey of social &ought and life in Scandinavia from I 8 I 5 to the present
day, studied against the background of the general cond,itions in Europe. (Offered 1955-56.)
16. SOCIAL
Upper Division Co~rses
THE MODERNSCANDINAVIAN
NOVEL.Prereq. 3-4, or six credits in liter2 Cr.
ature. Jr., Sr. I.
The course includes selected mveh by Jonas Lie, Sigrid Undret, Selma Lagerlef, and others. Knowledge of a Scandinavian language not required. (Ogered
55.
DRAMA.Prereq. 3-4, or six credits in litera56. THE MODERNSCANDINAVIAN
2 Cr.
ture. Jr., Sr. 11.
The wurse includes elnmsc by 8j@tnron, h e n , and Strindberg. Knowledge
of a Scandinavian language not required. (mered 1954-55.)
Sr. I.
7.4. TEACHINGOF GERMANICLANGUAGES.
t(=ontinua&n course. To receive credit for this course, a student must complcb
Borh semesters.
Department of Romance Languages
at&
T h a ~ c e ~ ~ ~ t n i m r ~ m t r r i n & ~ f o r ~ d
work, nsd bntintrr -tiom
indhigh r h l teoehing,
tbe~~fFmOEhotS~;nrrtffo&indt&P;.g~ap&~af
rhsbtinIitetfflrrrmdea~the&of
p t b k a u r w c o b l e h
time; and &ally, to make a contribution toward world peace by fostering in
d e n u an undemtanding of other peoples, their language, institutions, c u l ~ ,
and id&.
Minor, zo credits
I-2.t
BEGINNINGFRENCH. I, IL
8 GThe collne includes che study of French sounds and their rpelling, the erenchb of grammar, oral and written work, and the reading of suitable selections
from French literature. Offered 1954-5 5 . )
INTERMEDIATE FRENCH.I, 11.
6 CrOne half of the time is devoted to the further rtudy of grunmu, cornpodtion, d oral work. JE.e other half is spent in reading repre~~ltative
of
French literature. (Ogered 1955-56.)
3-4.t
Upper Division Courses
5 I.
SURVEYOF FRENCHLITERATURE.
I.
3 Cr-
Th couree cornprim leotarea by the inatrucmr on authon and l i t e r q moremenu of the seventeenth, eighteenth, and nineteenth e e n d u , and readingr d
reports by the students. (Offered only as an honors course for selected students.)
CONVERSATION,
fr C ~ M W S ~ OIL
EY.
3 Cr.
12. FRENCHPHONETICS,
A thorough study of French sounds, phaoetic symbols, drill an pronunciation, phonetic readings, various types of oral mrk, memorization. dictation and'
composition. (Offered only as an honors course for selected students.)
TUCHIWG OF R o w - LANGUAG~.
ST. L
See course 78 under Education.
78.
&or,
zo credits.
I-2.t
h
BEGINNINGSPANISH. I, 11.
8 0.
The cotuse includes further study of grammar, oral and written work, and
e reading af rhort rtorics, novels, and plays in the Splnish language.
tQntinuacDn course. To receive credit lor thi, coune, a student
both
~mrtcn.
QW complete
INTERMEDIATE
SPANISH.I, U.
6 Cr.
The course includes the essentiah of grammar, oral and written work, and
the r e d i g of stories in the Sp?nish language.
3-4.f
Upper Division Collrses
SURVEYOF SPANISHLITERATURE.
I.
3 Cr.
The c o r n consirtr of reading and reports, a d provides a general survey of
well known Spanish and Spanish-American authors and their works. (Offered
only as an honors course for selected students.)
5 2 . SPANISHCONVERSATION
AND COMPOSITION.
11.
3 Cr.
Some further study of Spanish gmmmar is included with special emphasis on
developing the ability to use the language both orally and in writing. (Offered
only as an honors course for selected students.)
Sr. I.
I % Cr.
78. TEACHINGO F ROMANCELANGUAGES.
See course 78 under Education.
5 I.
Department of Music
MR. SATEREN,MR.SAVOLD,MR. THUT, MRS. THUT, MISS LANDQUIST,
MR. LANDAHL,MR. C. W. ANDERSEN,MRS. BAILEY,MR. TETZLAFF
Thicdeptmmtdm~iusmw&n~rtrtdcnurbam~pbm d y i n & e a ~ t i o ~ d ~ ~ ~ ~ & m o d e d t h c p t l r t r m , m
a d d i t i o n m g i i i n g ~ ~ t o b w & ~ t o ~ & a f
l
o
w d dhctam af choral md
d pjrma.lh
tLtduponthetichmwicdbodtageof r f r c ~ C Theh ~
rho~paeprrctionfOrfb#owhocxpe~t~ooontiaPtllaaeisfhdm+in
tbeadafmwk
MU&
A Graduation Major (36#edits)
the cmnple-
7, 8, 15-16, 55-56, 6 x 4 or 63-64, 6 ~ 66;
, q &&e
77, 78; and 8 credits in Agpfd M&c (hdndiog nt
I,
2,
of the following:
credits from 10,
z credits in piano
or organ.)
A Teaching Major (36 credits) requires the completion of the following:
I, 2, 7, 8, 15-16, 61-62'' or 63-64*, 61, 66, 87, 88; z elective credits from
77, 78; and 6 credits in Applied EAusic (including at least 2 credits in piano
or organ).
One public recital in each of the junior and senior years is required of dl
music majors.
-
.
~ t h u t h cno w .
both semesters.
To receive cradit &or thiu course, r student mwt d
t
e
* A s & t d E r = ~ h ~ M d b t & f o r b o & d o n d
~ t d ~ ~ r k U & h e t n k e o b o d ~ ~ , h i s w m k i n A
Mm;E,craeptforthsraq~~~inPinrw,mpptKinins~~~
Xbaresip~facGharnlT~ac,diavoEnImoaicifhotogiamk~m e n d Technique.
A Graduation Minor (26 credits) requires the completion of the following:
7, 8, 15-16, 78; 4 elective credits from 10, 55-56, 65, 66, 77; and 6
credits in Applied Music (in which at least 2 credits must be earned in private
lessons in either vocal or instrumental music).
I, 2 ,
A Teaching Minor (26 credits) requires the completion of the following:
15-16, 61-62 or 63-64, 65, 66, 78, 87, 88, and 4 credits in Applied Music.
I, 2,
Two semester credits are given for membership for one year in the Choir, the
Chord Club, or the Band. One credit is given for membership for one y e a in
,&e M e Cham Credits are not 'granted for less &an two successive, complete
semesters.
Ow credit per semester is granted to studem taking a minimum of sirteen
thirty-minute lessons per semester in either voice, piano, organ, or brass.
Fees per semester:
Choir $5.00, Choral Clvb $2.50, Voice $35.00, Piano $35.00, Organ $35.00.
Piano rental $8.00, Organ rental $20.00. Brass (private instruction) $40.00,
Brass (class instruction) $14.00.
(Ren,d entitles the student to use the instnunent for I hour per day.)
,
C,
TRAINING.
I, 11.
4 fi.
course including the basic fundamentala of music: notation, terminology.
r , > k
and melody. Special attention is given to right
tcales, intervals, triads, ih+,
ringing, ear training, elementary keyboard harmony and Lnnonic dictation.
4 Cr.
HISTORY
AND LITERATURE
OF MUSIC.I, 11.
An historical approach to the appreciation of the world's greatest music.
Supplemented by musical scores and record illustrations. For students with or
without a musical background. Students should complete 7 before registering
bor 8, or have consent of instructor.
,7, 8.
HYMNS
AND MUSIC
OF THE Cnvacn. ILL
a Cr.
A nrrrey c o u m dealing with . h e development of the myic of the Chrhti.n
Cbrud, with &s
attention to Promtant Hymnody. Designed for the general
d e n t , the coum also will prove 'helpful to orgmirts, choir directom, and prewminirirru. The anme ir accepted aa fulfilling rhe requirement of a w m in
10.
Uuiatiallity.
4
ck.
of rcales, intervals, and chord forniation in written
u e r k Writtin .work includes ~ ~ b n i z a t i oofn fi&d bur and given melodia u well aa opportunity for simple cmtive writing.
-tinuation
amme. To ieceive credit for this coruse, a student must oomplete
both semesters.
-
Upper Division Cwrses
4
fi.
monkation of +ed
bass and given melodies. Thorough study of mod&tion,
advanced chord formadom, the use of wpensionr, retardrtions, and ornunam
of m&. S h t r should have mme knowledge of piano.
61-62.? INSTRUMENTAL
TECHNIQUE
Prercq. I, 2. I, IL
4 QC h intruction in string, reed, and brvr instruments, preparing the prospective public school music teacher and director for work in band and orchestra.
63-6.4.? CHORALTECHNIQUE. Prereq. I,2.
I, IL
4 (3-
Clav instruction in the fundamentals of voice u related to singing, preparing
the prospective public school music teacher and director for work in vocal music.
65, 66. C~NDUCTU~G.
Prereq.
Jr. I, ll.
I,
z, or z Cr. in piano, organ, or equivalent.
4 Cr.
A come designed for students planning to enter the field of public school
music, as directors of vocal or instrumental music or both, and for thore who
wish training in church choir administration and direction.
COUNTERPOINT.
Prereq. 15-16, 5 5 . I.
z Cr.
Strict counterpoint in one, two, three and four-part writing in all the species.
77.
MUSICAL
ANALYSIS.
Prereq. I, 2, I 5-16,1f, 77. 11.
2 Cr.
A detailed study of rhe structure and form of music, together with the study
of the harmonies constituting any musical composition.
78.
TEACHINGOF G r a m SCHOOLMUSIC.Jr. II.
See course 87 under Education.
87.
TEACHING
OF HIGHSCHOOL
MUSIC.Sr. I.
See course 88 under Education.
88.
s Cr.
2
Cr.
CLUB OR BAND. I, IL
z Cr.
&on, CHORAL
M m s CHORUS.I, 11.
I Cr.
These organizatiom exist not only for the benefit of the music rtudent but
for anyone enrolled u a student who wishes to participate in group affording
the opportunity for musical expression. Credit not granted for 1 s than two NCcessive, complete semesters.
s Cr.
PIANO.I, n.
All grades of instruction are given, from elementary to the most advanced.
The methods are modem, embodying the system of arm weight and arm rotation. One thirty-plinutc lesson per week.
?Continuation course. To receive credit b r this course, a student must complete
both semesters.
ORGAN.I, 11.
z Cr.
Inrtruction in organ technique and repertoire. Basic piano technique is recommended u a foundation. One thirty-minute lesson per week.
I or 2 Cr.
n.
Voice instruction includes correct habits of pronunciation and articulation,
breath control, flexibility, ear training in some cases, and interpretation of song
classics, both sacred and aecular. One thirty-minute lesson per week.
VOICE.I,
BRASSINSTRUMENTS.
I, 11.
I or z Cr.
Private or class instruction on the brass instruments of the band and orchestra
is offered as follows:
a) Private instruction-ne
lent) per semester. I credit.
thirty-minute lesson per week (or its equiva-
thirty-minute lesson per week (or its equivalent)
b) Class instruction-ne
per semester, in groups of not less than three pupils. f/z credit.
MODELING
AND SCULPTURE.
I, II.
4 Cr.
Design in three-dimensional form. Modeling of portraits, human figures and
animal forms. Plaster casting. ( m e r e d 19 54-5 5.)
I , 2.
PAINTING.I, 11.
4 Cr.
Still life and landscape painting. Theory of composition and color. Problems
3, 4.
in line, form, space, color mixing, and practical problems. (Offered 1955-56.)
Division of the Social Sciences
I t is the general purpose of the work in this division to improve the student'#
u n d e r s t d i n g of human relationships and his appreciation of ,their importance
and rrhq especially in their Christian interpretation. The work pmxedhg
u n d u the d a n c e of the faculty in this division is therefore intended to develop a Bightr grade of citizenship and to improve the individual's adaption to
his vocation.
Department of History and Political S d e n c e
The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and opemtiona of
the phenomcnn in the fields of History and Political Science. It affords preparation for graduate study and for teaching in secondary schools.
Major, 30 credits; minor, zr credits. Students who h a ~ ea major or minor in
History and who plan to teach in this field must include History 21 and 2s.
For non-majors, prerequisitu may be waived on consent of the instructor.
SURVEY
OF EUROPEAN
CIVILIZATION.Fr. I, 11.
6 Cr.
This course is a rapid survey of European history from ancient times and
up to the present. Designed to lay the foundation for future work in History.
1-2.1
HISTORY
OF THE SCANDINAVIAN
COUNTIIIES.I.
3 Cr.
See Course I I under Department of Scandinavian Language and Literature.
I I.
-./
r
\
HISTORY
OF THE UNITEDSTATES.SO., I, rZ.
6 Cr.
A survey of the life of the American people, and the development of their
ideas and institutions. First semester to 1865, second semester to present.
21,
22.
Upper Division Cmrses
AND THE REFORMATION.
Prereq. 1-2. Jr. I.
3 Cr.
5 1. THE RENAISSANCE
A study of the economic, social, political, cultural, and religious movements
that marked the transition from medieval to modem civilization and culture.
HISTORY
OF ENGLAND
TO 1800. Prereq. 1-2. Jr., Sr. 11.
3 Cr.
Emphasis placed upon the constitutional development of England and the
factors which shaped the background of U. S. History. (Mered 1954-5 5.)
52.
53.
HISPANIC-AMERICAN
HISTORY.
Prereq.
1-2.
Jr., Sr. I.
A study of Latin America and its development.
A
!Continuation wune. To receive credit for this course, a student must complete
both semesters.
54. EASTERN
EUROPE. Prereq. 1-2. Jr., Sr. II.
The history of elstern Europe w i h e m p M on the development of
3
a-
Rd.
CONTEMPORARY
HISTORY
OF THE UNITED STATES. Prereq. 21, 22. Jr.,
3 Cr.
Sr. I.
A history of the United States from about 1900 to the present, including
consideration of international policies.
55-
56.
A X ~ I C A NDIPLOU~CHISTORY.
Prereq. U. S. H h or Am. Gor. Jr.,
Sr. 11.
3 cr.
A consideration of {oreign relations of the United States from the Revolutionary War to the present.
Prereq. 1-2. Jr., Sr. I.
3 Cr.
61. ANCIENTHISTORY.
A c u l d and political history of ancient civilizations and their contn%utions
to modem cultures. (Offered I 9 5 5 - 5 6.)
HISTORY.
Jr., Sr. 11.
3 Cr.
62. CANADIAN
The development of Canada from early explorations to the present, with
special emphasis on Canadian-United .States relations. (Offered 1955-56.)
EUROPE.Prereq. 12 Cr. in Hist. I, 11. 6 Cr.
71, 72. NINETEENTHCENTURY
A study of international relations as affected by nationalism, socialism, industrialism, militarism, and imperialism. World War I and the rise of the totalitarian states and World War 11. (Wered 195 5 - 5 6.)
81, 82. THETWENTIETH
CENTURY.
Prereq. 12 Cr. in Hist. Sr. I, 11.
6 Cr.
A surrey of recent developments in the world, stemming from the first World
War. Some study of current affairs in the light of historical investigation.
(Offered 1954-55.)
101. HISTORY
SEMINAR.Sr. I. Prereq. approval of history faculty.
z Cr.
A survey of historical writings and source material. A research project will
be required in this course. Recommended for students who plan on continuing
the study of hiitory in a graduate school.
<;
credits.
Minor,
OF
AMERICAN
~
~
R
N M E N T
I, . 11.
\,6 C .
PRINCIPLES
41-42.?
Foundations of American government. A study od the Constitution and'yivil
rights, of federal, state, and local governments and their functions, and of
citizenship, popular control of government, and political parties. Contemporary
issues are stressed. Students may enter the second semester.
,73
Upper Division Courses
PARTIESOF THE UNITEDSTATES.Jr., Sr. I.
5 3 . POLITICAL
3 ,Cr.
A review of American parties, their organization, methods, functions, pressure groups.
?Continuation course. To receive credit for this course, a student must complete
both smesters.
THE
SOCIAL
SCIENCES
i
54. HISTORYOF P o u n c u THOUGHT.
Jr., Sr. 11.
-fi.
A study of political philosophy and its influence and historical sigtk6tance
from ancient Greeks to the present.
56.
AuEarc*~DI~LOMATICHISTORY.II.
!he c o m e 56 under History.
60. PUBLICFINANCE. Prereq. for Minors in Political Science, Econ. 15 or
3 Cr.
American Government. Jr., Sr. 11.
See course 60 under Busines Administration and Economics.
TEACHING
OF W E SO=
STUDIES. Sr. I.
See course 86 under Education.
86.
I
% Cr.
Combined Major in Sociul Sciences for T e o c h g
Requirement: 21 credits in History (including History 21 and 22) and
Human Geography, and 6 credits each in Sociology, Economics, and Political
Science 41-42.
Minor in Socid Science
Requirement: 6 credits each in Sociology, Economics, and Political Science
41-42.
Department of Sociology
ivk.. TORSTENSON,MISS JENSEN, MR. SWENSON,MR. BELGUM
The objectives of this Department are to give the student a better understanding of the motivating farces which operate within our wuntry in particular, and in society in general. A study is made of the institutions through
which these forces make themselves operative. As a Christian college we have
the funher goal of seeking ways by which the Christian principles can be made
w have greater effectiveness upon the forces of our society. Students may prepare to teach in high school or may lay the groundwork for further preparation i n the field of social services.
Sociology major, 24 credits including Sociology I. History 1-2, or 21 and 22,
required for a sociology major or minor.
Combined Social Science major, same as requirements listed under Department
of History and Political Science.
Sociology minor, I 5 credits including Sociology I. History 1-2, or z I and 2 2
also required.
Teaching minor in Social Science, at least 6 semester credits in each of rociology, economics, and political science.
Introduction to Statistics is recommended for majors and minors in Sociology
or Social Science.
Physical Education 6 and 8 y may be approved for Sociology credit by the
Sociology Department.
IN. SOCIOLOGY.I.
A wurse in general sociology for nurses. Two lectures per week.
2
Cr.
PNNCIPLESOF SOCIOLOGY.
Fr., So. Offered both semesters.
3 GA atudy of the nature of society, its interests, attitudes, social facton, st-me, contmlr, and process of change.
2. %Brto-s.
Prertq. kc. I . Er., So. IL
3 crT%c d h c proct=w a t the mot of contempmry problems m@cr *irh
wx & p i n
of the pemml, f d y , commanity, and po&fic~+~~wmie
djwmww to shm processw. k i d plicits in the m i n g arc nndyLtd in terms of
there proceand adjustment problems.
4. INTRODUCTION
TO STATISTICS.
Fr., So. 11.
3 Cr.
See course 4 under Department of Business Administration.
14. HUMAN
GEOGWHY.Fr., So. TI.
3 0A s d y of geographical facton influencing social institutions.
16. SOCIAL DEVELOPMENTOF MODERNSCANDINAVIA.II.
3 Cr.
See Couree 16 under Department of Scandinavian Language and Literature.
22.
SOCIOLOGY
OF R u m L
F
IE. Prereq. Soc. I. So. II.
3 Cr.
Study of the structural, vital, and material elements of the rural community,
and the anal@ of rural institutions and social patterns of behavior. Emphasis
ia placed on the dynamics of change.
42. MARRIAGE
AND FAMILYRELATIONSHIPS.
11.
3 Cr.
See course 42 under Department of Home Economics.
I.
Upper Division Courses
SOCIOLOGY
OF URBANLIFE. Prereq. I. Jr. I.
3 0Study of the city as to ,historical background, causes of growth, social communities, maladjustments, urban planning, housing pioblemr, health factors,
cultural centera, and rural-urban relationships.
51.
CRIME AND SOCIETY.Prcreq. SOC. I. Jr., Sr. 11.
3 0A rmdy of the nature of delinquency and crime in our contemporary world.
An examination of c a w 1 facton, methoda of apprehedon, treatment, and
prevention of delinquency and crime.
52.
3 Cr.
THSPWY. Pmreq. SDE. I. Jx., St. I.
j of rhe b m r y md ftlncbon of the family as a buic insamtion, the
~
~ of modern
c
nnde emmmic rhnnm on family interactions, organization,
and disorganization. (Offered 1 9 1 1-1 6.)
.
Soc. I. Jr., Sr. II.
3 Cr.
54. PUBLICW E L F ~Prereq.
An introduction to the historical development, basic concepts, legislative
policies, organizational structure, and institutional functions of social welfare,
including a survey of contemporary public welfare and social security.
93.
k
d
INTERCULTUFLAL~ L A T I O N SAND M I N O M ~PROBLEMS.Prereq. Sot. I.
Jr., Sr. I.
3 0.
Chncteriatics a d contributions of ethnic groups in the United Stam, causes
md cunrequencu of race and group prejudice, mechrnirm and problems of
group adjustments, proposed solutions for intercultural conflicts. (Offered 195455.)
55.
56. . h E O R AND ~ ~ N A G E M B N T~ A T I O N S . n.
See course 56 under Department of Business Administration.
3
FIELDSOF S O CWORH.
~
Prereq. Soc. I. Jr., Sr. I.
3
An introductory course to acquaint the student with the scope, nature,
functions of social work. A survey of private and public social agencies in
field of family welfare, child welfare, medical social work, group work,
other community agencies.
57.
crCr.
and
the
and
COMMUNITY
ACTIVITIES.I, n.
t Cr.
The course provides laboratory experience in community activities under the
direction of trained personnel in social agencies. General supervision of the
program is exercised by a member of the sociology staff.
59, 60.
SOCI~~L
PSYCHOLOGY.
Prereq. Psy. 3 or 5 , and 6 and Soc. I. Jr., Sr. I. 3 Cr.
A audy of the psychological ,backgrounds of group behavior, the development
of .pnanrlity in oocial situations, the principles of character formation, the deveIo-t
of public attitudes and opinion, the laws of progress, social c o d k t s ,
and eocial control.
61.
86. TEACHING
OF SOCIIII. STUDIES.Sr. I.
See course 86 under Education.
I
% Cr.
Department of Psychology and Education
Courses i n orientation are offered to freshmen as a part of the total program
designed to m i s t in the adjustments that the incoming student needs to make.
The work in psychology is designed to aid the student in more adequately understanding, predicting, and controlling his own behavior as well as that ob ht
fellowmen. The education curriculum has been designed primarily for those
preparing to do high school teaching, although any student who is preparing
to work with youth is encouraged to study in this area. The work in this department will qualify the teaching graduate for a Minnesota Teacher's c e d cate on the junior and senior high school level, as well as for further study in
the field of education.
Admission to the teacher education curriculum requires an application to be
approved 'by the Committee on Teacher Education. Application must be made
during the second semester of the Sophomore year if the student is to complete
the program in the regular time of two years. Approval is granted on the basir
of a satisfactory health report, favorable personality characteristics, and a
minimum in scholastic achievement of a 1.5 honor point ratio in the major, a
1.0 ratio in the minor, and a 1.0 ratio for the over-all average. The applicant
should be preparing for competency in at least two subject-matter fields that are
also taught on ,the high school level.
AS1 students admitted to the teacher education curriculum m w t secure two
credits of Group Activity usually to be taken in connection with Ed. 51 and 52.
In addition to the regular lower division requirements, students in teacher
education are required to have four semester hours in general psychology, these
hours to be completed before taking Educational Psychology.
No student will be permitted to modify the two-year teacher education
curriculum in his program unless that change is approved by the Committee
on Teacher Education.
All questions regarding the teaoher education curriculum should be referred
to the Committee on Teacher Education.
PSYCHOLOGY
O~NTATION.Required. Fr. m e r e d hoch semesters.
I.
I
G.
freshmen in making the proper adjustaxent to rhdr mrk
aa sndente in college, iududing metho& of study, vocational choice and prep
aration, and development of personality.
D e a i g d .to &st
PSYCHOLOGY
AND ORENTATION.
Fr. I.
This course combines the aims and course content of Psychology
3 Cr.
and Psychology 5 . Emphasis is placed on group and individual personal counseling, helping the student use his knowledge of psychological principles involving his personal problems. Two one-hour lecture periods and two one-hour laboratory
periods per week. Registration restricted.
3.
I
JN. GENERALPSYCHOLOGY.I.
2
Cr.
An introductoq course in psychology intended for n m . T l o lecturer
per week.
GENERALPSYCHOWGY.
I, TI.
4 Cr.
A study of the basic processes underlying human behavior. The
piinciplea, methods and problems of psychology are discussed and the following
topics a ~ estressed: learning, intelligence, emotion, motivation, the sensory pmc5, 6.
eses and perception, individual differences, thinking, imagination, memoq.
heredity and growth. The second semeswr emphasizes the application of the
principles of psychology to the problems of everyday life.
SOCLALPSYCHOLOGY.
I.
See course 61 under Department of Sociology.
3 Cr.
61.
3 Cr.
ABNORMAL
PSYCHOLOGY.
Prereq. 3 or 5, and 6. Jr., Sr. 11.
A survey of the history of the treatment of mental disorders and a atudy of
62.
their nature, causes, prevention, and present treatment. ( M e r e d
I95
5 - 5 6.)
,
PSYCHOLOGY.
Prereq. Psy. 3 or 5 , and 6. Jr. I.
3 Cr.
51. EDUCATIONAL
A d y of human development, learning, and adjustment in order to better
understand human behavior, especially the ,behavior ob adolescente in a school
context.
THE SOCIAL SCIENCES
IN HIGHSCHOOL.Prereq. 5 I . Jr. 11.
5 1. TEAC~IWG
T d b gw
Min m b h m
w md c
00
&
3 Cr.
h management. hcludu a study of the secondary
need# of
youth.
53, 54.
GROUPA c m
r Cr.
This is not given as a separate course, but offered in connection with Religion
6, 57, and $8; Physical Education 6, I I , I 3, 14, and 5 5, 56; Education 5 I and
52; and Home Economics 36. The nature of the experience will vary with the
course with which it is associated, and may include such activities as teac,&g,
supervising recreation, and advising clubs. The cooperation of the agencies involved is necessary, with reports from the supervisor and the student to the
teacher of the course with which the work is connected. A student may not
receive more than z credits in Group Activity.
PPP~CIPLES
OF GUIDANCE.Prereq. 5 I. Sr. 11.
3 G.
A d y of the guidance function of the cl.uuoom teacher, toola and techniquea med in d y i n g students, and methods rpprapriate for &t
gaidaria, including counseling.
5 5.
HXSTOPY
AND PHILO~OPHY
OF EDUCATION.Sr. 11.
3 Cr.
traw the development of modern education and roeh to aaaiat
the aohnt in developing an understanding of rhe present educational program
and the ruions modem philobophies of education. The aapecta of the atate
edmtiasrl p g r u n important for the orientation of the new teacher are
58.
Tbe casn
S
U
~
.
Specid Tescbing Metbods
The special methods courses include the study of the materide, organization,
lad tuahing procedurer of the field for which they are given; applications of
the principles of teaching are made in the ape&c field. U d y , each student
is required to take two of these courses to prepare for student teaching. Thh
mesm one courae related to the major and one to the minor. Prcrequisitu are
a major or a minor in the field and Education 52. In special situations, a student
may be permitted to regiater for more than the a m o a t of d t W.
TEACH~NG
OF G ~ M A N I C
LANGUAGES.
Sr. I.
TEACHING OF ROMANCELANGUAGES.
Sr. I.
TEACHINGOF NATUW SCIENCES.Sr. I.
TEACHINGOF BUSINESS.Sr. I.
T u c H r n ~OF MATHEMATICS.
Sr. I.
T E A C H ~ OF
G SOCGLSTUDIES.Sr. I.
TEACHINGOF GRADESCHOOLMUSIC.Jr. 11.
TEACHINGOF HIGHSCHOOLMUSIC.Sr. I.
TEACHINGOF HOME EUINOMICS.Sr. I.
TEACHINGOF ENGLISH.Sr. I.
T ~ n c n r nOF~ HEALTH AND PHYSICALEDUCATION. Sr. I.
TEACHING
OF SPEECH.Sr. I.
1%
Cr.
1%
0.
I
% Cr.
1%
0.
% Cr.
I % Cr.
I
Cr.
z Cr.
r Cr.
1%
Cr.
t Cr.
1 % Cr.
2
4 to 5 Cr.
Prereq. Educ. 5 I , 52. Sr. I.
96. STUDENTTEACHING.
Obeervation, participation in teaching activitier, and experience in actnal
contml of the clamnmm situation. Direction of the program is shared by the
college mpervisor and selected critic t&.
The f o h w h g coumes prepare the emdent to meat the state requiremenu for a
minorial~qscien~~aain~ip~a~&loeof$ooksfor
ahe &l . . &ra,nyB
n pqming bob and other librecy a n a d for circulation,
. a iwho01
in
library, and h making iatdigat and effective use of
libmryt~alsfarhisuwnneabuader.
Minor, 16 credits.
3 Cr.
BASIC FUNCTIONS
OF THE SCHOOLLIBRARY.
Jr. I, 11.
Designed to acquaint the student with the place of the library in the school
and community; local public, county, state, and national services; standards;
relations with school administration daculty, students, and community; the
budget; planning, housing, and equipment; library records; organization of
materials; school library administration. Two credits first semester; one credit,
second. (Offered each year beginning 195 5-56.)
y 5-56?.
57-58t. ELEMENTARY
MATERIALS.
Jr., Sr. I, 11.
4 Cr.
Library materials for the elementary school library; book selection, principles
and standard lists; correlating the library holdings with the grade cumculum;
reviewing of individual titles. Sources. (Offered alternate years beginning
1955-56.)
S9-60f. SECONDARY
MATERIALS.Jr., Sr. I. 11.
6 Cr.
Introduction to book selection; book selection in subject fields, including
reference books and related fiction; periodicals and other non-book materials,
their use and preparation for circulation, standard lists for book selection; reviewing of individual titles. Sources. (Offered alternate years beginning 1956-57.)
I Cr.
61. PRACTICAL METHODS. Sr. I.
Giving che student practice experience in school libraries; teaching the use
of the library; weeding and withdrawal procedures. (Offered each year beginning 1956-57.)
2 Cr.
62. READINGGUIDANCE.Sr. II.
Remedial reading in the school as it relates to the school library, reading
ladders; student's personal library; professional literature in the field, lists, testing, and records; guiding individual students in their recreational reading.
(Offered each year beginning 195 6-57.)
t Continuation course. To receive credit for this course, a student must complete both semesters.
..
Department of Business Admm&ration and Economics
and.Seaetarial Studies
W.WALTON,MISS LUND,MISS BAVOLAK
The objective of thia deparanent is to help students gain a broad knowledge
and round perspective of b u s h a and our economic aocieq. Such knowledge
and p e n p a i v e is m e s s q for success in apecSc positions in our complex
business world a d h u l d provide the background to facilitate advancement,
with experience, to positions of respomibiliq. A degree with a business major
is a connmon requirement of business h and government agencies. The
department giver a general background in economics; together with secretarial
studies, it provides a teaching major or minor; and it prepares for graduate
work in business and economics.
Major, P d i t s ; courses required are
Speech I I and History 21 and 22.
I , 2,
Minor, 2 I credits; 'courses required are
Upper Division courses.
I, 2.
PRINCIPL~S OF
I,
4,
I 1, I 6,
z, 4,
I y,
13. Also required are
I6
and six credits in
ACCOUNTING.
FL I, n.
An introduction to the -principles
of accounting and their application
single proprietorship, pzrtnerahip, and corporate foof bu&er; prepuation
and a d + of h a n c i a l statements; procedure in recording bwinar tranaacdonr;
and an introduction to manufacturing and cost accounting.
a.
,,
INTRODUCTION TO STATISTICS. Fr., SO. U.
A study of the collection, presentation, analysis, aud interpretation
t i 4 data. It includes a e t d y of the memum of central tendency, time, series,
tabulation, graphic representation, and the application of t h e statistical techniques to various types of data.
4-
15,
p-
16.
PWCIPLES
OF
ECONOMICS.
SO. I,n.
.;6-,G.
A s t d y of the social organization of oar economy, hca1 and monGai$
p o k , value, prices, the distribution af d t h , and alternative economic systern. The objective H to help the s t u d e n t to develop the ability to a n a l p
economic hu they h e in his personal and vocational activities and ia
,
public life.
Upper Division Courses
MONEY AND BANXING.Prereq. I, 2, 4, I 1, 16.Jr., Sr. I.
3 0.
A study of the commercial banlu, the Federal Reserve Syrtem,the price l e d ,
and monetnty m d h a 1 policies. The parpooe is to lead the mdent to i n d gate thomufly the place and importance of money and priceq in bushus and
5 I.
in the economy in general, emphasizing the problem of business fluctuations.
(OfTered 1951-16.)
7
-
-
--
social implications of marketing activities in our economy. The prvpoae ir to
give the atudent an analytical baais for judging business iltemativa and zlro
governmeat legislation.
3 Cr.
LABOPAND MANAGEMENT
RELATIONS. Prereq. 15, 16.Jr., Sr. 11.
A study of management, of labor, of their relations, and of their control by
-0
d h &dr
The objective ia to picture the
dtsFsmPt I#dtionr Oi h p u p io aur
and to investigate pordbiitk
cb rt%ir*ing b
y
cam^ of &e whole through edacation and
56.
'
government control.
3 Cr.
PRODUCTION. prereq. I 5, 16. Jr., sr. 1.
An operating subject dealing with the more important production procedures
and techniques commonly employed in progressive manufacturing plants. The
techniques are studied with reference to their contribution to the attainment of
established manufacturing objectives to provide the student with an appreciation
of the relationships of production to other operating problems of business and
an awareness of the significance of production aspects of general administration
problems. (Offered 1954-55.)
5,.
59.
ADVANCED
ACCOUNTING.
Prereq. I,
2,
4, 15, 16.
E. I.
3 Cr.
The p-e
of this course is to provide analytical accounting techniques
which will enable the atudent to interpret &ancia1 data, a d to q u a i n t the
student with c a t accounting principles and procedures. Preparation and anal*
of 6nanci.l statements, comparative statements, and statements ahowing t h e
disposition of working capital; and proceedings in job-order and standard uwting are scremcd.
--
3 Cr."
60. PUBLICFINANCEAND TAWTION.
Prereq. 15. Jr., Sr. II.
The course is designed to acquaint the student with the ecanomie
sf taxation and national budgetary policy. A study is made of the elemenm
of h a 1 policy and management of the public debt, considering the role of taxes,
expenditures and debt management in economic stabilization.
BUSINESS
FINANCE.Prereq. I , z, 4, 15, 16, 59. Jr., Sr. 11.
A study of the subject of business h a n c e concentrating upon the
problems of going concerns to provide the student with a grasp of the rela62.
tion of financial decisions to over-all company objectives and policies of such
major departments as production and sales. Both working capital and long-term
capital financing are studied.
SENIORTOPICS.Sr. I, 11.
6 Cr.
A x v k of businea practice and problem in our economy, pointing olrt
tbe opportunities for individual endeavor, followed 'byan original project by
each student i n which he makes an investigation of his own. The project mry
be in m y business field; for example, lcco~ting,invwtments, pemmrl selling,
market research, economic analysis. Offered only as an honors course for selected
seniors in business.
71, 72.
?&r coumw aim to prepare student( for stenographic and d poribarinea o&w, m k t in ,the preparation for the rerching of borincr
~ ~ i n ~ & l s d f o r ~ d ~ r k , a n d n o p r w i d e
oppmmhy for tihe development of of- s k i b for p a m d ue.
t h o in
A orsjor may be abtaiued in business education by completing a ntinimum
hous, including
I, 2, 3-4, 8, 51, 52, 53-54, Business Adminiatration
16, 13, and one other Upper Division Course or Home Economics 73.
,
including
A minor may b h i n d by completing a minimum of 26 h
I , 2, 3-4, 8, 51, 52, 53-54, Bushers Administration I, 2, or 15, 16.
of 37
I . 2, I J ,
ELEMENTARY
T Y P E W R ~Offered
G . both semesters.
I Cr.
A ooarse for the development of the fundamental skills of typewriting. Three
burs , p r week.
I.
2.
EMTBU~EDIA~ T Y P E ~ R ~ N G11..
2
Cr.
P m b in typing tabulations, manuscript typing, use of carbons, addreaing
envelopes, and i n letter arrangements. Four hours per week.
6 Cr.
3-4.t ELEMENTARY
SHORTHAND.
Prereq. 2. I, 11.
Training in the dundamentals of Simplified Gregg shorthand. Practice in dictation and transcription. Four hours per week.
,OFFICEMACHINES.Prereq. I , 2. Wered both semesters.
2 Cr.
S t d y and practice in the operation of such machines as the dictaphone, calculator, adding machine, mimeograph, mimeoscope, addresograph, and dupli,cator. Two hours per week.
8.
fCo~itm&n
course. To receive credit for this course, a student must oompkte
both semesters.
5 I.
Upper Division Cmrses
ADVANCBD TYPEWRITING.
I.
JZ.
SEC~BTARIAL
P R a c n a . Prereq.
z CrFurther development of typewriting technique with practical training in
businer kctar arrangement, billing, tabulating, and the typing of legal documento. Prerequisite I, 2 , or high achool credit in typing. Open to studenra having
attained s speed of 40 words per minute. Four hours per week.
I , 2,
3-4. 11.
3 Cr.
Pra~tialapplication of secretarial dutier including dictation, business letterwriting, telephoning, use of businem and legal forma, personality development,
and guidance in writing application letten and mrking application far r job.
Mimeographing i included in this course for those who include this as s part
of the plrish workers' course. Four hours per week.
~ N C E SHORTHAND.
D
I, n.
4 Cr.
Advanced study of the theory and principles of Gregg shorthand. Rapid dictatioa Prerequisite 3-4 or high school credit in shorthand. Open to students
who cam take dictation at a minimum speed of 80 words per minute and trmscribe ~ t a hhigh degree of accuracy. Four ,hours per week.
82. ~ E A C H I N G OF BUSINESS.
I % Cr.
Sr. I.
See course 82 under Education.
J 3-54.$
Depertment of Home Economics
MISS SEGOLSON,
MRS.NELSON,MISSMORTENSEN
Thc abjectiwa of the department are threefold: first, to provide c o w that
d
l help atudenu solve penonal, home, and family living problems; eecond,
to offer training for homemaking; and third, .to offer training for the teaching
of home economics. Courses are open to all students and recommended for general education.
N o n - m h g major, 33 c d u ; courses are I , z, 3, 7, 39, 40, 42, 44, 57.
66, 68. 71,72. Also required are Chemistry 4 or 5-6, Physics 3, Economics IJ.
Sociology I, Biology 4 or 13-14 and 54, and Psychology 3 or 5 , and 6.
Graduation minor, 18 credits including cotuses I, 3, 7, 39, 40 and 42 or
'I'cidiag msjor, 38 credits; caurser bted for non-terching major plus 33 md
76. T e d h g mipcws possible in Biology, chemhy, Speech, SocLl Sdcnce or
Physical Eduution. C o d t a member of &e home ecommh faculty for course
plonr.
I.
CLOTHING
SELECTION,
C a m , AND bus. I.
3 fi.
A study of the factom involved in the choice, care, and repair of dothing.
B a u g in dcrign, bewmingnem, appropriateness, and some of the textile fabrics
suitable for ditferent wea are topiu considered.
+tinuation
both semesters.
course. To receive credit for this course, a student must complete
CLOTHING
CONSTRUCTION.
II.
2 Cf.
course provides laboratory experience in making simple gmmnts in
cotton and rayon. I t includes experiences in planning, cutting, fitting, and
Nitable ,techniques in making garments, the use of the sewing mochiae, a;lteration of garments. Home Economics I prerequisite for Home Economia edocotion majors. Two double laboratory periods, one lecture discussion period per
t.
This
,we&.
3.
Am w DAILY
LIVING.I.
3 CrA study of m ?s it is met in the activitica of everyday living. Open to all
rtudents.
E L B ~ ~ NOF
T SNUTRITION. 11.
3 Cr.
Noranal human nutrition applied to food selection for the promotion and
maintenance of health will be considered; student and recommended dietaries
will be analyzed.
7.
GROUPACTMTY.
See courses 53, 54 under Education.
23.
33.
COLORAND DESIGN.I.
2
Cr.
3 Cr.
A study of the principle of design and color related to selecting, rrrrnging,
and G g a i n g of household farnishings. Lettering and rimple poster d-.
Some craft experience. Home Economics 3 prerequisite for Home Eumomica
mapn. Three double laboratory perio& per week.
36. CMETS.II.
2
Cr.
Laboratory experience in various crafts which can be done at home or at
camps with simple equipment. Principles of design and color in their application to crafts will be studied. Two double laboratory periods per week. (Offered
1955-56.)
PRINCIPLES
OF FOOD PREPARATION
AND MANAGEMENT.
Prereq. 7 or
af h u u c t o r . I, 11.
pe&n
6 Cr.
Laboratory experience in menu planning, merl service. food purchasing, m d
food preparation. Three double laboratory periods a week.
39, 40.
MAMUAGEAND FAMILYM LA TI ON SHIPS. II.
3 Cr.
A c o r n applying principlw of cultural living to everyday problem of home
life. Discussions of penond f d y relationships, prepantion for muriap, the
Christian home and its iduence in the community, and related mbjecta. Regular lecturer, talks by guest speakers, illustrated lectures, and t o m .
42.
CHILD
DEVELOPMENT.
IL
2 Cr.
A study of the core and trahing of the pug c&ild = ,to to physical, mental,
and social development. One lecture period plus one double laboratory period
per week.
44.
Upper Division Cmrses
57. TEXTILES. I.
s Cr.
Study of textile fibers, fabrics, and hishes with special emphub on selection,
me, and care d common household and clothing textiles. Two dcmble laboratory
hours a week.
64. HISTORY
AND APPRECIATION
OF ART. 11.
2 Cr.
A study of the historical development of architecture, decoration, costume,
furnitcue, painting, and sculpture. Two regdar hours scheduled and field
trips arranged. (Offered 1954-55.)
n.
66. HOME
PLANNINGAND FURNISHING.
3 GThir conme included a consideration of housing, an anal* of &or pluls,
r study of the design of exteriors and interiors, and problems in ulecting,
arrmgiug, and conserving home furnishings. Home Economics 3 and 33 prereqaisite for Home Economics Education majors. Three double lalbomtory periods per
week
68. F ~ I L HEALTH.
T
I.
r Cr.
Basic f a c a and practical application of home care of the sick Problems
relating to environmental disease, prevention of illness and safety measures, as
well as to individual health problems within the family group.
71. HOME
MANAGEMENT
PROBLEMS.
I.
2 Cr.
Consideration of problems relating to planning, directing, guiding, and oo&ating
the resources of the home for happy, satisfying family W g . One
lecture period and one double laboratory period per week.
HOMEMANAGEMENT
LABORATORY.
I.
2 Cr.
~ c ' t u a lexperience in the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience in various aspects of management met in home living such as management of money, time, energy, and equipment. Six weeks residence in a home
management house with one conference hour per week. Food costs to be determined by the group. (Offered 1955-56.)
72.
CONSUMER
EDUCATION
AND INCOME~ ~ N A G E M E N
It.T .
t CT.
The wise choice of .consumer goods and services available on the market
and the necessity of a careful plan for spending are topics which will be considered for the purpose of helping the student receive greater satisfaction from
the use of money income.
73.
76. ADVANCEDC L O ~ I N CONSTRUCTION.
G
Prereq. 2. U
z Cr.
This course provides laboratory experience in making garments in wool.
More advanced problems in fitting and construction are used than those in the
c l m in Clothing Construction. Some experience in planning and c o n s t ~ c t i n g
garments for children is also given. Two three-hour laboratory periods per week.
Prereq. 3 2 credits in home economics
91. TEACHINGOF HOMEECONOMICS.
and Education 5 2. Sr. I.
z Cr.
Division of Natural Sciences and Mathematics
l e n rhc p
w of che division of Nattml Scienfc ta pmvidc trriPing in
metho& uld technique; ta interpret N a d Scienu in the light of
the Word of Gud; to acqruinr the student with the
of Narurd
Sdcnce i n a modem, changing world; w e m p k a wund mind and r r m n g
body; to vain for vocations in various fields o f N a r d Science; and to q u i p
tbe student with a scientific background which wiIl enrich his life ind the lives
of his feuow men.
&&c
Department of Biology
The aim of thir Department is to give the student z broader scientific background through the study of Biology, to further the use of leisure time, and to
prepare for vocations or graduate study.
Major, 24 credits; minor, 1 6 credits. Courses 1-2, 3N, 4, 7N no not count
toward the major or minor.
WORLDAND MAN.Fr. I, 11.
O Cr.
I-zt. THE NATURAL
The development of scientific foundations in the physical and biological sciper week consistkg or :xtures, lecture demonstrations, and
ences. Four
discussions.
gN. HUMAN ANATOMYAND PHYSIOLOGY.
Fr. I.
4 Cr.
A professional course in human anacorn, 1 - J ohyslology with special em&ash on structure. Two lectures and two d o ~ b l elaboratory periods per week.
Designed particularly for student nurses.
HUMAN ANATOMYAND PHYSIOLOGY.
Fr. 11.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
both structure and function. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 3N will not receive credit for
Biol. 4.
4.
7N. GENERALBACTERIOLOGY.
I.
3 Cr.
A course in general bacteriology for nurses. Two lectures and two double
laboratory periods per week.
3 - ~ 4GENERAL
.t
ZOOLOGY.Fr. I, 11. '
8 Cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adaptation, and reproduction of type animals. Biological principles
are emphasized. Two lectures m d two double laboratoq periods per week.
I
$ ~ o n t ; ~ & $ &course. To receive credit for this course, a student must complete
b t h sem+ters.
GXNW BOTANY.So., Jr. I, II.
8 ~r.
y of the morphology and physiology of higher plants, f
W
by a -.
of the plant kingdom. Emphadia is llro placed on ;bacmieal principles. Flowering plenta arc identified in the spring. Three lectures and one
double laboratory period per week
25, 26.
Thk m a d
51.
Upper Division Courses
GENETICS.Prereq. 13-14,or 25, 26. So., Jr. I.
4 Cr.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four lectures per week.
(Offered 1955-56.)
4 Cr.
ECOLOGY.
Prereq. 13-14or 25, 26. So., Jr. II.
A survey of local ecological communities, and a study of the general principles of biological amciation and succession. Two iectura and one laboratory
period or field trip per week. (Offered 1955-56.)
52.
5 3. GENERALENTOMOLOGY.
Prereq. 13-14.Sr. I.
3
G.
A study of the habitat, morphology, physiology, reproduction, and classification of insects. Two lectures and one double laboratory period per week. (Offered 1954-55.)
54. GENERAL
BACTERIOLOGY.Prereq. Chem. 5-6. II.
4 Cr.
A review of the general &ld of bacteriolom, including the cause, control, and
prevention of important diiasu. Training in modern labontory techniques. Two
lectures and two double Izboratory periods per week.
3 Cr.
TAXONOMY
OF FLOWERING
PLANTS.Prereq. 25, 26. Sr. 11.
Taxonomy of flowering plants. Special emphasis is placed on systematic principles, systems of classi6cation, rules of nomenclature, etc. Two lectures and
one double laboratory period per week. (Offered 1954-55.)
55.
60. BIOLOGICAL
TECHNIQUES.
Sr. U.
1-2 Cr.
Pnctical work in mounting of microscopic slides, photography, and doing
projecu useful to teachers. (Oflered 1954-55.)
80. TEACH~NG
OF NATURAL
SCIENCES.Sr. I.
1% Cr.
The course consisa of methods of teaching natural sciences in secondary
schools.
Department of Physical Sciences
The counes offered provide fundamental background in the basic principles
of chemical and physical phenomena.
The primary objective u promotion of acient%c
proach.
thinking and sciendfic ap-
Thorough study in these courses will prepare the student for teaching the
natural sciences in secondary dooh. The courses in Chemistry will prepare
h i for further study in such specialized fields as Medicine, Ruearch, Engineering, Nursing, Pharmacy, and other related fields.
The course in Physics will prepare him for study in Exigineering and Applied
Mathematics.
Major, 24 credits; minor, 16 credits. Courses 1-2, jN, 4 do not count toward
the major or minor.
THENATURALWORLDAND MAN. Fr. I, II.
For course description see Department of Biology.
r-zt.
8 Cr.
3N. CHEMISTRY
FOR NURSES.I.
3 Cr.
A lecture and laboratory course covering subjects related to nursing in the
fields of inorganic and organic chemistry and biochemistry. Two lectures and
one double laboratory period per week.
PRINCIPLESOF CHEMISTRY.Fr. II.
4 Cr.
A lecture demonstration course designed to provide a general knowledge of
the laws and phenomena of chemistry as meets the needs and interests of nonscience majors. Students who complete Chem. 5-6 may not receive credit for
Chem. 4.
4.
AND QUALITATIVECHEMISTRY.Fr., So. I, 11.
8 cr.
5-6.f INORGANIC
A study of laws and theories of chemistry and of non-metals and metals and
their compounds. Systematic qualitative analysis of cations. Three lectures and
four hours of laboratory per week.
Upper Division Courses
Prereq. 5-6. So., Jr., Sr. I.
4 Cr.
5 I. ANALYTIC~U.CHEMISTRY.
Systematic semimicro qualitative analysis of cations and anions. Short induction in general methods of quantitative analysis, volumetric and gmvimetric.
Two lectures and six hours of laboratory per week.
QUANTITATIVE ANALYSIS.Prereq. 5I. So., Jr., Sr. II.
5 Cr.
General principles, methods and procedure of quantitative analysis, volumetric
and gravimetric. One lecture, eight hours labratory per week.
5 2.
ORGANICCHEMISTRY.
Prereq. 5-6. Jr., Sr. I, II.
8-10 Cr.
A discussion of the important c l w u of aliphatic and aromatic compoands.
Laboratory work in preparation and study of typical organic substances. Three
lectures, four or six hours of laboratory per week. (Ofiered 1951-56.)
53-54.t
$6ntinnation course. To receive credit for this course, a student mupt complete
both semesters.
PHYSICALCHEMISTRY.Prereq. Math. 2, Chem. 5 1 and 52, and Physics
5 and 6. Sr. II.
5 Cr.
An introductory course coveting the gzr laws, solutions, chemical equilibrium,
rates of reactions, and colloids. Three lectutes and one double laboratory period
per week. (Offered 1954-55.)
55.
PHYSICS
Minor, 16 credits. Courses 1-2 and 3 do not count toward the minor.
THENATURAL WORLDAND MAN. Fr. I, 11.
8 Cr.
For corn description see Department of Biology.
1-2$.
PRINCIPLESOF PHYSICS.Prereq. H. S. Algebra and Plane Geometry. Fr. I.
4 Cr.
A lecture demonstration course which includes mechanics, heat, sound, light
and electricity. Emphasis is placed on the application of physics in the home.
3.
or concurrent registration in Math. I.
4 Cr.
A general elementary course in mechanics, sound, and heat. Three lectures,
one quiz, and one two-hour laboratory period per week.
5.
GENERALPHYSICS.Prereq. Math.
I
6. GENERALPHYSICS.Prereq. 5. So. 11.
4 Cr.
This course is a continuation of Gen. Phys. 5 and covers electricity, magnetism, and light. Three lectures, one quiz, and one two-hour laboratory period
per week.
Upper Division Courses
MODERNPHYSICS.Prereq. 6. Jr. I.
A study of modem topics in the field of physics including atomic
nuclear transformations, radiation phenomena, biophysical applications of
and other topics. Philosophical implications of mcdern physical science
considered.
5 I.
4 Cr.
theory,
physics
will be
ELECTRICITY
AND MAGNETISM.
Prereq. Phys. 6 and Math. 5 1 or concurrent registration in Math. 51. Jr., Sr. 11.
4 Cr.
An advanced course with emphasis on fundamental laws, electric and magnetic field phenomena, high and low frequency circuits, and electrical instruments. Two lectures and two two-horn laboratory periods per week.
52.
80. TEACHING
OF NATURAL SCIENCES. Sr. I.
1%
Cr.
Combined Science Major for Teacbiug
Requirement: 40 credits in Natural Science, including Chemistry 5-6 with
either 5 1 and 52 or 53-54;Biology 13-14and 25, 26; Physics 5 and 6.
TContinuation course. To receive credit for this course, a student must complete
both semesters.
Dqxrtment of Mathematics
The Department of Mathematics aims to give students a working knowledge
of mathematics s d c i e n t for solving the simpler problems of life, also to d o r d
students in special fields the mathematical foundation needed for a fuller understanding of their subjects, and to open to those who major in the subject a wider
horizon with experience that will make them escient workers in their chosen
fields and also give them confidence to pursue further study.
Major, 26 credits; minor, r o credits.
Courses A, B, 5 and 6 do not count toward the major or minor in mathematics, but A and B must be completed as prerequisites to other courses.
SECONDCOURSEALGEBRA.
Prereq. H. S. Algebra. Fr. I.
3' Cr.
Fundamentals of algebra continued and proper foundation laid for more advanced work in mathematics. Four hours per week.
A.
B.
SOLIDGEOMETRY.
Prereq. Plane Geometry. Fr. !J.
3 Cr.
Geometry applied to solids and planes. Area and volume formulas developed.
Spherical triangles and polygons introduced. Four hours per week.
INTRODUCTION
TO MATHEMATICAL
ANALYSIS.Prereq. Math. A. Fr., So.
I, II.
10 Cr.
This is an integrated course inoluding college algebra, trigonometry and plane
analytical geometry.
I , 2.
ENGINEERING
DRAWING. Prereq. B. I.
3 Cr.
Elements of drafting with an introduction to the use of graphs and formulas. Eight hours a week.
5.
ENGINEERINGDRAWING AND D E S C R I PGEOMETRY.
~
Prereq. 5. II. 3 Cr.
Methods of representation. Graphical and algebraic solutions. Eight hours
a week.
6.
Upper Division Courses
5 I , 5 Z.
ELEMENTARY
CALCULUS
AND DIFFERENTIAL EQUATIONS.
SO., Jr. I, 11.
I0
0.
Fundamental concepts are introduced. Formulas for Merentiation and integration, and solutions for various types of ordinary dzerential equations are
developed and applications made.
SOLD ANALYTICALGEOMETRY.
Prereq. z. Sr. I
3 Cr.
Lines and planes in space are studied and their equations developed. Quadratic
surfaces and ' d o r m a t i o n are given their proper emphasb.
53.
54.
THEORYOF EQUATIONS.
Prereq. Math. 51. Sr. 11.
3 Cr.
This course includw the study of & numben, determinants ?ad o h e r
topics that aid in the solution of equations of higher degree.
84. TEACHINGOF MATHEMATICS.Sr. I.
Cr.
I
Department of Health and Physical Education
The aim of the Department of Health and Physical Education is to promote
a weli-rounded physic21 education program.
health and physical fitness &ugh
to develop character md good s p o r a d p throrrgh the intnmunl and inrercollegiate sports program, to further the worthy use of leisure cime, and to provide an effecrive training program for praspctivt reachers of h d t b and physical education.
All students are required to take a physical examination by the college physician as a part of the registration procedure before participating in any phlse
of the physical education program.
A course in Personal and Community Health is required of all freshmen and
new upper class students who have not had an equivalent course in college.
One year of physical activities, courses 3 and 4, is required of all students.
Major and Minor Requirements:
Major for men, 33 credits, including courses 2, 3, 4, 5, 6, 8, 11, 12, 27, 5 0 ,
5 1 9 52, 53, 54, 55, 56, 84.
Major for women, 3 0 credits, including courses z, 3, 4, 5, 6, 8, 13, 14, 16,
17, 27, 50, 52, 53, 54, 84.
Minor,
formen:
21
2,
credits, including courses z, 3, 4, 5, 6, 8, 11, 12, 5 I, 53, and 54
j,4, 5, 6, 8, 13, 14, 16, 17, 53, and 54borwomen.
Biology 4; Psychology 5, 6; and Education 51, 52, 53, 54, 5 5, $8, 94, and 96
Bhould be included for a teaching major in phyuical education.
PERSONALAND COMMUNITY
~ T H Fr.. Offered both semesters.
2 Cr.
A study of modem concepts and practices ob health and healthful living
applied to the individual and the community.
2.
3, 4.
PHYSICAL
ACTIVITIES.(Men). Fr., So. I, 11.
I
Cr.
3, 4.
PHYSICAL
ACTIVITIES.
(Women). Fr. I, 11.
I
Cr.
INTRODUCTION
TO HEALTH
EDUCATION,PHYSICALEDUCATION,AND
RECREATION.
Fr. I.
2 Cr.
A brief preview of the three present day interrelated fieldc of health education, physical education, and recreation as they function in the public school
5.
mema
-~ONAL
ACTIVITIES.Fr. n.
I cr.
Theory and practice in teaching recreational activities, social recreation, quiet
gamer, l o r organized games, noon hour activities, camp nights, relays, and
m&ed
games.
6.
FIRSTAID. Fr., So. 11.
American Red Cross First Aid Course. (Offered 1955-56.)
8.
I
Cr.
TEAM SPORTSAND L.EAD-UP G-.
(Men). So. I.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball, and volleyball.
Team Games: Touch football, softball, speedball, soccer, and volleyball.
I I.
12.
INDIVIDUAL
AND DUALSPORTS.(Men). So. I
I.
2
Cr.
Theory and practice in teac,hhg badminton, shdeboard, handball, aerial darts,
table tennis, horseshoes, paddle tennis, archery, and golf.
4 Cr.
13, 14. TEAM SPORTSFOR WOMEN.SO. I, 11.
Theory and practice in the coaching and oiciating of field hockey, soccer,
basketball, volleyball, and softball. (Offered 195 5-5 6.)
16. INDIVIDUAL
AND DUAL SPORTS.(Women). So. II.
2 Cr.
Theory and practice in teaching skating, skiing, badminton, table tennis,
shuffleboard, archery, tennis, and golf. (Offered 1954-5 5.)
17. SELF-TESTING
ACTIVITIES.(Women). So. I.
I Cr.
Theory and technique of teaching stunts and tumbling. (Offered 1954-55.)
27.
KINESIOLOGY.
Prereq. Biology 4. So. I.
2
Cr.
This is a study of body movements and the mechanics in the effecting of efficient movements.
OFFICIATING. (Men). So. I.
r Cr.
Instruction and application of technique and rules of osciating in football,
basketball, baseball, and track. (Offered 195 5-56.)
29.
Ufifier Division Courses
PHYSICAL
EXAMINATIONS
AND ADAPTED
PHYSICAL
EDUCATION.
Prereq.
Biol. 4, and P.E. 27. Jr. 11.
2 Cr.
Procedures and interpretation of physical examinations. Analyak of functional
and organic abnormalities and suggested adapted activities for atypical c-.
(Offered 1954-55.)
50.
SELF-TESTINGACTIVTITES. (Men). Jr. I.
2 Cr.
Theory and practice in teaching individual and dual stunts, apparatus,
bumbling, boxing, and wrestling.
5 I.
FUNDAMENTALMOYEMLNTS.
Jr. II.
I 0.
Folk games and gymnastic rhythms. Separate sections for men and women.
(Offered 1955-56.)
52.
PRINCIPLESAND CURRICULUM
OF HEALTH
AND PHYSICALEDUCATION.
Prereq. 5. Jr., Sr. I.
3 Cr.
Aims, scope, and objectives of health and physical education.
An analysis and evaluation of the elementary and secondary achool heakh
and physical education curriculum.
53.
AND ADMINISTRATION
OF HEALTH
AND PHYSICAL
54. ORGANIZATION
EDUCATION.
Sr. IL
3 Cr.
Problems of organization, administration, and supervision of health and
physical education.
2 Cr.
COACHING
OF SPORTS: FOOTBALL AND BASKETBALL.S t I
.
Theory a d techniques of aching. Seniors only, or approval of in4tructor.
55.
56. COACHING
OF SPORTS:BASEBALLAND TRACK.Sr. II.
2
a.
Theory and technique of coaching. Seniors only, or approral of instructor.
Sr. II.
I Cr.
84. TESTSAND ~ ~ A S U R E M E N T SIN PHYSICALEDUCATION.
A survey and evaluation of tests in physical education. (Offered 1954-5 5.)
r Cr.
85. COMMUNITYCREATION. Jr., Sr. 11.
PraLlems of community recreation including programs and program planning,
a awey of activities, and the organization and adminkmation of recreational
work. (Offered 1954-55.)
94.
TEACHING
OF HEALTH A N D PHYSICAL
E D U C ~ ~ OSr.
N . I.
Mcchods and materials in health and physical education.
2
Cr.
Augsburg Theological Seminary
Augrburg Theological Seminary is the taining school for the paston and
missionaries of the Lutheran Free Church. It offers a regular three-year course
of preparation for the Christian ministry, including both theoretical and practical training. In harmony with the Principles of the Lutheran Free Church
it aims to stress particularly the training of p+on and spiritual leaden dedicated to the ideal of building Lutheran congregations where the Gifts ef
Grace are freely cultivated and nurtured under the authority of the Word a d
the guidance of the Holy Spirit.
GENERAL REQUIREMENTS
Admiseion
The normal prerequisite for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college coune must hare included the
following prerequisite subjects:
Greek
German, or
Latin, or
Norwegian
Philosophy
z
I
years
year
In the case of mature students of outrtanding ability and experience, an occasional exception from these requirements may be made by special action of
the Committee on Admissions.
In order that students may derive the greatest possible advantage from their
dxological studies, it is recommended that their college course of study, besides
fulfilling requirements as to a major and a minor, in addition to the subjects
indicated above, include as many as possible of the following:
English
Speech
Psychology
History
Natural Science
Sociology, or Economics, or
Political Science, or Education
Typewriting
2
I
I
2
I
I
I
years
year
year
years
year
year
year
All candi&tes for a W m n to the Seminary must have achieved a good
academic rewrd in their preparatory studies in college.
Applications for Admission
Applications for admission to the S e m k q should be addressed to the Secretary of the Theological Faculty, and should include the following:
I. A fonnal letter of application for admission as a s d m t in the Seminary,
including a personal statement by the candidate concerning his background,
including baptism, confirmation, spiritual experience, doctrinal convictions, and
church membership.
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of these
should be from the pastor of the candidate's local church.
4. A catificate of good health.
These documents must be in the hands of the Secretary of the Seminary
Faaulty before July &st.
The Committee on Admissions consists of the Faculty and the Seminary Committee of the Board of Trustees.
The &st year of study is always considered a probationary year.
Transfer of Credits and Advanced Standing
Students are admitted to the Seminary with the understanding that their
studies are to be pursued under the direction of the Theological Faculty. Any
arrangement to take a part of the theological course at another seminary must
have the prior approval of the Theological Faculty at Augsburg.
Adrrnced standing is granted in certain instances, when a student applying
for admission presenu a transcript of credits indicating work done in orher
theological seminaries of recognized standing.
Conditions and Incompletes
A condition or an incomplete received at the end of the semester must be
removed within the &st five weeks af classes of the following semester of
attendance. If incompletes and conditions are not removed within the time
allowed, the condition automatically becomes a failure and the incomplete may
be changed to a passing grade only when the average of previous work is su6ciently high.
Expenses
Seminuy studmta pay no tuition. They do, however, pay the regular student
activity fee, health fee and a general Seminary fee of ten dollars per axnester.
S a c n h q students living in the domitory receive a special grant to m r
the eort of room rent. The cost of board is the same u for the College d e n t s .
See page 2 5 .
Graduation and Degrees
The Seminary course consists of a h e - y n r cycle of lectans and study plw
six months of practical service in the cxmgng~tions. Students who campIete all
the requirements of the regular c o m e are graduated with the degree of Bachelor
of Theology. These requirements may be summarized as follows:
I. A minimum of 102 semester credits, including a seminar course in each
of the following four major fields: Old Testament, New Testament, Church
History, and Systematic Theology.
2. Courses in the Biblical languages, Hebrew and Greek, as regularly dered.
3. The attainment of an honor-point ratio of at least 1.5 (C+ average)
throughout the rhree years of Seminary work.
4. Six months of practical Christian service under the direction of the
Facultv Committee on Service. See below.
5 . The preparation of a scholarly thesis, approximately 8,000 words in
length, on an approved theological subject. The subject must be submitted for
faculty approval before April 1 5 of the Middler year and the thesis must be
completed by January 10 of the Senior year.
6. A comprehensive examiaation, written and oral, in Old Testament, New
Testament, Church History, and Systematic Theology taken during the third
week of March. Written and oral examination sermons.
Students who complete the required number of credits for graduation with
an honor point ratio of 1.0 ( C average) and the six months of practical service, but who have not met all the normal academic prerequisites for admission,
or who have not attained an honor point ratio of 1.5 in their studies, are graduated with the degree of Graduate in Theology.
Seminary Internship
In addition to the three years of theological study in the Seminary each student is required to spend six months in practical Christian service, as appointed
and supervised by the Committee on Service. This work is done during the
summer vacations between the beginning and conclusion of the Seminary coune.
A limited amount 06 assigned collateral reading is required during the in-service
per;ad.
The Seminary students are also encouraged to engage in a limited amount of
practical church work during rhe school year either in the Twin Cities or ia
nearby commnnities. This should be done in consultation with the Committee
on Service.
COURSES OF STUDY*
Theological Orientation Courses
J&
Yen
THE BACKGROUNDAND S m c - r m m OF rn BIBLE A reading course
giving the student a preliminary orientation i n the Book which is the chief
I.
source in theological study. Geography of Bible lands. General outline of Biblical
*With ohe exception of the Theological Orientation Gunes, offered m u a l l y
for Juniors, the Seminary courses are rotated in a three-year cycle.
History and contemporaneous secular history. Brief m e y of the historical
z Cr.
origin of the Biblical writings.
4. THEOL~GICAL
PROPAEDEUTIC. A survey of the main divisions of Christian
Theology; their subdivisions; their relation to the entire field of Thcology and
to the whole realm of human knowledge.
I Cr.
5. INTRODUCTION
TO DOGMATICS.
A preliminary study of the Ecumenical
Creeds, the Augsburg Codeasion, Luther's Large Catechism, and the Life of
Luther.
I Cr.
Old Testament
& STENSVMG
FOR BEGINNERS.
The &st year is devoted to a study of the
9-10. HEBREW
essentials of Hebrew grammar, using Creager and Alleman's text, and the reading of selected passages from Deuteronomy. (Oflered 1954-15.)
6 Cr.
11. THE PENTATEUCH.The course includes a general introduction to the
books and a careful exegetical study of selected passages. (Offered 195556.)
3 Cr.
12. THE HISTORICAL
BOOKS.A survey of the history of Israel with emphasis
on religious valuea and the rise of prophetism. Selected p a g e s from the bis3 Cr.
torical books are studied. (Offered 1955-56.)
13. THE PROPHETISAIAH. A careful study of the Biblical data concerning
the political and religious conditions of Israel and Judah, together with a survey
of ,the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book. (Offered 195657.)
3 Cr.
14. THE PROPHET JEREMIAH. A study of the political, moral, and religious
trends of the time of Jeremiah. Special attention is given to Jeremiah's personal
character, his Messianic hope, and to his portrayal of the struggle for spiritual
3 Cr.
freedom. (Offered 1916-57.)
I 5. THE BOOK OF JOB. A course which aims to make clear the teaching of
the Wisdom Literature of the Old Testament in regard to fundamental probz Cr.
lems of life. (Offered 1954-55.)
16. PSALMS.The course includes an historical survey, a general introduction
to the larger groups, and a careful exegetical study of a number of Psalms.
Reading assignments give special attention to the religious developments af the
3 Cr.
post-Exilic period. (Offered 1914-55.)
17-18. HEBREW
EXEGESIS. Review of the grammar followed by an exegetical
study of Amos and the cursory reading of selected passages from other books
in the Old Testament. (Offered 1955-56.)
4 Cr.
A study of archaeological discov19. SEMINARIN BIBLICALARCHAEOLOGY.
eries and their signi6cance in relation to the Bible. The course consists of a
number of introductory lectures followed by student presentations of assigned
I Cr.
topics and class discussion. (Oflered 1954-51.)
New Testament
20-21.
NEW TESTAMENT
GREEK.TWOyears of Greek is a requirement for
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction of normal load.
INTRODUCTION
TO THE NEW TESTAMENT.
A survey of the contents of
the New Testament, together with the authorship, date, and purpose of the
various books. The process by which these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manuscripts and early versions. (Offered 1956-57.)
3 Cr.
22.
23. THE GOSPELOF MARK. Readings from the Gospel of Mark in Greek,
with selections from Luke, considered in the historical frame of Jesus' ministry.
Each student will be expected to master a knowledge of the historical outline
3 Cr.
of Jesus' ministry. (Wered I 9 5 6-57.)
24. THE GOSPELOF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
appeal to the Jews. (Offered 1955-56.)
3 Cr.
25. THE GOSPEL OF JOHN. The purpose and special characteristics of the
Fourth Gospel, its authenticity and peculiar value. The latter part of the semester is devoted to the study of the account of Christ's passion, based on the
r Cr.
English text with the aid of a Gospel harmony. (Offered 1954-55.)
26.
1-12.
THEJEWISH SECTIONOF THE APOSTOLICCHURCH.Rapid survey of Acts
This will be followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Ogered
1954-55.)
3 Cr.
27. L P - ~AND EPISTLESOF PAUL. A rapid study of the life of Paul as given in
Acts, the historical occasion of his epistles, and the study of selected portions
in English. (Offered 1955-56.)
3 Cr.
INTERPRETATION
OF ROMANS.Reading of the doctrinal portion in Greek
with use of commentaries; the essence of the Gospel as set forth by Paul. The
28.
problem of Israel's rejection of Christ (chs. 9-11), and the section on the
,Christian life (chs. 12-16) will be studied as time permits. ( m e r e d 195451.1
2 Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the place of the universal Christian Church as the Body of
Christ and the spiritual goal of history. (Offered 1956-57.)
2 Cr.
OF THE REVELATION
OF JOHN. The course aims at a
30. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature. (Offered 1955-56.)
Church History
MR. SONNACK
40-41. 'lh.
EARLYCHURCH. The History of the Christian Church frem the
Apostolic Age to the time of Gregory the Great (590). The orgmization, doctrine, government, and worship of the Early Church; the downfall of heathcnism in the Roman Empire, and the rise of the Papacy. The course begins with
a brief survey of the Book of Acts. (Offered 19j5-56.)
4 Cr..
42. THE CHURCHOF THE MIDDLEAGES. A general survey of the developof Christianity in Western Europe from 590 to the period of the Protestant Reformation. T h e course includes the study of the development and decay
of Papacy, monastic orders, scholasticism, and of movements toward re3 Cr.
form. (Offered 1956-57.)
ment
43. THE REFORMATION.A study of the causes which led up to the Protestant Reformation; the Reformation itself and its results, including the Roman
3 Cr..
Catholic Counter-Reformation. (Offered I 9 j 6-57.)
44. THE CHURCHA F ~ E R TIIE REFORMATION.733 course covers the period
from the Reformation and up to the present time, aich special emphasis on
2 Cr,
the history of the Lutheran Church. (Offered 1914-51.)
CHURCHHISTORY.
Early colonization; planting of churches;
45. &=CAN
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The history of the Lutheran Church in America
2 Cris studied with special care. ( m e r e d 1954-1 5 . )
OF CHRISTIANDOCTRINE. A study of the development
46. THE HISTORY
of Christian doctrine and its crystallization into creeds and confessions, including the Patristic, Scholastic, and Reformation periods. (Offered 1 9 5 ~ - ~ 6 2. ) Cr.
47. THE LUTHERANCHURCHIN THE WORLDTODAY.A study of the constitution and work of the Lutheran Churches in the various countries of the world.
Special attention to the work of the Lutheran World Federation. (Ofiered
1956-57.)
I Cr-
Systematic
Theology
fi.&ON
.
intended to introduce the student to the field
50. I ~ r a o ~ u c n oA~course
of Christian truth in its systematic form. The course includes an outline of
2 Cr.
the entire field. (Offered 1954-55.)
11. THEOLOGY
~LNDANTHROPOLOGY.A study in the systematic exposition
of the teachings of the Bible concerning God and man. Papers on special
3 Cr.
topics. (Offered 1954-55.)
52-53. SOTERIOLOGY.The doctrine concerning the restoration and maintenance of the true oommunion between God and man. The Person of Christ
is work; the Holy Spirit; the meaning and method of salvation in relaand H
tion to the individual and to society; rhe nature and function of the Church.
4 Cr.
(Offered 1955-56.)
54-15. CHESSTIANETHICS. A study of the religious and ethical implicatiolls
.of the Christian experience. Special attention is given to the development and
application of Christian ethics with reference to the individual, organized in:stitutions, and society as a whole. (Offered 1956-57.)
4 Cr.
56. SYAQWLICS. A careful study of the Book of Concord, containing the
creeds subacribcd to by the Lutheran Church. The genesis of each creed, its
.doctrinal significance, and its place in the present life of the Church. (Ofdered 1954-55.)
z Cr.
57. COMPARATIVE
SYMBOLICS
AND RELIGIOUSCULTS. A comparative study
of the creeds of the great divisions of the Christian Church, and of the teach4ngs of various modern religious sects and cults. (Offered 1956-57.)
z Cr.
Practical Theology
All members of the Theological Faculty give instruction in thin field.
A. Pastoral Theology
60. PRINCIPLESOP PASTORAL
THEOLOGY.This course, which is based on the
Pastoral Epistles, comprises the historical and theoretical study of the foundat Cr.
tions of the pastoral o6ce and the New Testament ministry.
SOUL-CARE
AND THE SPIRITUAL
LFE. A study of Christian experience
61.
and its varied expressions, and of the basic principles of soul-care. Collateral
reading from the great classics of the spiritual life. (Offered 195 5-56.) z Cr.
62.
INTRODUCTION
TO PASTORAL
COUNSELING.Rev. Fredric M. Norstad.
This course deals with the dynamics underlying human behavior in both
normal and deviated forms. It seeks to acquaint the student with the qpes of
emotional and mental distu~banceswith which he will be most frequently confronted in his pastoral ministry. The course attempts to help the student to
recognize the deviations and distinguish between those thiigs which are properly handled by a pastor and those which the pastor must refer ,to other competent help.
I Cr.
6 3 . EVANGELISTICS.
A course dealing with foreign, home, and inner missions,
2 Cr.
.and various types of evangelism. (Offered 195 5-5 6.)
65. PRINCIPLESAND P R A ~ COF
E PREACHING.Technical and psychological
,elements of preaching. Emphuis upon sermons. Juniors.
z Cr.
The application of the principles of preaching to the out66. HOMILETICS.
and presentation of brief sennons. Emphasis upon thorough preparation
and constant practice in delivery. Middlea.
z Cr.
'lining
67. SERMONS.
A course in the preparation and delivery of sermons. Both
the structural and spiritual elements are emphasized. Sermons by great preachers
are studied. Senion.
2 Cr.
C. Polity, Worship, and Parish work
70. CHURCHPOLITY. A course dealing with the Biblical theory of the congregation; oficers, organization, and government in the apostolic times; the
growth of the idea of the Church; the idea of a free church. I and II Corinthians
are studied as the best source. (Offered 1954-55.)
z Cr.
71. CHURCH ~DMINISTRA~ON. A study of the variow aspects of -regational organization. Methods of increasing ef3iciencp in the performance of
the pastor's duties. Effective o6ce procedures. The practice and teaching of
Ghristian stewardship. (Offered 1954-55.)
I Cr.
72. PASTORALPROBLEMS. A series of lectures and discussions dealing with
practiul problems in the pastor's work in the parish and the local community.
The approach to the unchurched. Congregational evangelism. Making the occasional services effective. Problems of pastoral ethics. ( m e r e d 1956-57.)I Cr.
73. LITURGICS.The principles and forms of public worship. A study of
liturgy as a means of expressing and moulding religious life with emphasis on
its relation to varying conceptions of the Church. ( m e r e d 1956-57.) I Cr.
An historical s w e y of the best selections of hymns from
74. HYMNOLOGY.
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered 195455.)
I Cr.
D. Christim Education and Sociology
76. METHODS OF PARISH EDUCATION.
Studies in the application of basic
principles and methods of education to the subject matter used in catechetical
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 195657.)
z Cr.
78. THE CHURCHAND HUMANS o c ~ ~ nA. study of the relation between
the Christian Church and present-day civilization and culture, and of the organized movements in contemporary society with which the Church must deal.
Emphasis upon the social duties of Christians and upon the world-wide task
z Cr.
of the Church. The Ecumenical Movement.
79. CHRISAND SOCLU
WOE This course is designed to give the
candidate for the ministry contact with the field of social work, and to enable
him to appreciate its close relation to the work of the Church. Lectures, re2 Cr.
ports, and institutional visits.
Student Register
THEOLOGICAL STUDENTS-1 953-1954
Third Year
Berkland, Theodore A.
Christopherson, James E.
.
.Minneapolis
Valley City, N. D.
. . . . . ..Minneapolis
..
...
. . . . . . .
Erickson, Stanley R.
..............
Gudim, Milo D.
. . . . .McVille,
N. D.
. . . . . .Minneapolis
Halverson, Philip J. . . . . . . . . .
Kallevig, Lloyd C. . . . . . . . . . . .
Soli, John C. . . . . . . . . . . . . . . . . .
. . . . . . . . . .Willmar
. . . . . . .Minneapolis
Storley, Calvin . . . .
Vaagenes, Morris G.
. . . . . .Roslyn, S. D.
. . . . . . Minneapolis
............
..
Second Year
. . . . . . . . . . . . . . . . . . . . ..
. . . . Minneapolis
. . . . . . . . . . . ..Aitkin
. . . . . .Minneapolis
Anenson, LeRoy H. . .
Dahle, Norman A. . . . .
Halverson, William H.
Johnson, Morris M. . .
Oman, Lyman F.
.Racine, Wis.
.......
...
...
. . . .
Rokke, David H.
...
Swanson, Edward E. . .
Amery, Wis.
Minneapolis
. . . . .Minneapolis
Thorpe, Gordon D. . .
Underbakke, Leland B.
Aniwa, Wis.
. . . .
. . .
.Minneapolis
First Year
Edinburg, N. D.
Berntson, Rudolph E.
.
Carlsen, Glenn T. . .
Goodrich, Quentin A.
Lyngdal, Lloyd W.
Peterson, Gerald J.
Minneapolis
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Mmneapolis
, , , , , , , ,
. . . . . . . . . . . . ..Duluth
. . . .. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Quanbeck, Quentin G.
-
. . . . . . . . . . . . . . . .
Rimmereid, Arthur V.
.
. . .
Stenberg, Roger W.
Unseth, Malcolm W.
.
. . . . . . . . . . . . Bertha
New Rockford, N. D.
.
. . . . .Portland, Ore.
..
Specials
Estness, Borghild
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
. .
Thompson, Milford A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Seattle, Wash.
Vetvick, Leo (2) . . . . . . . . . . . . . . . . . . . . . . . .
, , , ,
, , , .
.
.Minneapolis
. .Minneapolis
Vick, Oliver K. (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(2) Registered for second semester only.
COLLEGE STUDENTS-1 953-1954
SENIORS
Aosen, Hildegarde E. .
Allor, Donold J. . . . . . .
Andersen, Donald W. . .
Anderson, Arthur L. . . .
Anderson, Janice A. . . .
Anderson, Robert H. (1)
. . .Winger
Minneapolis
. . . .Wayzoto
.Minneopolis
.Minneapolis
. Minneapolis
Becker, Louis 0. . . . . . .
Berntsen, Ruth A. . . . .
Bloke, Shirlee A. . . . .
Botko, Willord J. . . . .
St. Louis Park
. .Minneapolis
. .Ottowo, Ill.
.Minneapolis
Corlson, Erwin L. (1) . .
Corlson, Roger E. . . . .
Chilstrom, Herbert W. .
Cote, Arthur J. Jr. . . . .
. .Minneapolis
Minneapolis
.
Litchfield
. Minneopolis
Dill, Donald J.
Dorr, Ardis S.
.
.Elk River
. .Mentor
Argusville, N. D.
Longseth, Robert V. .
Larson, Arlene J. . . . . . . . . . . .Wadena
Lorsson, Kenton D. . . . . .Taylors Folls
Lusk, George W. . . . . . . . . . .St. Paul
Lyngdol, Colette P. . . . ..Minneapolis
Marquordt, William G.
. . . . . .St. Paul
. . . .Worthington
Mothiason, Alan E.
Mattison, Robert T. (11 . . . .Minneapolis
Melby, Naomi E. . . . . . . . . .Lake Lillior.
Munson, Paul C. . . . . . . . .Minneapolis
Nelson, Gordon A.
. . . . .Minneapolis
Nelson, Janet A. . . . . . . . ..Ellendale
Northfelt, Richard A. . . . . . .Minneapolis
Norum, Donald A. . . . . . . . . . . .Hollock
Cumberland, Wis.
Nyhus, Edward 0.
Nystuen, Winifred H. Erickson, Man., Con.
Olesen, Esther . . . . . . . . . .Rocine, Wis.
Eldol, Phyllis S. . . . . . . . . .
Minneapolis Olson, julion R. . . . . . . .
~ i ~ ~ ~
Elness, S. Jerome . . . . . . . Gorfield
Erlandson, Wolloce E. (1) . Minneapolis Porkhurst, Milford C. . . . .Mondovi, Wis.
Evenson, Leland E. . . . . .
. ~ a n s k a Peterson, Clinton J. . . . . . . . . . . . .Jackson
Phillips, Merton C.
. . . . . . . . . .Excelsior
Fisher,
W. . . . . . . . . .
Porten, Horace A. . . . . . . . .Alvarodo
Froilond, David C. . . . . . . Minneapolis pribble, ~~~d C. . . . . . . . . . . ~ , ~ ~ + i ~
Fullerton, Gerald L. . . . Minneapolis
Reimer, Donna E. (1) . . . . . . . . . ..Duluth
Gonte, Marshall H. . . . . . .Minneapolis
~ ~ i ~~~l~~~
~ r K.t ~
. . .~. . .~ ~
,
~
~
~
h
Geisendorfer, James V. (2). . .Minneapolis
~
~
b paulette
~
t . .~. whitefish,
~
~ M, ~ ~ ~ .
Gustafson, Violet E.. . . . ..McGregor, N. D.
P. . . . . . . . . . . .,st. pOul
kolf, ~~~i~
Ingman, Robert C. . . . . . . . . Minneapolis
Isaocson, Edsel C. . . . . . . . . . . . . ..St. Poul
Rust* Gary R. . . . . . .Harwood. N. D.
Sandness, Albert J. . . . . . LoMoure, N. D.
Sandquist, Shirley K.
. . . . .Cambridge
Shiell, James L. . . . . . . . . . . .Hoffman
Skogen, Clyde L.
.
. . . . . . . . . . Isle
Skovholt, Ardelle E. . , .Mooreton, N. D.
Soiseth, Marilyn H. . . . . . .Williston, N. D.
tSolberg, Marilyn Y..
. . . . . . .Ray, N. D.
Sonsteng, Ruth E. . . . . . . . . . . . . . .Solol
Sorenson, James A. . . . . . . Eleva, Wis.
Jensen, Alice K. . . . . . . . . . . . . Rosemount
Johnson, Marcellus L.. Newman Grove, Neb.
Johnson, Marjorie A. . . . . . .Minneopolis
Johnson, Richard J. . . . . . . . Minneapolis
Thoreson, Allon R. . . . . . . . . . .Peterson
Tjornhom, Barbara L. . . . . . . . . . .St. Paul
Trelstad, Jerome C. .
. . . .Minneapolis
Twiton, Robert E. . . . . Sun Prairie, Wis.
Kleven, Lowell H. . . . . Blonchardville, Wis.
Knudson, Noel M. . . . . . . . . Minneapolis
Knutson, Maryan A. . . . . . . Granite Falls
Kyllo, Valborg L. . . . . . . . . . . . . . .Kenyon
Warner, Elaine W. (1)
. . . . . . . . Duluth
Westphol, Joanne C. . . . . . . . .Madeha
Hambera, Elaine L.. . . . ..Williston, N. D.
~orkmon, Moryls A. . . . . . . . Cokoto
Horrison, Jean . . . . . . . Minneapolis
Hellond, Florence L. . . . . . ..Binford, N. D.
Hielmeland, Selmer J.. . . ..Williston, N. D.
Hoeft, Robert L. . . . . . . . . . . . ..Shofer
Huglen, Erling S. B. . . . . . . . .Newfolden
Hushogen, Orpha L. . . . . . . . . . .Gonvick
(1) Registered for first semester only.
(2) Registered for second semester only.
t Deceased, September 28, 1953.
Vick, Oliver K. (1) . . .
Men ............
Women . . . . . . . . .
Spring Grove
JUNIORS
Adorns, Patricia A. . . . . . . . . . . .Westbrook
Aho, Arnold D. . . . . . . . . . . . . .Minneapolis
Amundson, Robert E. . . . . . . . .Minneapolis
Anderson. Curtis M. . . . . . . . . . . . . . .Bruno
Anderson, Donna Lou ...... .Argyle, Wis.
Anderson, James W. ....... .Minneapolis
Anderson, Norman E. ....... .Alexandria
.St. Paul
Anderson, Theodore W.
........
Benson, John E. ....... .Milwaukee, Wis.
Berge, Mavis S. . . . . . . . . . . . . . . Lanesboro
Bodin, Wesley J.
.Minneapolis
Bosmoe, Valborg J.. ...... .Pierpont, S. D.
Bouchord, Janet A. . . . . . . . . .Minneupolis
Bremseth, Janice M. . . . . . . . .Minneapolis
Briggs, Walter C. . . . . . . . . . . .Minneapolis
Britton, Paul R. . . . . . . . . . . . . .Minneapolis
..........
Collins, Jane B.
............. .Monticello
Dahlin, Maxine M. ............. .Cokato
Danger, Mary J. ............. Stanchfield
Drake, Spencer R. . . - . . . . . . . .Minneapolis
Dronen, Richard A.
.Minneapolis
........
Egertson, Darrell J. . . . . . . . . .Minneapolis
Eide, Delores M. . . . . . . . . . . . .Minneapolis
Fogelquist, Roger H. ( 1 ) . . . . . .Minneapolis
Fuerstenau, Eugene H.. Cedor Rapids, lowa
Gilbertson, Nora M.. .Frontier, Sask., Can.
Grinde, Lloyd C.. . . . . . . . .Estherville, Iowa
Gronseth, Phillip N. . . . . . . . . .Minneapolis
Hagestuen, Richard M. . . . . . . . . . Starbuck
.Mlnnwpolh
Halling, Beverly J.
Halvorson, Helen A. . . . .Golwburg. N. D,
Hansen, Ronald M.
.Park Ridge, 121.
Honson, L. David .......... .long Prairis
Hanson, James E. . . . . . . . . . . .Minneapolis
Hanson, Phillip J. . . . . . . .Estherville, Iowa
Hanson, Wallace L. ............. Waseca
Helland, Rachel E.. ...... .Thief River Falls
Heng, Rolf 0.. . . . . . . . . . . . . .Minnmpolis
Henjum, Raymond G. .......... .Hoffman
Holcombe, Thomas E. ....... .Minneapolis
Holt, Everett V. ................ .Carver
.........
.....
Jenson, John R. ........... .Minneapolis
Jerdee, Mary L. ............ .Minneapolis
Johnson, James A. .............. Kenyon
.Minneapolis
Johnson, Merlyn R. (2).
.....
Karlstad, Elmer . . . . . . . . . . . . . . . . . . .Salol
Krueger, Wallace T. (2). .... .Minneapolis
Kvamme, Anden ......... .Voss, Norway
Larson, Audrey V. ......... .Robbindale
Lanon, Myrtle I. .......... Berwick, N. D.
Larson, Richard J. ............Kerkhoven
Larson, Robert D. (1). ........ .Moorhead
Lelvis, Patricia M.
.Chatham, Mich.
Ludviksen, Stanley B.
.Portland, Ore.
Lunow, Arthur . . . . . . . . . . . . .St. Louis Park
.......
.....
Maeland, Arnulf ....... .Fairhaven, Mass.
Mahre, Richard A. . . . . . . . . . .Minneapolis
Mickelberg, Erwin D. ..... .Onalaska, Wis.
Moe, Dorothy R. . . . . . . . . . . . . . . .D m n
Mulliken, John K. . . . . . . . . . . . . . .St. Paul
..........Minneapolis
..............Madelia
........ .Minneapolis
.........Golden Valley
Nelson, Lennart D.
Nelson, Philip A.
Nordstrom, Ethel C.
Olson, Damaris R.
Olson, Monroe B. .......... .Minneapolis
Omdahl, Beverly F. ............. .Faston
Pousi, Ruth M.
Quanbeck, Paul M.
..........Minneapolis
Rodvik, Erling S. (2) ........Minneapolis
Roesler, William A. (2)
.St. Paul
.........
Saari, Corwyn J. . . . . . . . . . . . .Minneapolis
Seaver, John E. ............ .Minneapolis
Seover, Roma R. . . . . . . . . . . .Capron, Ill.
Siegel, Donald W. (1).
.Chicago, Ill.
Skaar, David W.
Rockford, Ill.
Skierseth, Donald ........ .Bracket, N. D.
Sneitzer, Robert F. ............ .St. Paul
Soderberg, LaVonne A. ........ Kandiyohi
Steinbrecher, Wayne G. ..... .Minneapolis
Stensrud, Richard H. ........ .Minneapolis
Strande, Nels A. D.. . . . . . . . . . . . .Brooten
Strondlie, Wenona C. ........... Benson
......
...........
Thoreson, Wayne 1..
Twedt, Agnes S.
Tweet, Agnes M.
............Peterson
........ .McHenry, N. D.
.......Tunbridge, N. D.
West, Kenneth W. ....... .Maple Park, Ill.
Wolden, Gerhard P.
Estherville, Iowa
.....
Men
............................
Women
(1) Registered for first semester only.
(2) Registered for second semester only.
..................Dam1
Total
58
.........................29
......................... 87
SOPHO
Almquist, James A. . . Sond Creek, Wis.
Anderson, Deloris A. . . . . . .Ogilvie
Anderson, Keith 0. .
. .Sacred Heart
Anderson, E. William . . . . Ashland, Wis.
Arneson, Suzanne M. . . . .Forgo, N. D.
Arvidson, Kenneth V. . . . .Rockford, 111.
Homme, Gloria (1)
. . .Minneapolis
Honebrink, Elsa M. . . . . Minneapolis
Honstad, Janet M. . . . . . . . . . . . . . . Bagley
Hovden, Robert A. . . . . . . . St. James
Hoversten, Thomas H. . . . . . ..Alden, Iowa
Hunt, Elaine H. . . . . . . Minneapolis
Barber, Robert E. . . . . .
Boxter, Gerald . . . . . .
Berg, Robert M. (1) . . .
Berkas, Theodore S. .
Berntson, Irving E.
..
Beyers, Jomes R. M. .
Boroos, J. Shermon .
Bullock, Richord W. ( 1 )
Jacobson, Doris M. . . . . . . . . . Racine
Jonsen, David G. . . . . . . . . . Minneapolis
Johnson, Ervin T. . . . . . . . . . .St. Paul
Johnson, Forolyn M. . . . . . . . .Malmo
Jorgensen, Beverly M. . . . . . . . . . Delano
Jorgensen, Dorothy L. (1) . . . . . . .St. Paul
.Saginow, Mich.
. . . .Robbinsdale
. . . . . . . St. Paul
. . . . . . Kenyon
. . ..Minneapolis
. . . . .Minneapolis
. . . . . . . .Dowson
. . . . .Minneapolis
Carlson, Ann C. . . . . . . Minneapolis
. .Clorkfield
Christensen, Orlo J. . .
Christianson, Mary J. . . . . Knapp, Wis.
. . . . . . . Brainerd
Conyers, LeRoy H.
Currey, Donald E. (2) . . . . . . . .Appleton
Dohl, Marilyne J. .
Dohl, Sylva M. . . .
Dickens, Clora M. .
Doerr, Wayne P. (2)
. . Glenburn, N. D.
. . . . . . . . .Wasem
. Harrisburg, S. D.
. . . . . Minneapolis
Emery, Curtis V. . . . . . . Minneapolis
Enstad, Luther W. . . . . .Grand Forks, N. D.
Erickson, George H.
Tacoma, Wash.
Erickson, Leland F. . . . . . . . . . . . . . .Morris
Glenwood
Ericbon, Rodney 0. J. .
Evovold, Charles A. . . . . . . Battle Lake
Everhort, Joan M. . . . . . .
Bagley
Field, Marvin W. . . . . . . .
McGregor
Fitch, Gory D. . . . . . . . .
Robbinsdale
Floistod, Dorothy M.. . . . ..Milwaukee, Wis.
Fowlds, Carol M. . . . . . . . . . . Glenwood
Fox, Mary Ann E. . . . . . . . . . .Minneapolis
Gennrich, Gretchen G.
. . . .Minneapolis
Gilbert, Verner L. . . . . . . . . . . . ..Barnum
Gimse, I. Shelby . . . . . . . . . . .Minot, N. D.
Giengdohl, Robert A. . . . . . . .Minneapolis
Greguson, Miriam E. . . . . . . . .Minneapolis
Hogen, Elizabeth G. . . . . . . . .Montevideo
Honggi, Glen 0. . . . . .. . . . . . . . ..St. Paul
Hanson, Neol E. . . . . . . .Fargo, N. D.
Haugen, Jomes S. . . . . . . . .Minneapolis
Hoynes, John W. . . . . . . . . . .Minneapolis
Helgaas, Margaret A. . . . . .Madison, S. D.
Hemingway, Jerome . . . . . . . . Minneapolis
Hendricks, Dean M. . . . . . . . . .Minneapolis
Herman, Robert M. . . . .. . . . . .Minneapolis
(1) Registered for first semester only.
(2) Registered for second semester only.
Kollmon, Ralph A. . . . . . . .Minneapolis
Kirchner, Robert J. . . . . . . .Farmington
Kunkel, Lucille M. . . . . . . . . Almena,
.
Wis.
Lorson, Richard Arthur . . . . . .Minneapolis
Lecander, Roger V. . . . . .Plum City, Wis.
Lee, Russell C. . . . . . . . . . . . . . . . . Fosston
Lockwood, Robert R. . . . . . . .Minneapolis
Lolond, Ruth L. . . . . . . . . . ..Seattle, Wash.
Lower, Corolyn E. . . . . . . . . . . .St. James
Lundin, Harvey A. . . . . . . . .Minneapolis
Meredith, Patricia J. . . . . . . . . . .Big Lake
Midthun, Betty A. . . . . Menomonie, Wis.
Moe, Donovan R. . . . . . . . . . . . . . Dawson
Moen, Ardell J. . . . . . . . . Hillsboro, N. D.
Mortensen, Elizobeth A. . . . . .Minneapolis
Moylan, Robert L. . . . . . .Spokane, Wash.
Mulen, Shirley A. . . . . . . . .Minneapolis
Munson, Christine C. . . . . . . . . . . .Atwater
Murins, Valdis . . . . . . . . . . . . .Hopkins
Nelson, Morlys E. . . . . . . . . . . Belgrode
Nerheim, Lawrence E. . . . . . .Minneapolis
Nevin, LeRoy E. . . . . . . Cumberland, Wis.
Nichols, James E. . . . . . . . . . .Minneapolis
Norby, Robert D. . . . . . . . . . . . .Appleton
Nordling, James B. . . . . Ishpeming, Mich.
Ohlin, Paul I. . . . . . . . . . . . . . .Minneapolis
Olsen, Mary H. . . . . . . . . . Minneapolis
Olson, Bernice A. . . . . . Thief River Falls
Olson, Laurence 0. . . . . . .Maple Pork, Ill.
Olson, R. Luther ........... .Minneapolis
Olson, Magne B. . . . . . . . . . . ..Minneapolis
Ose, Roger K. . . . . . . . .Thief River Falls
Overlund, Ervin K. . . . . . . ..Silverton, Ore.
Peorson, James K. . . . . . . . . . . . . . . .Askov
Pedersen, Virginia M. (2). . . . .Greenbush
Pederson, James L. . . . . . . . . . . Nye, Wis.
Pederson, Richard D. . . . . . .Minneapolis
Minneapolis
Petersen, Marilyn J. . . . .
Minneapolis
Peterson, Joyce A. . . . . . .
Pooler, Harold E. . . . . . . . Minneapolis
. . . . . . . . Bertha
. . . . . . . .McVille, N. D.
Quanbeck, Norman J.
Rowig, Bruce W.
Rudell, Violeite I. . . . .
. . . . .Minneapolis
Aniwa, Wis.
Thorpe, Mark C. . . . .
Thorson, Marilyn J. . . . . . . . .Minneapolis
.
Thorvig, Kathryn L.
. . . . Minneapolis
Urness, John L.
.Thief River Falls
Saastad, Jerrold A. .
Sarff, Donohue R. . . . -. . . . . . . .Palisade
Northwood, N. D.
Sather, Dayne W. .
Schoess, Alden J. . . . . . . . . .Minneapolis
Stanerson, Noomi . . . . . Estherville, lowa
Stensland, Arlen H.. . . . . .Portland, N. D.
. . .Buxton, N. D.
Stoa, Harold M. . . . .
Sunde, John P. . . . . . . . . . . .Minneapolis
Suther, Paul R. (1). . . . . . . . . . . .Cass Lake
Sylvester, lone L. . . . . . . . . . . . . . .Starbuck
. . . . . . . . . . . . . .Mclntosh
.
Tader, David L. . . . . . . . . . . . . . . .Staples
Thompson, Andrew . . . . .... .Minneapolis
Thompson, John T. . . . . . . . . . .Kandiyohi
Thompson, Norman E. . . . . .Leonard, N. D.
Tharpe, Glenn C. . . . . .. . . . . .Aniwa, Wis.
Vaagenes, Bonnie B. . . . . . . . .Minneapolis
Voeks, George H. . . . . . . . . . ..Minneapolis
Wahlstrorn, Vernon J. S.. . . . . . .Grasston
Warnes, Wanda E. . . . . . . . . . . . .Stephen
Wellington, Richard J. (1). . . . .Minneapolis
White, Merlin J. . . . . . . . . . . ..Minneapolis
Williams, Beverly A. . . . . . . . .Minneapolis
.
Ysteboe, Ruth 1. (2)
...
Fargo, N. D.
Men . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Women . . . . . . . . . . . . . . . . . . . . . . . 48
-
Total
.........................
131
FRESHMAN
Ahlness, Daniel E. . . . . . . . . . . . . .New Ulm
Almlie, Vernon E. . . . . . . . . . . . . . . . .Foley
Anderson, Duane F. . . . . . . . . .Minneapolis
Anderson, Dwight L. . . . . . . . . . . . . . Dassel
Anderson, Ellen M. . . . . . . . . . . . . . Hanska
Anderson, lvar C. (1) . . . . . . . .Minneapolis
Anderson, Laverne J. . . . . . . . .Zimmerman
Anderson, Lewis H. . . . . . . . . .Minneapolis
Anderson, Richard A. . . . . . . . . .Wayzata
Anfinsen, Arthur M., Jr.. . . . . . . . .Hopkins
Anklam, Robert D. . . . . . . . . . .Minneapolis
Arme, Donald A. (1) . . . . . . . .Minneapolis
Arrnstrong, James W. . . . . . . . . . . .St. Paul
Aronson, Donald W. . .Los Angeres, Calif.
Asplin, Myron T. (2) . . . . . . . . . . . . .Cokato
Asplin, Russell W. . . . . . . . . . . . . . . - Dassel
Baker, James G. (2). . . . . . . . .Minneapolis
Baker, Stanley B. . . . . . . . . . . .Minneapolis
Bartel, Henry P. . . . . . . . . . . . . .Hastings
Bebensee, Fred C. (2). . . . . . . . .Stanchfield
Beckman, James L. . . . . . . . . . . . . . .Waseca
Berg, Sidney D. . . . . . . . . . . . . .Minneapolis
Bergeland, Martin E. . . . . . . . . . . . . Dawson
Bergren, John C. . . . . . . . . . . .Minneapolis
Berndt, Donald R. . . . . . . . . . . .Robbinsdale
Bernier, Jack L. . . . . . . . . . . . . .Minneapolis
Berntsen, R. Maxine. . . . . .Escanaba, Mich.
Bockhaus, Mary G. (2). . . . . . . . . . .Mound
Bolstad, Kermit E. (1) . .Homestead, Mont.
Borman, Dennes L. ............ .Le Sueur
(1) Registered for first semester only.
(2) Registered for second semester only.
Borrevik, Kothleen M. . . . . . . . . . . . .Duluth
Bragg, James A. (1). . . . . . . . Chicago, Ill.
Braseth, Mary Ann . .
. .Amery, Wis.
Bredeken, Ronald D. . . . . . . . . . . Starbuck
.
Brodin, Arlen G. . . . . . . . . . Minneapolis
Brown, Con . . . . . . . . . . . . . . . . . . ..Crystal
Bueide, David H. . . . . . . . . . . . . .Willmar
Bullock, Robert L. . . . . . . . . . . .Minneapolis
Burke, Dorothy A.
. . . . . . ..Minneapolis
...
Carlson, Jerry D. . . .
Carlson, Roger A. . .
Carlson, Stanley C. . .
Carrelli, Robert A. . .
Christensen, Arlett P.
Christensen. Don E. .
Christensen, Larry J. . . . . . . . ..Minneapolis
Christensen, Marilyn A. (1). . . .Minneapolis
Christianson, ~ a r l o nC. . . . . . . . . . . Bagley
Christianson, Rita I. . . . . . . . . . . .Glenwood
Cook, James E. . . . . . . . . . . ., . Robbinsdale
Cruys, George H. . . . . . . . . . . Minneapolis
Dahl, Linnea M. . . . . . . . . Minneapolis
Dahlgren, Gerald N. (1) . . . .Minneapolis
Dale, Allen B. (1) . . . . . . St. Louis Pork
Dalland, John K. (2). . . . . . .. .Minneapolis
Dieken, Doris A. . . . . . .
. .Montevideo
Dumpys, Ruth M. . . . . . . . . . . . .Hutchinson
Egesdal, Sanford E. ( I ) . . . . . . . Elmore
Eichstadt, Harlen E. . . . . . . . . .Larnberton
Ellefson, Jon R. . . . . . . . . . . Minneapolis
West Concord
Emerson, Myron A. (2) .
Engelman, Fred B. . . . . . . . . . . . . . Clarissa
Erb, Ronald L . . . . . . . . . . . ..Lester Prairie
Erickson, Barbara M. . . . . . . . .Minneapolis
Erickson, Orin N. (2). . . . . . . . .Lake Lillian
Fahlin, Paul V. (1) . . . . . . . . . .Minneapolis
Faust, Daniel G.. . . . . . .Valley City, N. D.
Feig, Phillip S. (1) ... ...... .Minneapolis
Fering, Charles A. . . . . . . . . . . . Lamberton
Finnesgaard, Carl 0. ........... Kenyon
Flann, Douglas E. . . . .. . . . . . .Lake Lillian
Flockoi, Rolf A. (1).
. Bellingharn, Wash.
Fans, Grace 1. ..... ...... .Minneapolis
Franklin, Gary N. .... . . . . . . .Minneapolis
Frantz, John J. . . . . . . . . . . . .Minneapolis
Freedland, David A. . . . . . . . . . . .St. Paul
Garthwaite, Ronald G. . . . . . Rockford, Ill.
Geary, Wendell G. .......... Pemberton
Gibson, Bruce A. . . . . . . . . . . . Lamberton
Glasoe, James C. (1). . . . . . . .Minot, N. D.
Gorder, Harold J. ............. Starbudc
G r d , Marian C. ............. .Donnelly
Grant, Gaylord 0. . . . . . . . .Spring Grove
Grant, Gloria H. . . . . . .Cumberland, Wis.
Graus, Gilbert L. ........... .MeGregor
Grimtad, S a m ................Benson
Gryth, Marian J. ........ .Pembina, N. D.
Gutrmann, Edward C. (1) ...... .St. Paul
Hagen, Louise B. . . . . . . . . .Westby, Mont.
Halvorson, Gloria J. ..... ....... .Roseau
Hamberg,Glenn E. . . . . . . .Williston, N. D.
Hamre, Paul A. . . . . . . . . . . . .Mantevideo
Hansen, Warren R. ...... .Portland, Ore.
Hanson, A. Richard ..... . . . . . . .St. Paul
Hanson, Mary Ann (2). . . ......... Aitkin
Hanson, Sandra J. . . . . . . . . . .Minneapolis
Harris, Dave 0.. . . . . . . . . .. .Granite Falls
Herald, Darroll S. (2) . . . . .La Crosse, Wis.
Hofflander, Tom M. . . . . . . . . .Minneapolis
Holm, Marlys N. . . . . . . . . . . . .Minneapolis
Holmes ,Dean K. . . . . . . . . . .Cannon Falls
Holmgren, Charles G. (1). . . . . . . . St. Paul
Holstein, Rosemary A. ... . . . .Minneapolis
Homme, Donald W. . . . . . . . .Minneapolis
Hang, Raydon E. ....... . . .Roslyn, S. D.
Hushagen, Naomi R. A.. . . . . . . . . .Gonvick
.
Jensen, Donald N. . . . . . . . . . . .Minneapolis
Jeska Robert ................... Fosston
Johansen, Rosemarie ....... .Rockford, Ill.
Johanson, Eldri R. .. .Newman Grove, Neb.
Johnson, Aldemar E. . . . . . . . . . . .Mentor
Johnson, Eunice B. . . . . . . . . . .Minneapolis
Johnson, Jerome L. (2). . . . . . .Minneapolis
(1) Registered for first semester only.
(2) Registered for second semester only.
Johnson, Marshall D. . . . . . . .Middle River
Johnson, Mary E. .... . . . . . . . . . .Kenyan
Johnson, Priscilla M. . . . . . . . ..Minneuclpolis
Johnson, Ralph S. .... . . . . . . . . . . .Duluth
Johnson, Ronald B. (2) . . . ..Minneapolis
Johnson, Ronald C. . . . . . . . . .St.
. Paul
Johnson, Ruby L. . . . . .. . . . . Minneapolis
Johnson, Wayne C. . . . . . .
St. Paul
Josephson, Earl R. . . . . . . . . . . . . St. Paul
Kahl, Herman J. . . . . . . . . . . .Minneapolis
Keller, Lee E. . . . . . . . . . . . Neillsville, Wis.
Kelsey, Arthur R. . . . . . . . . . ..Minneapolis
Kennen, Bernard G. (1) ....... .St. Francis
Kjelstrom, Verna C. . . . . . . . ..Rugby, N. D.
Knapton, Shirley A. (2) .......... St. Paul
Knox, Philip S. . . . ............ Wayzata
Kolden, Lois J. .
. . . . . . .Portland, Ore.
Konsterlie, Esther T. ............ Willmar
Koplen, Charles F. . . . . . . . . . .Minneapolis
Krider, Richard D. . . - . . . . . . .Minneapolis
Kroshus, Tilford I.. . ... Valley City, N. D.
Kutz, Donald N. . . . ............ Braham
Kvamme, Bryniulv . . ....... .Voa, Norway
Lacis, Jake (2) ..... .New Richmond, Wis.
Laidig, Anneliese ............... Willmar
Lanning, James W. ......... .Minneapolis
Larson, Carol M. . . . . . . . . . . . .Minneapolis
Larson, Melvin W. . . . . . . . . . . .Minneapolis
Larson, Monroe 8. ............. .St. Paul
Larson, Patricia A. ..........Minneapolis
Larson, Richard Alvin . . . . . . . .Minneapolis
Laufenburger, Barbara A. . . . . . . . .Roseau
LaVictoire, Lawrence A. (1). .. .Minneapolis
Lind, Delano E. (2) . . . . . . . . . .Newfolden
Locke, Michael G. . . . . . . . . . . . . . .St. Paul
Lomness, Edward E. . . . . . . . . . . . . .Fosston
Ludvicksen, Joyce H. ..... .Partland, Ore.
Lumbar, Stanley L . . . . . . . . . . . . . . . . .Orr
Lundeen, Walter G. (2). . . . . . .Minneapolis
Mackey, Roger C. . . . . . . . . . ..Minneapolis
Manguson, Jean M. . . . . . . . . . . . . . . .Tracy
Manos, George M. . . . . . . . Minneapolis
Martin, Robert N. . . . .Valley Stream, N. Y.
Martinsen, John P.. . . . . .Menominee, Mich.
Matson, Norman R. ......... .Minneapolis
Mattison, David D. (1) ....... .Lamberton
Menken, Ruth 1E. . . . . . . . . . . . . . . . Litchfield
Mickelson, Thoris C. . . . . . . . . . . . . .Morris
Milbrandt, Janette C. C.. . . . . .Minneapolis
Miller, Kenneth E.. .... .Valley City, N. D.
Milton, Mary Lee . . . . . . . . . . . .Minneapolis
Mindrum, Gerald G. . . . . . . . .Minneapolis
Missling, Arlen H. . . . . . . . . . . . . . . . Jeffers
Moe, Erwin J. . . . . . . . . . . . . . .Minneapolis
Moren, Orval K. . . . . . . . . . . . . . . . .Mentor
Morris, Eugene . . . . . . . . . . . . .Minneapolis
Munson, Dale E. . . . . . . . . . . . .Robbinsdale
. . . . . . . .St. James
Munson, Howard E.
Munter, Marilyn I. . . . . . . . .Minneapolis
. . . . .Minneapolis
Murch, Constance H.
Nascene, Sheldon L. . . . . . . . . .Stanchfield
Nelson, Victor E. . . . . . . . . . . . . . Dalbo
Nelson, Wayne L. . . . . . . . .Marinette, Wis.
Norling, Jerry C. . . . . . . . . . . .Minneapolis
Norman, James A. . . . . . . .Minneapolis
Nyhus, Paul L. . . . . . . . Cumberland, Wis.
Ohlin, John L. . . . . . . . . . . . ..Minneapolis
Oie, Robert G. (2) . . . . . . . Robbinsdale
. . . . . .St. James
Olsen, Duane A. . . . .
Olsen, Vernon E. (2) . . . . L'Anse, Mich.
Olson, Beverly J. . . . . . . . . . . .Cottonwood
Olson, David W. . . . . . . . .. .New London
Olson, Eddie D. . . . . . . . . . Clearbrook
. . . .Minneapolis
Olson, Jeanette I. . . . .
Olson, Richard M. (1). . . . . .Minneapolis
Ose, Gaylen V. . . . . . . . Thief River Falls
Ose, Ray A. (2) . . . . . . . ..Thief River Falls
Paton, Richard J. . . . . . . . . . . .Minneopoiis
Pearson, Jean C. ........... .Minneapolis
Person, Paul R. . . . . . . . . . . . . Minneapolis
Peterson, Donald D. . . . . . . . . .Minneapolis
Peterson, W. Fred . . . . . . . . . . .Minneapolis
Peterson, Mike D. (1) . . . . . .Minneapolis
Pfeifer, LaReign A. . . . . . . . . . .Minneapolis
Phillips, Edythe A. . . . . . . . . . . . . .Excelsior
Plvmedahl, James D.. . . . . . . . .Robbinsdale
Porter, Janis R. . . . . . . . . . . . .Minneapolis
Prentice, Shirley M. . . . . . . . . .Minneapolis
Prevss, Gerhart L. (1). . . . . . . . Benson
. . . .Minneapolis
Rodintz, Rolland A. .
Rauner, Robert E. . . . . . . . . . Minneapolis
Reesnes, Alfred, Jr. (2). . . . . . Racine, Wis.
. . . Minneapolis
Reinke, Martin F. (2). .
Rogers, Monica J. . . . . . . . Minot, N. D.
Rokke, Robert J.
. . . . . . . ..Strandquist
Roufs, Kenneth L. (1). . . . . . . . .Minneapolis
Rust, Curtis V. . . . . . . . - . Harwood, N. D.
Sandberg, Janet L. . . . . . . .Minneapolis
Sother, Judith A. . . . . . . . . . .Donnelly
Schams, Ronald T. (2) . . .La Crose, Wis.
Schelen, John R. . . . . . . . . . . . ..St. Paul
Schoes, Marilyn E. . . . . . . . Minneapolis
Schuelein, Marlys A. . . . . . . . Minneapolis
(1) Registered for first semester only.
(2) Registered for second semester only.
Seaver, Roy E. (1) . . . . Minneapolis
Serstock, Emanuel A. . . . . . . ..Minneapolis
Shelstad, Roger E. . . . . . . . . . . . . .Doran
Sherry, Richard J. . . . . . . . . .Westby, Wis.
Sideen, Wesley T. (1). . . . . . . . . .St. Paul
Skaar, Donald L. . . . . . . . . . .Rockford, Ill.
Skovholt, Verna J. . . . . . . Mooreton, N. D.
Smedstad, Carol A. . . . . . . . . . . . . .Morris
Snider, Neal E. . . . . . . . .Pembina, N. D.
Sorenson, Norma J. . . . . . . . . Ekva, Wis.
Sorenson, Peggy-Joyce . . . . Minneapolis
Sortland, Eunice E. . . . . . . ..Minneapolis
Staff, Clarice A. . . . . . Bismarck, N. D.
Steenbsrg, Thomas A. . . . . . ..Circle Pines
Stewart, Williom H. (1)
. . . .Minneapolis
Svalstad, Theora J. . . . . . . .Sisseton, S. D.
Swenson, Darwin W. . . . . .Lake Lillian
Swiggum, Daniel R. . . . . . . . . . . Utica
Stenberg, Robert F. (2). . . . ..Rockford, Ill.
. . . . . .Minneapolis
Tatting, Jean F. .
Thompson, Theodore T. . . . . .Minneapolis
Thorbeck, Duane E. . . . . . . . . . . . .b g l e y
Tollefson, Connie L. . . . . . ..Minneapolis
Tollefson, Lorraine G.. . Osnabrock, N. D.
Trelstad, Gordon A. . . . . . . . . .Minneapolis
Turner, Gary E. . . . . . . . . . Minneapoiis
Tweet, Swanhild T. . . . . . .Tunbridge, N. D.
Velde, Ellayne T. . . . . . . . .Granite Falls
Vevle, Richard H. . . . . . . ..Minneapolis
Vollmer, Howard R. . . . . . . . . . .St. Paul
Wahlberg, Arden G. (2). . . . . .Minneapolis
Wareberg, S. Dawn . . . . . . . .Polson, Mont.
Warme, Tom M. . . . . . . . . . .Minneapolis
Waznak, Arnold H. . . . .Jarnestown, N. Y.
Weigle, Eugene D. (2) . . . . . . .Minneapolis
Welckle, John E. . . . . . . . . . . . .Wood Lake
Westby, Allan J. (1) . . . . . .Minneapolis
Westerlund, Robert C. (2). . . . . . . . Braham
Weston, David M. . . . . . . . . . .Minneapolis
Wiegers, Gloria C. M. . . . . . . .Sauk Centre
Willing, Darrel K. . . . . . . . . . . . .Rochester
Windahl. Naomi J. (1) ..... .Fergus Falls
Wolhowe, Richard L. . . . . . . . . . . . . . Bagley
Wright, Richard T. . . . . . . . . . . . . . . Waseca
Zakariasen, Lloyd A. (2) . . . . . . . .Excelsior
Zoebisch, Harold L. (1) . . . . . .Minneapolis
Men . .
Women
Total
. . . . . . . . . . . . . . . .188
. . . . . . . . . . . . . . . . . . . . . 74
...........
-. . . . 262
SPECIAL AND UNCLASSIFIED
Aiken. Frank L.. Jr.. . . . . . .Bradenton, Fla.
Ario, Frank L. . . . . . . . . . . . .Minneapolis
Bergstrand, Dolores Y. (2) . . .Minneapolis
Boomgarden, Irene (2) . . . . . .Minneapolis
Bratberg, Elva L. (1). . . . . . .Holmen, Wis.
Manthie, Russell ( 1 )
Martinsen, Ralph W. (2)
Meier, Thurlough F. L. (2)
ill^^, james
W. (2). . . . . .
~
~~
~l W.
Bucyrus,
~~
l ~ N.
d D. ,
~~
Carlson, Erland E. (2). . . . . . . . .St. Paul
Caviness, David C. . . . . . . . . .Minneapolis
Coltvet, Helen (2) . . . . . .Duncombe, Iowa
Cummings. Frank W. (1) Atlantic City, N. J.
paulson, philip H.
Dahlen, Richard J. . . . . . . . . . Minneapolis
Deem, Darlyne G.. . . .Medicine Lake, Mont.
keichstadt, ~
l H. ~. . ~
Rundquist, Bertil G. (1)
. . . .Pardeeville, Wis.
Fenske, Delmour W.
Gohrick, J a n e E. (1). . . . . Shelton, Wash.
Hafstad, Wallace L. . . . . . . . . . . kiawley
Hegge, Hjalmer M. (1). . . Williston, N. D.
Hibbard, Gerald C. (1). . . . .Minneapolis
Okan, ROY C. (1).
oudol, Yvonne M.
.
Minneapolis
d. .Center City
, Minneapolis
,. .
Minneapolis
Chicago, Ill.
Siegel, David
Sigle, Clara 0.
Thompson. Agnes E. . . . .
.Minneapolis
Thompson, Glenn K. . . . . . .Minneapolis
.
.
Thorson, Arthur W.
New Brighton
Thorud, Richard A. . . . . . . . . Minneapolis
Tinseth, Leslie J. (1) . . . . . . . . . . .C~rus
Jacobsen, Gilbert N. . . . . . . .Minneapolis
Jacobson, Luther H. . . . . . . .Minneapolis
Johnson, Beryl R. . . . . . .~ i ~ n e a p o l iUndseth,
~
Marvin S. . . .
Johnson, Ina M. ( I ) . . . . . . .Osakis
Voeks, Mildred L. (2) . . .
Kallevig, Lloyd C. (1). .
Willmar
Larson, Robert C. (1)
..
Robbinsdale
Magnuson, Albert C.
....
Minneapolis
..Minneapolis
.
Minneapolis
Men . .
Women
. . . . . . . . . . . . . . . . . . . . 30
..................
12
Total . . . . . . . . . . . . . . . . - 42
JUNIOR STUDENT NURSES (1)
Andrews, Carole F. . . . . .Annandale
. .Hallock
Axelson, Evangeline L
Grand Marais
Bocklund, Elizabeth A. .
Superior, Wis.
Barbo, Betty A. . . . .
Bruss, Joan E. . . . . . . . . . . . . . ..Echo
Carlson, Darlene L.
Duis, Elaine E.
Strandquist
..
Waseca
. . . ,Winger
Flermoen, DeLois C.
Herald, Berdine L. .
Horton, Barbara A.
Jacobson, Melba L.
Johnson, Esther M.
. . . .
..
.
..
La Crosse, Wis.
. Minneapolis
. . . . .Sebeka
Viroqual Wis.
(1) Registered for first semester only.
(2) Registered for second semester only.
. . .Minneapolis
Langford, Phyllis A.
Larsen, Jane E. . . . . . . La Crosse, Wis.
Larsen, Janet E. . . . . . La Crosse, Wis.
0krina, ~~~l~~
E. . . . . . . .
olson,~~~l~~
J. . . . . .
Schauer, Carol F. . .
Shultz, Joan C. . . . .
Stenseth, Claudine M.
Tollefson, Junice K.
veitch, b r b a r a L.
Vik, Margaret A.
. .
Cottonwood
. . . . . .Canby
. . . . . . . .Waseca
.
Spokane, Wash.
.Wallace, S. D.
...
.L'Anse, Mich.
...-..
Wagner, lone M. . . . . . . . . . . . . . .Badger
Wickman, Betty J. . . . , .Marineite, Wis.
St. Paul
Wolff, Joan A. . . . . .. . . . .
-
Total
. . . . . . . .
26
FRESHMAN STUDENT NURSES (1)
Adelsman, Barbara J..
. . . . . Fergus Falls
Anderson, Lenore J.. . . . .Forest City, Iowa
Arndt, Marlene D. . . . . . . . . . . . .Granada
Herman, Marilyn K. . . . . . . . . . . . .Wayzata
Hoff, Yvonne . . . . . . . . . . . . . . .Underwood
Hurlbert, Betty J. . . . . . . . . . . . . . . Bemidji
Backstrom, Rita I. . . . . . . . . . . Moorhead
Bahls, Shirley M. . . . . . . .
. . . . . Huntley
Balstad, Gelene E. . . . . . . . . . . . . .Winger
Baumann, Clarice A. . . . . . . . . . .Le Sueur
Bensend, Mary B. . . . .
. Dallas, Wis.
Benson, Corrine C. . . . . .. .ClarMield
Bergin, Marilyn M. . . . . . . .Minneapolis
Bergsrud, Annabelle E. . . . . . . . .Winona
Birkeland, Ruth A. . . . . . . . . New Brighton
Bjonerud, Ruth J. . . . . . . . . . Calmar, lowa
Borgen, Joan M. . . . . . . . . .. . . . .Chatfield
Bucher, Carol J. . . . . . . . . . . . . .Zumbrota
Buller, Lois A. . . . . . . . . . . . . Hendricks
Burandt, Donna J. . . . . . .. . . . ..Mound
Burmeister, Lorraine A. . . . . . .Brook Park
Burzlaff, Mary J. . . . . . . . . . .Faribault
Butler, Carol J. . . . . . . . . . . . . .Minneapolis
Iverson, Ellenetta
Carlstrom, Nancy A.. .New Richmond,
Carson, Florence E. . . . . . . . .Leland,
Christiansen, Alta J.. . . . . . . . .Fergus
Cutsforth, Carol S. . . . . . . . . .Chetek,
Denison, Rosella J.
Driessen, LaVon M.
Wis.
Iowa
Falls
Wis.
. . . . . . . Minneapolis
. . . . . . . . Faribault
.
Ebens, Shirley L. . . . . . . . . . .Rockford, Ill.
Ekstrom, Florence E. . . . . . . . . . . . Chaska
Emch, June R. . . . . . . . . . . . . . . . . Aitkin
Erickson, Elaine G. . . . . Fairdale, N. D.
Erickson, Elaine L. ,
. .Monmouth, Ill.
Evenson, M. Elaine
. . Wallace, S. D.
Fagerstrom, Arleen R. . . . . . . .Radium
Fancher, Beverly L. . . . . Minneapolis
Fehrs, Joanne E. . . . . . . . . . .Willow River
Fennie, Delores J. . . . . . . . . . . . . . . . Kenyon
Frauendienst, Virgene C.
. . .Brownton
Fuller, Laurel J. . . . . . . . . . .Monkato
Gangestand, Thelma 1. .Eagle Grove, lowa
Geschwind, Marlene A.
. . . .Sleepy Eye
Gilbertson, Dorothy E. . . Thief River Falls
Hanson, Carol D. . . . . . . . . . . . . . .St. Peter
Hanson, Janet E. . . . . . . . . . . .Chisago City
Hanson, Lois J.. ........ .Thief River Falls
Hark, Barbara A. . . . . .Menominee, Mich.
Hendricksen, Ruth M. . . . . .Minneapolis
Hendrickson, Geraldine H. Eau Claire, Wis.
Henke, Naomi D.. . . . . . . . . . ..Wood Lake
Herberg, Jane E. . . . . . . . . . . . . .Monkat0
(1) Registered for first semester only.
. . . . . . . . Decorah,
Iowa
Jacobsen, Carol M. . . . . . . .Minneapolis
Johnson, Gladys M. . . . . . . . . . . .Sandstone
Johnson, Lucille C.. . . . . . .Stockholm, Wis.
Johnson, Phyllis M. . . . . . . . . . . . . . .Russell
Johnson, Thelma M. . . . . . . . . . .Faribault
Judd, Joyce L . . . . . . . . . . . . .D-n
.
Jurgens, Shirley J. . . . . . . . . . . . .James
Kirkpatrick, Helen L. . . . . . . . . . . . . .Olivia
Kittleson, Olive E. . . . . . . . . . . . . Louisburg
Klukken, Ruth E. . . . . . . . . . . . . . .Osakis
Kriese, Shirley H. . . . . . . . . . . . . ..Madison
Lamson, Katherine L. . . . . . . . . . . .St. Paul
Larson, Jenean M. . . . . . . ... .Minneapolis
Lindholm, Lorraine H. . . ..... .Ortonville
Lindrothe, Carol A. . . . . .. . . .Minneapolis
Lodien, Jean L. . . . . . . . . ........ .Isanti
Lundberg, Shirley J.. . . . .Berasford, S. D.
Lundell, Janice J. . . . . . . . . . . . . . . Wadena
Luxhen, Romona S. . . . . . ........ Benson
Luttmann, Jwnne M. . . . . ........ Frazee
McGinnis, Catherine F..Albuquerque, N. M.
Redfield, S. D.
Mager, Delvonna C. . . . .
Melvie, Lorraine E. . . . . . . . . . .Viking
Meyer, Terryl A. . . . . . . . . . . . . . .Fairmont
Miller, Marcia R. . . .
Grantsburg, Wis.
Molzen, Cleone J. . . . . . ..Le Mars, Iowa
. . . . . . . . Benson
Mortenson, Marjorie A.
Moss, Mardella N. . . . . . . . . . . . . . ..Isle
Nelson, Marian B. . . . . . . . . . Underwood
.
Nepsund, Marlys J. . . . . . . . Paynesville
, .Pennington
Neuman, Loris E. . .
Nibbe, Arlene M. . . . . . . . . . . . . .Ormsby
Nordby, Janet C. . . . . . . . . . . . .Ada
. . . . . .Bagley
Norley, Clarice R. .
Minneapolis
Norstrom, Shirley A. . .
. . . . . .Siren
Nyberg, Joan M. . .
Olson, Diane E. . . . . . . . . .
.Greenbush
Olson, Marya M. . . . . . . . . . .Farmington
.
.
.
.
.
.
.
.
.
.
.
.
.
. . . . .Ada
Olson, Sonia L.
Pedersen, Hildegarde S.. . . . . . . .Wyoming
Pederson, Marian G. . . . . . . . . . ..Fertile
Peterson, Janice L. . . . . . . . . . . .St. James
Plahn, Joan C. . . . . . . . . . . ..Hudson, Wis.
Pottsmith, Mary E. . . . . . . . .Sturgeon Lake
Raduenz, Janice B.
Rancore, Dorothy C.
....
.Lucan
. . . . . . . Blackduck
Raudio, Helen A. . . . . . . . . . . . . . . .Warba
Rauner, Kathryn M. . . . . . . . .Minneapolis
R
~ jane
~ E. ~. . .~ . . , . M~~ b k e
RUS~, Judith R. . . . . . . . . . . . ..sourn
Sandvig, Helen A.. . . . - . ..Hudson, S. D.
Satrang, Joan K.. . . . . . . . . .Britton. S. D.
Seemann, Johanna L. . . . . . . .Courtland
. . . . . .Willmar
Selseth, Ruth E. . . . . .
Skaaden, Ruth E. . . . . .S.~ r i n aGrove
Snustad, Margaret . .
. , , Winger
Stake, Carolyn N. . . . . . . .'Cambrid,ge
Steen, H. Gael ...
. . 'SuperiOrf Wis'
Stone, Glorio A. . .
Strandell, June E. .
..............Zumbrota
. .Warren
Sugg, Joan M. . . . .
. . .Ladysmith'
Sullivan, Mortha I. . . . . . . . .Springfield
Swedberg, Janet M.
. . . . . . . .La Moille
. . . . . . Fergus
.
Falls
Swenson, Marlys G..
-
.Lake Mills. Iowa
Thompson, Darlene M.
Thureen, Elaine A. . . . . . . . . Grand Forks
Tykeson, Jewel1 F. . . . . . . . . . .Kennedy
Uleberg, Janet A.
Ullestad, Mavis B.
. . . . . . . . . . . . .Madelia
.
Van Diest, Frances L..
.
.
Leland, Iowa
. . . . . . St. Cloud
Walthall, Betty K.. . . . . . .Iowa Falls, Iowa
Weidert, Erma E. . . . . . . . ..Eden Valley
Wendt, Jane D. . . . . . . . . . . .Minneapolis
Wennerblom, Shirley A. . . . . . .Minneapolis
Werp, Elaine A. . . . . . . . . . . . .Minneapolis
Wold, Marilyn J. . . . . . . . . . . .Underwood
Totol
. . . . . . . . . . . . . . . . . . 129
GRADUATES 1953
SEMINARY
With the degree of Bachelor of Theology
Edinburg, N. D.
Berntson, Gordon N.. . .
Carlsen, Erling N. . . . . . . . . . Minneapolis
Huglen, Raynard 0.J. . . . . . . .Newfolden
Jergenson, Arnold 0. . . . . . . . . . . Donnelly
Oscarson, Elder W.. . . . . . . . . . Fergus Falls
Sortland, Allan B.. . . . . . . .Fargo, N. D.
Tollefson, Harold 0.. Osnabrock, N. D.
With the degree of Graduate in Theology
Jystad, Torgney B. . . . . . . . . .Wanamingo
Mayer, Henry A.. . . . . . . . . .West St. Paul
Peterson, James E. . . . . . . . ..Minneapolis
Schafer, Harold R.
Wessington Springs, S. D.
Sevig, Palmer E.. . . . . . . . . . . .Minot, N. D.
COLLEGE
With the degree of Bachelor of Arts
Carlson, Erland E. . . . . . . . . St. Paul
Aaskov, Ruth Lucille
Cumberland Center, Maine
Alfsen, Thomas Charles . . . . . . . .Rochester
Amdahl, Oliver D.. . . . . . . .Flandreau, S. D.
Anderson, Roger Vincent. . . . . . . . .St. Paul
Baker, Eleanor Marie. . . . .Spokane, Wash.
Becklin, Joyce L. . . . . . . . . . . . . .Combridge
Benson, Stanley G. . . . . . . . . . .Minneapolis
Berntson, Rudolph E.. . . . Edinburg, N. D.
Bobendrier, Jeanne M. . . . . Minneapolis
Bodin, C. Allan . . . . . . . . . . . Minneapolis
Carlsen, Beverly Nystuen . . . . . Minneapolis
Corlsen, Glenn T.. . . . . . . . Minneapolis
Corlstedt, Faith E. . . . . . . . . .Finlayson
Carlstedt, Rhoda Lois . . . . . . . . .Finlayson
Christensen, Duane J. . . . .Kenmare, N. D.
Christina, Joseph . . . . . . .Minneapolis
Cleary, Joseph J. . . . . . . . .New Brighton
Cummings, Frank ... .Atlantic Cily, N. J.
Danielson, H. Emmett . . . . . . . . Watertown
Deem, Darlyne G.. . . .Medicine Lake, Mont.
Dickhart, Daniel A. . . . . . . . . . .Minneapolis
Dillon, Donald V. . . . . . . . . . . .Minneapolis
Dixen, Arvid Daniel . . . . . . . . .Minneapolis
Dorn, Arthur W. . . . . . . . . . . . .Minneapolis
Dorn, Roy V. .............. .Minneapolis
Drury, Thomas . . . . . . . . . . . . . .Minneapolis
Eckhoff, Joyce Jorgensen ......... .Delano
Egeberg, Herman . . . . . . . . . . .Minneapolis
Elness, Marilyn E.. .......... Fargo, N. D.
Emerson, Robert Charles . . . . .Minneapolis
Engseth, Jerome Martin. ........ Wayzata
Evenson, Robert A. . . . . . . . . . . . . . .Hanska
Fairbanks, Leland L. . . . . . . . . . . .Harmony
Fenske, Delmour . . . . . . . .Pardeeville, Wis.
Fox, Curtis Andrew . . . . . . . . . .Minneapolis
Frosig, Kristian Vester ....... .Minneapolis
Giesdahl, Alice Elaine. . . . . . . .Minneapolis
Gwdrich, Quentin Allan .... .Minneapolis
Grender, Carol Handahl . . . . . . . . .St. Paul
Gustofson, Charles Richard. . . .Minneapolis
. . . . . . . . .Zimmerman
Hagen, Marvin L.
Halling, Lloyd L. . . . . . . . . . . . .Minneapolis
Hamre, James S. . . . . . . . . . . . .Montevideo
Hansen, Clarence C. ........ .Minneapolis
Hegge, Hjalmer Martin.. ..Williston, N. D.
Hill, Lorne H. ............ .Veblen, S. D.
Hodne, Richard Haldor
.Minneapolis
Hokanson, Betty M. . . . . . . . . . . . Butterfield
Hushagen, Berton R. ........ .Minneapolis
....
Jacobsen, Alice Amelia. . . .Thief River Falls
Jensen, Sherman R. . . . . . . . . . . . .St. Paul
Johnson, Arlan Kenneth, Grand Forks, N. D.
Johnson, James Lyle . . . . . . . . . . . . Kenyon
Johnson, Joan M. M. . . . . . . . .Minneapolis
Johnson, Norman Francis. . . . . .Formington
Johnson, Roger A. . . . . . . . . . .Minneapolis
Kirchoff, Ralph Mirlen
. . . . . . .Minneapolis
Lapham, Dean L. . . . . . . . . . . . . . .Le Sueur
Lingen, John Russell
.Minneapolis
Loh, Ellen . . . . . . . . . . . . . .Formosa, China
Lundeen, Donovan T. . . . . . . . .Minneapolis
Lundgren, David Dean
.Minneapolis
........
......
.....St.
Parizek, Gloria Mae . . . . . . . .Minot, N. D.
Patana, R. Raymond J.. .Crystal Falls, Mich.
Pearson, Howard Erwin . . . . . .Minneapolis
Pearson, Richard Leroy . . . . . .Minneapolis
Peterson, Harold Everett . . . . .Minneapolis
Petterson, Leroy M.. . . . .Drummond, Mont.
Quanbeck, Kent B. . . . . . . . .McVille, N. D.
Radde, Leon R. . . . . . . . . . . . . .Minneapolis
Razook, Patricia R.. . . . . . . . . .Rugby, N. D.
Reimer, Donald James. . . . . .Mountain Lake
Rimmereid, Arthur V.. .New Rockford, N. D.
Ringstad, Ruth J. . . . . . . . .Escanaba, Mich.
Rykken, David A. . . . . . . . . . . . . . . .Roseau
Schultz, C. Arthur.. . . . . . .Spokane, Wash.
Sigler, Fred C. . . . . . . . . . . . . .Minneapolis
Silrum, Edwin 0. . . . . . . . . . . .Minneapolis
Silverstein, Richard Stanley.. . . . . .St. Paul
Skogsbergh, Samuel P. . . . . . .Minneapolis
Steineke, Donald Duane. . . . . .Moose Lake
Stenoien, Vernon S. . . . . . . . . .Minneapolis
Stensland, Donald E. . . . . .Portland, N. D.
Straiton, Thomas Paul. . . . . . . .Minneapolis
Strommen, Dorothy M.. Blanchardville, Wis.
Tamm, William C. . . . . . . . . . .Minneapolis
Thompson, Carol Joyce.. . . . .Binford, N. D.
Tuff, Harry Airth.. . . . . . . . . .Rugby, N. D.
Unruh, Peter D., Jr.. . . . . . . .Mountain Lake
Valtinson, Joseph Olai, Jr.. . . . .DeKalb, Ill.
Vetvick, Leo B. . . . . . . . . . . . . .Minneapolis
Vik, Phyllis June . . . . . . . . . .Wauboy, S. D.
Werts, Harold Glenn . . . . . . . .Minneapolis
Wilson, Woodrow W. . . . . . . . .Minneapolis
Youngquist, Edmund R. . . . . . . . . . . Bolaton
Manger, Elizabeth J.. . . . . . . .Wilmette, Ill.
Mattson, Harold S. . . . . . . . . . . . . .Hoffman
Nofer, Herman Frederick, Jr.
Olson, Harry Edwin, Jr.. . . . . .Minneapolis
Olson, Howard . . . . . . . . . . . . . . . . . Winger
Oren, Donald Gerald . . . . . . . . . . .St. Paul
Oscarson, Rhoda Knutson . . . . . .Minneapolis
Ostrem, Gloria Ruth . . . . . . . . . Joliet, Ill.
Oudal, Wilmer Jayson . . . . . . .Minneapolis
Paul
Ohno, Tom Tomeo . . . . . . . . . .Minneapolis
Ollila, Douglas J. ....... lshpeming, Mich.
Zustiak, Mildred Ruth
.......Minneapolis
Men . . . . . . . . . . . . . . . . . . . . . . . . .
Women . . . . . . . . . . . . . . . . . . . . . .
Total
82
26
-
. . . . . . . . . . . . . . . . . 108
ENROLLMENT SUMMARY 1953-1954
FIRST SEMESTER
SEMINARY
. . . . . . . . . . .
Men Students . . . . . .
.
.
Women Students . . . . . . . . . . .
Total
..
.
28
1
. . . . .
.
. . . .
-
........
COLLEGE
Men Students . .
Women Students
........
........
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . . . . . . . . . .
.
SECOND SEMESTER
SEMINARY
Men Students ...................................................
Women Students .......................................
..
Totol
30
.
......................................................
-1
COLLEGE
Men Students
Women Students
Total
367
................................................
..........................
.
.
186
-
..........................
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
584
-0
584
TOTAL ENROLLMENT 1953- 1954
SEMINARY
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
1
........................................................
COLLEGE
Men Students .........................
.................
Women Students ................................................
Total
30
.....................................................
414
..
351
-
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . . . . . . . .
765
796
2
SUMMARY OF GRADUATES
SEMINARY
................................
.
Total
,
,
-
..
, ,
, . . - - -
.............
COLLEGE
, , , ,
- -
. . . . . . . . .
........................
Total
.........
Total Graduates
...
INDEX
Page
Academic. Administration ........... 44
Amunts. Payments of .............. 16
Accreditation ................... .2. 20
Admission. College ................ 44
Admission. Seminary ............... 103
Administration ....................
5
Administrative Staff . . . . . . . . . . . . . . .
6
Aims. Fundamental ................
17
Alumni Association. The ............ 20
Archives. The . . . . . . . . . . . . . . . . . . . . 22
Art . . . . . . . . . . . . . . . . . . . . . . . . . . . 80. 93
Athletics . . . . . . . . . . . . . . . . . . . . . . .35. 36
Attendance. Chapel . . . . . . . . . . . . . . . 30
Attendance. Class . . . . . . . . . . . . . . . . . 48
AudieVisual Education . . . . . . . . . . . . . 23
Awards . . . . . . . . . . . . . . . . . . . . . . . . . 39
Band ........................ .34,
Biology. Department of . . . . . . . . . . .
Board of Trustees . . . . . . . . . . . . . . . . .
Buildings . . . . . . . . . . . . . . . . . . . . . . . . .
Business Administration. Curriculum . .
Business Administration. Economics. and
Secretarial Studies. Department of . .
79
95
5
20
56
89
Calendar . . . . . . . . . . . . . . . . . . . . . . . . 4
Cancellation . . . . . . . . . . . . . . . . . . . . . . 47
Chapel Service. The . . . . . . . . . . . . . . . 30
Chemistry . . . . . . . . . . . . . . . . . . . . . . . . 97
Choir . . . . . . . . . . . . . . . . . . . . . . . . .34, 79
Choral Club . . . . . . . . . . . . . . . . . . . .34, 79
Christian Education and Sociology . . . . 110
Christian Environment . . . . . . . . . . . . . . 30
Church History (Seminary) . . . . . . . . . 108
Classical Languages, Department of . . . 68
Classification . . . . . . . . . . . . . . . . . . . . . 47
Classwork, Amount of . . . . . . . . . . . . . 46
Clubs . . . . . . . . . . . . . . . . . . . . . . . . . 33-39
College, Augsburg . . . . . . . . . . . . . . . . 44
College Students (1953-1954) . . . . . . . 112
committees of the Faculty . . . . . . . . . . . 6
Conditions . . . . . . . . . . . . . . . . . . . . . . . 49
Contents. Table of . . . . . . . . . . . . . . . 3
Convocation . . . . . . . . . . . . . . . . . . . . . 3 1
Counseling . . . . . . . . . . . . . . . . . . . . . . . 41
Course Fees . . . . . . . . . . . . . . . . . . . . . . 25
Courses of Study. College . . . . . . . . . 64
Credits . . . . . . . . . . . . . . . . . . . . . . ..46. 52
Cultural Opportunities . . . . . . . . . . . . . 31
Curriculums . . . . . . . . . . . . . . . . . . . . . 53
Debate ond Oratory . . . . . . . . . . .34. 73
Degree. Bachelor of Arts . . . . . . . . . . . 50
Dentistry. Pre-Dental Courses . . . . . . . . 58
Diaconate . . . . . . . . . . . . . . . . . . . . . . . . 62
Dining Hall . . . . . . . . . . . . . . . . . . . . . . 42
Discipline . . . . . . . . . . . . . . . . . . . . . . . . 31
Distinction, Degree with . . . . . . . . . . . . 52
Divisional Organization . . . . . . . . . . . . 6 3
Drama . . . . . . . . . . . . . . . . . . . . . . . .34, 73
Economics . . . . . . . . . . . . . . . . . . . . . . . . 89
Education, Department of Psycholm
and . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Education01 Plant . . . . . . . . . . . . . . . . . 20Electives . . . . . . . . . . . . . . . . . . . . . . . . . 51
Elimination of Students . . . . . . . . . . . . 4 7
Employment Service . . . . . . . . . . . . .W,
43
Engineering, Pre-Engineering Courses . . 60
English, Department of . . . . . . . . . . . . 69.
English, Proficiency . . . . . . . . . . . . . . . . 52
Enrollment Summary . . . . . . . . . . . . . . . 123
Entrance Requirements, College . . . . . 44
Evening School . . . . . . . . . . . . . . . . . . . 25
Examinations, Comprehensive . . . . . . . . 49.
Examinations, Rules . . . . . . . . . . . . .48, 49
Expenses, Student . . . . . ..24, 25, 26, 104
Faculty. The . . . . . . . . . . . . . . . . . . . . . . 7
Fees . . . . . . . . . . . . . . . . . . . . . .24. 25. 26
Financial Information . . . . . . . . . .
Financial Support and Control . .
Food Service . . . . . . . . . . . . . . . . .
Foundation. Augsburg . . . . . . . . . .
French . . . . . . . . . . . . . . . . . . . . . .
Fundamental Aims . . . . . . . . . . . . .
General Information . . . . . . . . . . .
German. Department of . . . . . . . .
Grade Values . . . . . . . . . . . . . . . .
Graduate Study . . . . . . . . . . . . . . .
Graduates 1953 . . . . . . . . . . . . . .
Graduates (1870.1953). Summary
Graduation Requirements. College
Greek . . . . . . . . . . . . . . . . . . . . . . .
Health and Physical Education. Department of . . . . . . . . . . . . . . . . . . . . . . . 100
Health Service . . . . . . . . . . . . . . . . . . . 42
Hebrew . . . . . . . . . . . . . . . . . . . . . . 69. 106
High School Teaching. Curriculum . . . . 55
Historical Sketch . . . . . . . . . . . . . . . . . . 15
History and Political Science. Department of . . . . . . . . . . . . . . . . . . . . . . . 81
Home Economics. Department of . . . . . . 92
Home Economics. Vocations in . . . . . . . 57
Homiletics . . . . . . . . . . . . . . . . . . . . . . . . 109
Honor Points . . . . . . . . . . . . . . . . . . . . . 52'
Honors . . . . . . . . . . . . . . . . . . . . . . .39. 5 2
Hospital Affiliation . . . . . . . . . . . . . . . . 23
Housing
. . . . . . . . . . . . . . . . . . . . . 41
Page
. . . . 68
lncompletes . . . . . . . . . . . . . . . . . . .49
Journalism . . . . . . . . . . . . . . . . . . . . . .72
Lower Division Requirements . . . . . .
Humanities. Division of the
Laboratories . . . . . . . . . . . . . . . . . . . .
Latin . . . . . . . . . . . . . . . . . . . . . . . . .
Law. Pre-Law Courses . . . . . . . . . . .
Library . . . . . . . . . . . . . . . . . . . .
.
. .
Library Science . . . . . . . . . . . . . . . . .
Loan Funds . . . . . . . . . . . . . . . . . . . .
Location . . . . . . . . . . . . . . . . .
15.
Majors . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Mothemotics. Department of ........ 99
Medical St& . . . . . . . . . . . . . . . . . . . . . 6
Medical Technology . . . . . . . . . . . . .23. 59
Medicine. Pre-Medic Courses . . . . . . . . 61
Membership in Educational Associations 20
Ministry. Preparation for the . . . .53. 103
Minors . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Missionary Work. Preparation for . . . . 54
Museum. The . . . . . . . . . . . . . . . . . . . . . 21
Music. Department of . . . . . . . . . . . . . . 77
Music Fees . . . . . . . . . . . . . . . . . . . . . . . 25
Music. Organizations . . . . . . . . .34. 35. 79
Natural Sciences and Mathematics.
Division of ..................... 95
New Testament (Seminary) . . . . . . . . . 107
Norwegian. Courses in . . . . . . . . . . . . 75
Nursing. Pre-Nursing Courses . . . . . . . 58
Nursing. Affiliation with Schools of .23. 59
Old Testament (Seminary) . . . . . . . . 106
.
Oratory . . . . . . . . . . . . . . . . . . . 34. 73
Organ . . . . . . . . . . . . . . . . . . . . . . . .80
Organizations. Student . . . . . . . . . -32-39
Orientation . . . . . . . . . . . . . . . . . . . .40. 86
Parish Work. Preparation for . . . . . . . 54
Pastoral Theology . . . . . . . . . . . . . . . 109
Payment of Accounts . . . . . . . . . . . . . . 26
Personnel Services. Student . . . . . . . . 40
Philosophy. Department of . . . . . . . . . . 66
Physical Education. Department of
Health and .................... 100
Physical Sciences. Department of . . . . . 96
Physics . . . . . . . . . . . . . . . . . . . . . . . . . 98
Piano . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Placement Service for Graduates . . . . 43
Political Science . . . . . . . . . . . . . . . . . . . 82
Polity. Worship. and Parish Work . . . . 110
Practical Theology . . . . . . . . . . . . . . . -109
Pre-Seminary Curriculum . . . . . . . .53. 103
Prizes. Scholarships and . . . . . . . . . . . . 28
Probation . . . . . . . . . . . . . . . . . . . . . . . . 47
Page
Psychology and Education. Department of . . . . . . . . . . . . . . . . . . . . . . . 85
Publications . . . . . . . . . . . . . . . . . . . . . . 38
Recreation and Social Life . . . . . . . . . .
Refunds . . . . . . . . . . . . . . . . . . . . . . . . . .
Registration . . . . . . . . . . . . . . . . . . . . . .
Registration. Change of . . . . . . . . . . . .
Religion and Philcsophy. Division of . . .
Religious Organizations . . . . . . . . . . . .
Residence Requirement . . . . . . . . . . . . .
Romance Languages. Department of . . .
Room Application . . . . . . . . . . . . . . . . .
31
27
46
47
64
39
52
76
42
Scandinavian Language and Literature.
Department of . . . . . . . . . . . . . . . . . . 75
Scholarships and Prizes . . . . . . . . . . . . 28
Secretarial Studies . . . . . . . . . . . . . . . . 91
Secretarial Work Curriculum . . . . . . . 56
Seminary. Admission . . . . . . . . . . . . . . . 103
7
Seminary. Faculty .................
Seminary. Courses of Study . . . . . . . . . 105
Seminary. Expenses . . . . . . . . . . . .25. 104
Seminary. Graduation and Degrees . . 105
Seminary Internship ............... 105
Social Life. Recreation and . . . . . . . . . . 39
Sociology. Department of . . . . . . . . . . 83
Social Sciences. Division of the . . . . . . 81
Social Work Curriculum . . . . . . . . . . . . 62
Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Special Programs of Study . . . . . . . . . . 23
Special Students . . . . . . . . . . . . . . . . . . 118
Speech. Department of . . . . . . . . . . . . 72
Student Activities . . . . . . . . . . . . . . . . . 32
Student Areas . . . . . . . . . . . . . . . . . . . 32
Student Community Life . . . . . . . . . . . 30
Student Government . . . . . . . . . . . . . . . 32
Student Nurses . . . . . . . . . . . . . . . . . . 118
Student Personnel Services . . . . . . . . . . 40
. . . . . 111
Student Register . . . . . . . . .
Student Society. The . . . . . . . . . . . . . 32
Systematic Theology . . . . . . . . . . . . . . .108
_
Table of Contents . . . . . . . . . . . . . . . . 3
Teachefs Certificate . . . . . . . . . .55. 85
Teaching Curriculum . . . . . . . . . . - 5 5
Testing ................ .40. 44. 48. 49
Theology. College Preparation for . 53. 103
Theological Orientation Courses . . . . . 105
Theological Seminary. Augsburg . . . . . 103
Theological Students (1953.1954) . . . . . 111
Transfer and Advanced Standing .45. 104
Trustees. b a r d of . . . . . . . . . . . . . . . . 5
Tuition and Fees . . . . . . . . . . . . . . . .24. 25
University Courses . . . . . . . . . . . . . . . . . 47
Upper Division Requirements . . . . . . . . 52
Veterans. Admission of . . . . . . . . . . . . 45
Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Augsburg College is located on Twenty-first Avenue South
between Seventh and Eighth Streets South with adminisvative
o h located in Science Hall on Seventh Street a t Twenty-first
Avenue South.
The college may be reached, via public transportation on &e
following Jines:
I.
The Franklin bus to Twenty-first Avenue South and Franklin
2.
?he Minnehaha Falls or Fort Snelling bus to Twenty-first
Avenue South and Riverside
3. The Plymouth-East Twenty-fifth Street bus to Seventh
Street and Cedar Avenue
4. The Olson Highway bus to Seventh Street and Cedar Avenue
-
- - -
= s ~ M - e H d
Hours: Monday through F r i d a y y : 5 5
-
- % muse ~ ~ u a- e Delm .- i H~~~~
-i
&-Hdl-
-
sv-
-
&use
-
-
~ - l & ofice Library
LI 0 5 0 1
a m to 5 :oo p.m.
m:
A+
~
-
*
a.m. to 12:30 p.m.
Saturday-8:jo
lhmimries
Mumolinl
*
-
-
-
-
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-
-
- ~ -
-
~-
-
-
-
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-
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-
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-
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-
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- A T 9143
- A T 905s
- AT9112
- MA 9949
-
-
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-
-
MA 9229
-
- AT 9290
- M A 9590
- MA 9161
-
-
LI 0505
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GE 2468
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-
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ADMISSION TO THE COLLEGE Requests for bulletins, application blanks, application for employment blanks, information regarding registration and admission procedure
and requirements for admission, advertising and publicity,
and general information about the institution.
OFFICE OF PUBLIC RELATIONS
ADMISSION TO THE SEMINARY-Information and requests
for admission to the Theological Seminary.
SECRETARY OF THE THEOLOGICAL FACULTY
-
EVALUATION OF CREDITS Transcript of credits, requirements for graduation, transfer of credits, scholastic progress, and withdrawal of matriculated students.
OFFICE OF THE REGISTRAR
-
HOUSING OF STUDENTS Questions pertaining specifically to housing and dormitory life.
DEAN OF STUDENTS
For information that does not appear to be covered above
AWSBURG COLLEGE AND THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Show less
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1954 - 1955
and
1 955 - 1956
ANNOUNCEMENTS FOR
1956 - 1957
and
1957 - 1958
VOL. XVIII, NO. 1
CATALOG NUMBER
JANUARY-FEBRUARY, 1956
THE AUGSBURG BULLETIN
Published bi-monthly and one a... Show more
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1954 - 1955
and
1 955 - 1956
ANNOUNCEMENTS FOR
1956 - 1957
and
1957 - 1958
VOL. XVIII, NO. 1
CATALOG NUMBER
JANUARY-FEBRUARY, 1956
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in April by Augsburg College and
Theological Seminary at Minneapolis, Minnesota. Entered as second-class matter March
21, 1947, at the post office at Minneapolis, Minnesota, under the act of August 24, 1912.
TABLE OF CONTENTS
PAGE
Academic Calendar
4
General Information
5
Financial Information
14
Student Community Life
21
- 33
The College
33
Academic Administration
-
Curriculums
4.2
53
Courses of Study
55
Division of Religion and Philosophy
Division of the Humanities
- 59
.
72
Division of the Natural Sciences and Mathematics .-----.......-86
......
Division of the Social Sciences
The Theological Seminary
94
General Requirements
94
----------.-----
Courses of Study
97
104
Board of Trustees
Committees of the Faculty
LO6
-
1
The Faculty
Graduates
Student Enrollment
Index
1
0
1
7
5
1 1 8
121
CALENDARS
For 195657 and 1957-58
FIRST S
E
m
1 957-58
1956-57
Freshman Days
Sept.
Sept. 12-15
Registration
!%pt. 11-14
Sept. 17, 8:oo a.m.
College Classes 'bgin
Sept. 16, 8:oo t m
Sept. 17, 8:00 a.m.
Seminary Convenes
Sept. 16, 8:00 a.m.
Sept.
Late Registration Fee
sept. 19
Oct. 19-21
Homecoming
Nm. 1-3
Nov. 13
End of first half of Semester Nov.
!%pt.
11-16
20
10-11
I3
Thanksgiving Recea
Nov. 28, 29
Dec. 19, 4:so p.m.
Christmas Recess begins
Dec. so, 4:2o p.m.
Jan. 3, 8:00 a.m.
Classes Resume
Jan. 6, 8:00 a.m.
Jan. 21-25
College Examinations
Jan. 22-28
Jan. 22-25
Seminary Examinations
Jan. 23-28
Jan.
First Semester Ends
Jan. 28
NOV.
22,
23
2 j
Jan. 14-30
Registration for
h
d
Jan. 16-3 I
Semester
SECOND SEMESTER
Jan. 31, 8:00 a.m.
Classes begin
Feb. 3, 8:00 a.m.
Feb. 4
Late Registration Fee
FA. 6
Feb.
Lincoln's Birthday
Feb. I 2
12
Mar. 30
End of first half of Semester April
April 17, 4:zo p.m.
Easter Recess begins
April 2, 4:2o p.m.
April 23, 8:oo a.m.
Easter Recess ends
April 8, 8:oo a.m.
May 24
Seminary Commencement
May 28
May 24-31
College Examinations
May 23-29
May 30
Decoration Day
h,fa~ 30
June
Baccalaureate Service
June
I
College Commencement
June
2
2
June 3
2
GENERAL INFORMATION
PURPOSE
Augsburg College is a four-year liberal arts college sponsored by
the Lutheran Free Church for the purpose of giving young people
an opportunity to obtain a broad education in a Christian environment. In addition to securing a general education, students may prepare themselves for such vocations as high school teaching, business
administration, social work, medical technology, secretarial work,
parish work, and missions. They may prepare for further study in the
fields of dentistry, engineering, law, medicine, nursing, and theology,
as well as for graduate study in various fields.
Augsburg Theological Seminary, with its facilities on the same campus, offers a three-year course of study leading to a Bachelor of
Theology degree. Its chief purpose is to prepare pastors and missionaries for the Lutheran Free Church.
LOCATION
Augsburg College and Theological Seminary is located in the Riverside Park area of Minneapolis, across the Mississippi River from the
University of Minnesota and within walking distance of the main
business section of the city. Science Hall, containing the administration offices, is located at the corner of Seventh Street and Twenty-first
Avenue South. Augsburg students have the advantage of getting their
college education in a metropolitan center pulsating with industrial,
social, and cultural activities. They have access to libraries, museums,
and art collections. They may hear the best in music and lectures.
Minneapolis is recognized throughout the nation as a vital center of
religious life and activity. Outstanding leaders in many fields both
from other parts of America and from foreign countries are frequent
visitors. College students in the Twin Cities have abundant opportunity to contact contemporary American life at one of its focal points.
ACCREDITATION
Augsburg College is accredited by the North Central Association
of Colleges and Secondary Schools, the regional accrediting agency.
It is approved by the Minnesota Department of Education for the
training of secondary school teachers.
HISTORICAL SKETCH
Augsburg was begun as a seminary in 1869, at Marshall, Wisconsin.
It was the first theological seminary founded by Norwegian Lutherans
in America. Through an arrangement with a private institution known
as Marshall Academy, the Seminary was at first housed in the academy
building. Students who needed further preparation in academic subjects were to obtain this in the academy. This arrangement failed to
work out satisfactorily; so the theological group moved to a private
dwelling, where classes continued until 1872. In the autumn of that
year Augsburg Seminary was removed to Minneapolis, Minnesota,
where a building had been erected for its use. In the same year the
school was incorporated under the laws of Minnesota. The aim of the
institution was to train ministers for the Lutheran congregations which
were being organized in growing numbers in the pioneer settlements
that were spreading rapidly over the Northwest.
The college was established when it became evident that in order
to get students who were adequately prepared for theological study
a college department was needed. So in 1874 a college curriculum
was planned which provided for one year of preparatory studies and
four years of college work along two lines, a classical course to prepare students for theology, and a scientific course to prepare for the
professions. The latter course, however, had to be discontinued, partly
for lack of funds and partly because too few students selected the
course. The first college students were enrolled in 1874 and the first
class was graduated in 1879.
In 1900 a high school course covering three years was established
which in 1910 was expanded to a standard four-year course. This
was discontinued in 1933. In the years 1916-1919 the college course
was thoroughly revised. As a result of this and of subsequent growth,
the earlier classical course was greatly modified and supplemented by
social and scientific studies and a more general emphasis upon the
study of the humanities. In recent years there has been continuous
study and modification of the curriculum including the introduction
of a number of new majors to meet the developing needs of the students. The Divisional organization was adopted in 1945. At the present
time majors are offered in 17 fields.
Coeducation was introduced in the College in 1921.
In the Theological, Seminary there has likewise been a continuing
revision of the curriculum and the addition of new courses. The requirement of a six-month period of internship was added in 1939.
Standards of admission have been raised so that a bachelor's degree
or equivalent is now the required scholastic preparation. While the
Theological Seminary has its own organization, the Seminary and the
College function in close cooperation. Long experience has proved
this arrangement to be mutually wholesome and stimulating.
Five presidents have served Augsburg during the course of its history. The terms of office of two of these cover a span of over half a
century. The first president was August Weenaas, who served from
1869 to 1876. He was succeeded by Georg Sverdrup, 1876 to 1907.
Sven Oftedal served from 1907 to 1911 and was followed by George
Sverdrup, whose term extended from 1911 to 1937. H. N. Hendrickson
served as acting president from 1937 until 1938. Bernhard Christensen,
the present president, has served since that time.
FUNDAMENTAL AIMS
The educational purposes of Augsburg College and Theological
Seminary spring from the conviction that in the Christian religion
there are revealed the most basic truths concerning both man and
God, and that Christianity is the fundamental force for good in human
life and society. All the aims of the College, as well as those of the
Seminary, are integrated with this principle. To express more distinctly
some major aspects of its program of Christian higher education, the
following statement of aims has been formulated by the college faculty:
T o 2ead the student to a deeper understanding and personal experience of the truth and power of the Christian Gospel, to the end
that he may become both an effective participant in the work of
the Christian Church and an earnest adirocate of the Christian way
of life.
To familiarize the student with the culture of our own and other
civilizations, not only for the enjoyment this knowledge affords
but also for the development of a more sympathetic understanding
of our fellow men throughout the world.
To develop the student's interest in the attainment of the common
purposes of our country, so that he may work for the welfare of
our institutions and for the preservation of our liberties in community and nation, and also develop an enlightened interest and
participation in human affairs throughout the rest of the world.
T o cultivate i n the student a Christian social spirit, in order that
he may realize in his life a right balance between what he expects
of others and the service he will render his fellow men.
T o teach the student to discipline his own urges, interests, ambitions, and demands in a way that will effectively contribute toward
the development of good character.
T o train the student i n scientific methods of study and also develop his understanding of the relations of science to the welfare of
humanity.
T o stimulate intellectual interest and develop scholarly insight,
so that the student may learn to think with accuracy and comprehension at the same time as he experiences an understanding of
truth which will help him to integrate the findings of science with
the deepest spiritual reality.
T o awaken and foster i n the student an intelligent appreciation
and enjoyment of the best i n the fields of the fine arts.
T o guide the student in the understanding of social relationships
in order that he may take his place in groups and gatherings with
propriety and grace, motivated in his conversation and conduct by
the principles of Christian courtesy and sincerity.
T o provide guidance for the student in the discovery and clarification of his aptitudes and his life purposes so that as early as
possible he may plan his educational program wisely.
T o train students in vocational and professional lines, giving full
preparation for high school teaching, business administration, home
economics, and parish work; furnishing partial training towards
the study of medicine, dentistry, nursing, engineering, law, and
social service, and offering a four-year college course preparing
for the study of theology.
T o help the student evelop certain skills, as in language, music,
physical activities, use o the library, laboratory work, and typewriting, together with other skills, which will increase his efficiency
in the various relationships of life.
\
To afford the student wholesome recreational experience which
will contribute toward an effective use of leisure time and develop
such qualities as leadership, sportsmanship, and self-control, with
good recreational habits, thus providing a constant source of social
and personal satisfaction.
T o instrut the student in principles, attitudes, and ideas pertuining to health, and also to train him in practices and skills which
will promote his physical and mental well-being and make him
better fit to meet the responsibilities of life.
Students who enroll at Augsburg are invited to take up their college
work with the distinct understanding that the Christian spirit is determining in all things, They are expected to cooperate wholeheartedi~in
the program of the school towards that end. The entire program of the
school curricular and e*a-curricular,
and the discipline necessary
to make poscfible the carrying out of this program, v r i n g from the
aim "to see all hings through the e p s of Christ."
FINANCIAL SUPPORT AND CONTROL
From 1870 to 1890, Augsburg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body with
two others, in 1890, resulted in the a5liation of Augsburg with the
newly created United Norwegian Lutheran Church. Due to differences
concerning the control of Augsburg, a division arose, and in 1897 congregations whose sympathies were deeply rooted in Augsburg formed
the Lutheran Free Church. The resulting close association, in educational and spiritual activity, of Aug'sburg and the Lutheran Free
Church has been marked by complete harmony of purpose and ideals
for more than half a century.
The control exercised by the Lutheran Free Church is indirect. The
Annual Conference of the Church nominates the members of the
Augsbu~gCorporation and the Board of Trustees. The Corporation
through the Board of Trustees exercises direct control over property,
finance, and personnel. Academic control is vested in the President
and the Faculty.
In addition to the income from student tuition and fees, which has
materially increased with the growth and develop~nentof the Callege,
the chief financial support of the i n s t i t ~ i o ncomes from the congcgstions of the Lutheran Free Church. In recent years a praning circle
of friends also outside the Lutheran Free Chu~ch.both alumni and
others, have contributed financially to the support of the school. Augsburg welcomes and invites such support on the part of all who believe
in her program of vital Christian education.
MEMBERSHIP IN EDUCATIONAL ASSOCIATIONS
Augsburg College is fully accredited by the North Central Associa-
tion of Colleges and Secondary School as a degree-granting institution.
It is a member of the American Council on Education, the Associatioll
of American Colleges, the Lutheran Educational Conference, the Association of Minnesota Colleges, and the State Council of Minnesota
Colleges.
THE ALUMNI ASSOCIATION
The Augsburg Alumni Association has as its goal to enable the
graduates of the College and Seminary to maintain effective contact
and cooperation with one another and with their Alma Mater. The
annual meeting is held at Commencement time each year. Local Augsburg clubs are promoted, and a bi-monthly bulletin is published. The
affairs of the Association are under the leadership of the Board of
Directors. Mr. Kenneth Lower is the Executive Secretary and editor of
the Bulletin. The Alumni Ofice is located in Science Hall.
THE AUGSBURG FOUNDATION
The Augsburg Foundation, formerly the Augsburg Foundation
Fellowship, is an association of alumni, former students, and other
friends of Augsburg, having as its purpose to give united and systematic support, both spiritual and financial, to the school. The Foundation was established in 1941 by joint action of the Board of Trustees
and the Alumni Association. Its work is directed by a General Committee of nine members. A Foundation Day is held each year.
EDUCATIONAL PLANT
BUILDINGS
The Main, erected in 1900, ,contains a large number of classrooms
and offices, the Chapel, and the museum.
Science Hall, erected in 1948-49, is a large and completely modem
building. It includes the general administration offices, well-equipped
laboratories for Chemistry, Physics, Biology and Home Economics; the
student organization offices and the student center; a small auditorium,
and several classrooms and faculty offices. On the fourth floor is the
Tower Prayer Chapel.
The George Sverdrup Library, named in honor of Augsburg's fourth
president, was erected and dedicated in 1955. Adjacent to Science Hall
and of similar contemporary architectural design, it contains spacious
reading rooms, seminars, work rooms, a visual-education center, the
Augsburg Archives, and a number of classrooms and faculty offices.
There is stack space for approximately 100,000 volumes.
The classrooms and offices of the Theological Seminary are located
in one section of the Library building.
Sverdmp-Oftedal Memorial Hall, erected in 1938, is a modern, fireproof dormitory affording living quarters for about 150 men. On the
ground floor of this building is the college cafeteria and dining hall.
Sivertsen Hall, acquired in 1939, and remodeled in 1955 as a wing
of the new Residence for Women, provides comfortable modern housing for 45 women students.
The beautiful new Residence for Women, adjoining Sivertsen Hall
at 6th Street and 24th Avenue, was erected in 1955. It provides excellent and completely modern housing for 105 women students, as well
as apartments for the resident head and her assistants.
Morton Hall, erected in 1888, and Miriam House, acquired in 1951,
are smaller dormitories, each housing about 20 students.
The Gymnasium, an adequate temporary structure, was erected in
1947 for the College by the Federal Works Agency as a part of a program providing educational facilities for veterans.
The Music Hall was acquired by purchase, also in 1947, and ha*
been remodeled to serve the needs of the music and drama departments.
A large number of dwellings have also been acquired in recent years
in the expanded campus area, and are in use for faculty, staff, and
married student housing.
The President's Home, a residence of modern architectural design
located at the south of the Square, was erected in 1949.
THE MUSEUM
The Museum is located on the ground floor of the Main. Members
of the Alumni Association have presented many valuable gifts. There
are several collections: a Madagascar Collection, a Santal Collection,
and a considerable collection of rare minerals, curios, etc. Contributions
to the Museum are invited. Professor Kleven is the curator.
THE A R C H I ~ S
The Augsburg Archive Society was organized in 1929, for the purpose of gathering documents, books, and other articles of historical
value. For a number of years a fire-proof room in the Main housed
the archives collections. With the erection of the George Sverdrup
Library in 1955, adequate, fire-proof quarters for the archives were
provided. Here are now found a fine collection of periodicals, old and
rare books, manuscripts, letters, and pictures, and also about 1,000
volumes of Norwegian-American literature, affording extensive resources for scholarly research. Contributions to the Archives should
he sent to Prof. Iver Olson, Archivist.
The beautiful and spacious new George Sverdrup Library provides
a central study-workshop for both faculty and students. It contains
about 30,000 volumes, exclusive of pamphlets, all available on open
stacks. The two large reading rooms have book stacks and reading
tables arranged in such a way that a place for study is always close
.to the books one may need. Additional conveniences include conference rooms, where from 2 to 6 students may study together, and
seminar rooms for larger groups or small classes. A typing corner is
provided in the ground floor reading room.
The library subscribes to about 300 of the best periodicals and
pamphlets dealing with a large variety of subjects as well as a number of serials devoted to the interests of special fields.
In the Twin City area other libraries are located which make their
holdings available to Augsburg students, notably, the St. Paul and
Minneapolis public libraries, the latter of which issues library cards
to out-of-town students for each school year; the James Hill Reference
Library in St. Paul, which has one of the finest reference collections
in the Northwest; and the University of Minnesota Library, which is
within walking distance of the Augsburg campus. Each year Augsburg
students make extensive use of all these libraries.
The laboratories of the Natural Sciences are located in the Science
IIall. Three laboratories and two storerooms for Biology are located on
the second floor; three laboratories and a large storeroom for Chemistry, and a laboratory and two storerooms for Physics are located
on the third floor.
To facilitate instruction the college provides many excellent visual
and auditory aids. The audio-visual center is l~catedon the ground
floor of the Library. Available for classroom use, and for the use of
other college activities, are the following: Two 16 mm. sound movie
projectors, one combination 2x2 inch slide projector and 16 mm. film
strip projector, one 3x5 slide projector, a Balopticon, a sound amplification system, and magnetic tape recording machines. There is also a
well equipped photography department.
The auditorium in Science Hall is fully equipped for visual education classes and lectures. Several classrooms are also provided with
facilities for projection.
SPECIAL PROGRAMS OF STUDY
Evening classes are held as a community service for adults not enrolled in the day school. Announcement of courses to be offered are
made in the fall. Information about the evening school may be obtained from the office of the Dean.
Student nurses in the Schools of Nursing at the Lutheran Deaconess
and Swedish Hospitals in Minneapolis receive much of their first
semester of instruction at Augsburg College. Application for admission
to the Schools of Nursing should be made to the hospitals directly.
In cooperation with the Minneapolis General Hospital, Augsburg
offers work which enables the student to receive a college degree with
a major in Medical Technology. The first .three years of this work are
taken at Augsburg and a final twelve-month program is completed at
the hospital.
SPAN
Augsburg participates in the SPAN (Student Project for Amity
among Nations) program. This is a joint venture of the University of
Minnesota and several colleges in the state. Qualified students are
selected to spend a summer in informal study abroad. Applications are
made in the spring of the Sophomore year.
FINANCIAL INFORMATION
A considerable part of the income on which Augsburg operates is
derived from endowment and from gifts, a major part of the latter
coming from the supporting church. Therefore, the fees charged the
student do not constitute the whole cost of his education, for he enjoys
the benefits of the gifts of those who believe in and support the work
of the school. For theological students, the church assumes the full
cost of tuition; a statement of other expenses in attending the seminary
is given in the Seminary section of the catalog.
GENERAL EXPENSES PER SEMESTER1
.. .
Tuition in College
$2m.00
Books, etc.
2 5 . 0 to 40.00
Student activity fee I - - . - 8.00
Library fee ..
-.- 7.50
Health fee
5.00
Matriculation fee (for those registering the first time)
5.00
Key deposit (refundable)
1.00
Locker (optional) -.
- 1.00
Mail box fee
.50
Total
$253.00 to 268.00
Students registered for more than the maximum number of credit
hours (17 in the College) are charged at the rate of $10.00 for each
additional credit hour a week per semester.
Special students will pay at the rate of $17.00 per credit hour up
to 11 credits. Those who register for 12 or more credit hours will pay
the regular tuition charge.
The fee for auditing a course is $7.50 per credit hour.
Special students and auditors enrolled for 7 credit hours or more
of class work per week pay one-half of the student activity, health,
and library fees.
ROOM AND BOARD PER SEMESTER'
Iioom
Board (estimate)
1 Subiect to change.
...$65.00 to 80.00
160.00
A limited number of rooms are available at the lower cost.
Men students are required to buy and use a minimum of
$125.00 of meal book coupons per semester, women students
$100.00.
SPECIAL FEES
Late registration
Change of registration after the beginning of the second week
of classes
Registration with the Placement Bureau ,
Placement fee, depending upon the method
of placement
$ 3 . 0 to
Graduation fee, for seniors in both the College and Seminary..
Final examinations taken at another hour than the one
scheduled
---Examination making up an incomplete or a condition -----------Comprehensive examination --Transcript of credits (after first one which is free) ---..~.---------~-MUSIC FEES PER SEMESTER
Piano
Voice
Organ -Erass or Wood wind (private instruction)
Rrass or Wood wind (class instruction) --..
Piano stodio rental8(one hour per day)
Organ reap1 -Vctice studio rental (one hour per day)
Choir -.-Choral Club -
. . . $35.00
- 35.00
_
-
-
--
COURSE FEES PER SEMESTER
-.--
--
35.00
40.00
14.00
8.00
20.00
4.00
5.00
2.50
4.00
Art 1 and 2
Art 3 and 4 - 2.00
3.00
Home Economics 2, 36, 76 ----5.00
Home Economics 39 and 40
...............
Biology 60 ....................................................................1.00-2.00
2.50
-.----.- -Biology, 1, 2, 3N, 4, 52, 53, and 55
Biology 7N
-.
4.00
Biology 13, 14, 25, 26, and 54
5.00
1 Subject to change.
Chemistry 1, 2
--Chemistry 4
Chemistry 3N Chemistry 5, 6, 51, 52, 53, 54, and 55
Physics 1, 2 Physics 3
-Physics 5 and 6 Physics 51
Physics 52
Secretarial Studies 2, 8, 51, and 52
Secretarial Studies 1, 53, and 54
Education 96 --
--
ESTIMATED EXPENSES PER SEMESTER'
Resident students
General expenses -.
$253.00 to 268.00
223.00 to 240.00
Room and Board
Special, music, or.course fees
2.00 to 35.00
Total, appro~imately
3478.00 to X3.00
Off -campus students
$253.00 to 268.00
General expenses -Special, music, or course fees
-- 2.00 to 35.00
Total, approximately ..............................$25500
.........
to
....
303.00
...
These estimates do n6t include transportation, clothing, or
personal expenses.
PAYMENT OF ACCOUNTS
Student accounts are due in full at the time of registration in September and February. Parents may deposit money in advance at the
school or the student may make the payment when he registers. Recognizing that payment of fees in full at registration poses a financial
problem in some cases, the college has instituted a "deferred payment
plan". In this plan the college will accept, at the time of registration
in September and again in February, a
of $150.00 in the
case of resident. students and $75.00 for off-campus students. The
balance may be paid in monthly installments during the semester. To
defray the cost of the plan a charge of $1.00 is made for each payment on the student's account after registration.
1 Subjea to change.
REFUNDS
Students who cancel their registration before the middle of any
semester pay tuition at the rate of $14.00 per week for the t'ime during
which they have been in attendance. Students who cancel out after
the middle of the semester receive no refund of tuition. No refunds
are made of the Matriculation and Student Activity fees. Course fees
are paid at the rate of 10% per week by students who cancel out before the middle of the semester.
Payments for board and room are refunded in proportion to the
time students have been in residence. Students who move out ,of dormitories but do not cancel out of school are charged the full semester
room rent.
FINANCIAL ASSISTANCE
Financial aids in the form of loan funds, scholarships, grants-in-aid,
and employment assistance are available at Augsburg. Students must
meet certain requirements to qualify for loans or scholarships. The
college gives assistance to students in securing work both on and off
the campus.
LOAN FUNDS
Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time.
The General Student Loan Fund, established through the gifts of
many individual donors, is chiefly maintained by contributions from
the Augsburg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance to
students in the Seminary.
The Charles and Nora Crouch Student Loan Fund, established in
1954, extends assistance to members of all classes.
The Senior Loan Fund, established by the class of 1955, is available
to selected graduating seniors.
The John and Anna Jorgine Gregory Theo2ogical Student Loan Fund
is available to students who are preparing for the ministry.
The Student Aid Fund of the Zion Lutheran Hour, established by the
Zion Lutheran Church of Minot, North Dakota, likewise extends loans
to students preparing for the ministry.
Arrangements for the loans are made through a conference with the
Dean of Students, chairman of the faculty committee on student loans.
In addition to arranging loans, the committee counsels students on
financial matters with the objective in mind of helping the student work
out a satisfactory plan for his finances.
SCHOLARSHIPS AND PRIZES
Forty Freshman Scholarships, amounting to tuition for the second
half of the Freshman year, are offered to outstanding high school
graduates.
The American Indian Scholarship was established in 1955 by Spring
Lake Park Lutheran Church, Minneapolis. It is a scholarship of
$200.00 to be applied on tuition at Augsburg College. It is to be
awarded to an American Indian student selected on the basis of
scholarship and economic need.
The Henry P . Opseth Music Scholarship was established in 1953 in
memory of Henry P. Opseth, former head of the Music Department
and director of thk Augsburg College Choir. It is awarded annually
to a sophomore or junior student of outstanding promise or achievement in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from 1950
until the time of her death in 1953, was established in 1955 by her
parents, Mr. and Mrs. Iver Solberg and her brother, Dorvan. It is
awarded to an Augsburg student for outstanding promise or achievement in the art of singing.
The George Sverdrup Graduate Fellowship was established by the
Board of Trustees of Augsburg in 1947 to honor the memory of
George Sverdrup, President of Augsburg from 1911 to 1937. It is
awarded annually to an Augsburg graduate of outstanding character
and ability who plans to prepare further for the vocation of teaching.
The amount of the Fellowship is five hundred dollars.
The Keith E. Hoffman Memorial Scholarship was established in
1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory
of their son who gave his life in the conquest of Okinawa. The scholarship consists of the income from a fund of $1,075 and is awarded
annually to a student selected on the basis of academic achievement,
personal character, and ability in the field of athletics.
T w o Lutheran Brotherhood Scholarships of $300 each are provided
b y the Lutheran Brotherhood Life Insurance Society and awarded each
fall to outstanding Lutheran college seniors. The students are selected
by the college in the spring of the junior year on the basis of religious
leadership and scholastic standing
The Augsburg College Women's Club Scholarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Adolph Paulson Memorial Prize, from a fund established by
members of the Paulson family in memory of Professor Adolph Paulson who taught Social Science at Augsburg from 1930 to 1935, is
awarded annually to a college student for the best essay written on an
assigned subject in the field of Christian Sociology. The amount of
the prize is $50.00.
The Celia Fredrickson Scholarship consists of the income from a
fund of one thousand dollars. It is awarded annually to an Augsburg
student from the Lamberton, Minnesota, parish of the Lutheran Free
Church.
The Greater Augsburg Alumni Association Scholarship of $350 is
awarded annually to an outstanding alumnus ~f Augsburg in order to
encourage and assist promising students in the carrying out of projects
of graduate study.
The Women's Missionary Federation Scholarship is awarded by the
Federation to returned missionaries or to Lutheran students of recognized Christian character and good scholastic records who are making
preparation for mission work. The scholarship varies from $50.00 to
$250.00 per year. Higher awards are possible for graduate work or
medical study.
GRANTS-IN-AID
A few grants-in-aid are made to students in good standing who are in
special need of financial assistance. To qualify for a grant, a student
r.11ust make application, providing information about his own and his
family's resources and anticipated expenses.
EMPLOYMENT SERVICE
The employment service, located in the Placement Office, has been
successful in placing hundreds of men and women students in parttime positions. The types of work secured are of many kinds, including recreational leadership, restaurant work, domestic service, sales
work, and secretarial and clerical work.
Students are employed by the college in many activities. For these
positions preference is given to upper-class students who have maintained a good scholastic average.
Assistance in securing summer employment is also provided each
spring by the Employment Service.
Application forms for part-time employment on or off campus may
be secured from the Admissions or Placement Offices.
STUDENT -COMMUNITY LIFE
The influences which mould life and character on a college campus
are of many kinds. While the exercises of classroom, laboratory, and
Library form the organizing basis of college activity, they need to
be supplemented by other than academic forces. These intangible but
very real supplementary influences have much to do with creating the
spirit of an institution. At Augsburg definite emphasis is placed upon
the maintenance of a wholesome spirit of Christian community living.
Students are urged to give conscious attention to this personal and
spiritual side of their development and thus contribute toward the
prevalence of a vital and happy Christian atmosphere on the campus.
It is the earnest desire of those who direct the policies of Augsburg
that the institution may constantly be permeated by an atmosphere in
which the quest for Truth as it is in Christ is prayerfully fostered in
each life.
All students are required to register for two class hours per week
in one of the courses offered in Religion.
There are numerous voluntary religious activities in which students are encouraged to participate. Spiritual Emphasis Week is held twice each year. It is assumed
that every Augsburg student will find a church home in Minneapolis
and attend its services regularly.
It is expected of each student that his life, conduct, and influence,
both on and off campus, shall be worthy of a member of a Christian
College. Those who do not feel drawn to this quality of life and to the
fellowship in which it is nourished should not seek to be enrolled at
Augsburg. A truly Christian spirit and environment must be the
product of the united effort and prayer of faculty, students, and
administration.
THE CHAPELSERVICE
The heart of Augsburg's program of Christian education is the daily
Chapel Service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
REI;IG~OUS
PROGRAM
The Religious Life Committee, composed of students and faculty,
endeavors to promote a religious program that will stimulate growth
of Christian life in the Augsburg community. Co-chairmen of this
council are the student Director of Religious Activities and the College
Pastor. Areas for which this committee carries primary responsibility
are the Mid-Week services, Spiritual Emphasis Weeks, prayer meetings, and informal group meetings.
This committee also serves as a coordinating agency for all volunteer
Christian organizations on campus. The two principal organizations
are the Lutheran Student Association and the Mission Society.
The Mission Society promotes interest in missions through a program of study, fellowship, worship, and seriice. A highlight of the
year is the Mission Festival, a week-end conference devoted to the
study of missionary activity, and recruitment of workers. The Lutheran
Student Association seeks to serve as a stimulus and outlet for Christian faith and life. Students participate in regional and national LSA
Conferences, and conduct a schedule of meetings on campus.
The Concordia Society is an organization for all the students in the
Theological Seminary.
Regular convocation programs are held at Augsburg throughout
the year. These programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is
covered, including the scientific, political, social, religious, and artistic.
Students at Augsburg are given many opportunities for social training and recreation. The Student Council through the Chairman of
Social Activities, assisted by a Committee on Social Education, sponsors each month an all-school social activity which all students may
attend. Most of these are informal. The Sophomore and Junior classes
sponsor semi-formal banquets. The Associated Women Students and
a number of other organizations sponsor teas, dinners, and social
affairs on and off campus.
"No man is a hypocrite in his pleasures." To learn to enjoy the
right form of recreational activities is an important aspect of preparation for life. At Augsburg there is a definite attempt to encourage the
formation of helpful recreational habit-patterns, not only with regard
to the planned play program supervised by the Director of Recreation
and the Department of Physical Education, but also with regard to
the use of leisure time in general.
Augsburg's location in Minneapolis gives its students unique oppqrtunities to make use of some of the finest educational and cultural
advantages which the Northwest has to offer. Excellent art collections
are to be found in the Minneapolis Institute of Arts and the Walker
Art Center. The Twin City libraries are .extensive in their services.
The Historical Museum in St. Paul gives access to large collections of
historical material. The Minneapolis Symphony Orchestra programs
and other concerts afford rich opportunity for music appreciation.
Many students and faculty attend Minneapolis Symphony Orchestra
concerts by virtue of a special college season ticket arrangement.
Season tickets are available also for other University concerts and
the University Theater drama programs. Symphony Forums are held
.on campus each year, with speakers from the Orchestral Association
or the Orchestra.
A bi-weekly bulletin, Events of Interest in Minneapolis, listing pro.
grams, concerts, art displays and exhibitions is compiled and issued
from the Student Personnel Office.
STUDENT PERSONNEL SERVICES
Institutional services to students are organized and administered
in accordance with plans and policies established by the Student Personnel Committee. Included are such services as Counseling, Testing,
Freshman Orientation, Student Records, The Student Health Service,
Housing and Food Service, Placement, S t u d a t Employment, and Coordination of Student Activities. The administration of these services
is centered in the Office of the Dean of Students.
Under the counseling program at Augsburg each student is assigned
a faculty counselor to assist him in the planning of his total college
program. All faculty members participate in counseling. The broad
intellectual interests of the faculty member are combined with the
professional skill and techniques of trained counselors to provide
counseling at various levels, and in many areas of student needs. Personal, social, and spiritual problems as well as vocational choice and
financial needs are given consideration.
As far as possible, the work of obtaining the necessary data about
the individual student and organizing the total program of counseling
is carried out by the Office of the Dean of Students in accordance with
the plans and policies established by the Student Personnel Committee.
These plans include testing, assignment of counselors, scheduling of
group conferences and counseling periods. Each new student is assigned a faculty member who is his counselor for two years. When
a student enters the Upper Division, he chooses a major field of study.
The major adviser then becomes his counselor. Faculty counselors
confer with their counselees at regular intervals throughout the year
and at other times as the needs of the individual student appear. If a
serious problem develops which demands professional skill and more
time than the professor has to spend in counseling, the student is referred by way of the Office of the Dean of Students to professionally
qualified counselors. The Dean of Women and the Dean of Students
are special counselors to the women and the men, respectively.
Students receive vocational counseling in conference with their
counselors, and have frequent opportunities to confer with persons who
are eminently successful in the particular professions selected by
students as their tentative occupational choices. An Occupational Information file in the college library provides materials for a study of
vocations. The Orientation course, required of all freshmen, includes a
unit on vocational planning. The results of a vocational interest test
are available for all students.
Students who have various personal problems are encouraged to seek
help through counseling conferences. Often students have been able
to solve problems of finances, social adjustment, and personality
through counseling sessions.
Those who have spiritual problems may confer with the College
Pastor, or with members of the Department of Religion as well as
with their faculty counselor. By a system of referral, students may
receive counsel from any member of the faculty, or from qualified
persons beyond the college community. The Personnel deans are available at all times for special counseling conferences.
The college physician is consulted in regard to all problems pertaining to physical and mental health.
Counselors and major advisers strive to help students develop their
latent abilitjr. Students who distinguish themselves acad&nically are
named on the Dean's List, and are thereby qualified to participate
in a study program designed to develop their special talents to the
highest degree. Honor societies such as the Augsburg Guild of Honor
and Lambda Iota Tau recognize students who have excelled in several
areas.
All new students are given a battery of tests during Freshman Days.
College aptitude scores, English, and reading ability scores are used
by counselors to help students plan their initial programs. Personal
adjustment scores and the vocational interest test profile help the
students learn to know more about themselves, in order to make the
best choice of subjects and occupational goals. Sophomores participate in a nation-wide testing program. Seniors also take a nationally
standardized test.
Freshmen and other new students participate in Freshman Days
before the beginning of classes each semester. The students take tests,
inspect the college facilities, and become acquainted with their fellow
students, with the faculty, and especially with their own faculty counselors. The faculty counselors and students have several conferences
during which they plan the student's program of study.
All freshmen enroll in a class in Orientation. In this course, the
students learn about standards and requirements of various areas of
college life. Methods and habits of study and related techniques are
explored. Personal health, social adjustment, personal finances, and
vocational aims are discussed.
RECORDS
Individual student records are kept in the Records Office under the
supervision of the Registrar. These records include admissions data,
academic achievement, student participation and achievement in nonacademic activities, test scores, reports of counseling and other information.
The Student Personnel Office maintains a file of clubs and societies,
including the constitutions, activities, schedules, and membership roster.
THE STUDENT
HEALTHSERVICE
The Student Health Service provides campus dispensary service
with a registered nurse in charge. The college physician has daily office
l~ours on campus for consultation and for emergency treatment.
Physical examinations are given all entering students and seniors.
Corrective treatment is prescribed where needed. Infirmary rooms are
adjacent to the dispensary. The Health Service is housed in a ground
floor section of Memorial Hall, the men's residence hall.
Students, faculty, and staff have chest X-rays taken semi-annually
through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit. The Department of Physical Education conducts a
program of recreation for all students. All freshmen are required to
take a course in personal and community health.
Students not living at home must live in college operated housing
and take their meals in the college dining hall. Under certain conditions, students may make other arrangements after consultation with
the Dean of Women or Dean of Students.
Residence halls are open to students a day before regular schedules
become effective, and close a day after the term closes. Students who
wish to stay in residence during vacations must apply for the privilege.
Rooms are furnished except for bed linen, towels and blankets.
Laundry facilities are available in each residence. Bed linens and towels
may be rented at a reasonable cost. This service includes laundering,
pick up and delivery.
Augsburg's beautiful new Residence for Women, located at Sixth
Street and Twenty-fourth Avenue South, adequately houses one hundred fifty women, and provides a lounge, recreation facilities, and
grill service for all students. Sverdrup Ojtedal Memorid Hall, a men's
residence hall, houses one hundred fifty men, and also contains the
college dining rooms, and the student health service.
The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental,
welfare, and educational institutions and organizations at the local
as well as the state and national levels. Interviews are arranged both
on and off the campus. A registration fee and a small placement
fee are charged.
An employment service, located in the Placement Office, assists students in obtaining part time remunerative work. Many students find
it possible to pay part of their college expenses by this income. Employment can be obtained more satisfactorily after students have been
at the college for a time, and consequently, it is .desirable that a new
student should have sufficient funds to pay his entire expenses for at
least one semester.
Students are employed by the college in many phases of its opera-
tion. For these positions preference is given to upper-class students
who have maintained a good scholastic average and have a good employment record.
Assistance in securing summer employment is also provided for students each spring.
The Christian ideals of Augsburg give no room for such demoralizing practices as gambling, drinking, frequenting of public dances,
indiscriminate attendance at movies, and objectionable car'd playing.
Students enrolled at Augsburg are expected, therefore, not to participate in such practices.
Augsburg reserves the right to dismiss or to discipline any student
who is not amenable to advice and direction. The school likewise
reserves the right to dismiss any student whose general conduct or
influence is unwholesome. Such a student may be removed although
no formal charge is made against him.
Disciplinary problems, other than academic failure, are handled
through the Office of the Dean of Students. In all cases, careful investigation and counseling precedes any action.
OF STUDENT
ACTIVITIES
COORDINATION
The Coordinator of Student Activities assists student officers to
maintain effective functioning of student activities, and keeps on file
the club constitutions, rosters, and schedules of meetings. Faculty
sponsors are approved by the Coordinator.
The program of student activities is a primary responsibiiity of the
Student Council, legislative and executive body of the Augsburg Student Society. Faculty concern and responsibility for all student activities and the co-curricular program is assigned to the Faculty Council.
Liaison between the Student Council and the Faculty Council is the
function of the Student-Faculty Committee, whose special responsibility it is to promote student activity, and to keep the college activities
calendar. The Calendar is kept in the office of the Coordinator of Student Activities.
A weekly bulletin of events is furnished all college personnel by
the offiee of Student Personnel.
STUDENT GOVERNMENT
The Augsburg Student Society, comprisingGthe whole student body
of Augsburg College and Theological Seminary, is organized to conduct student affairs, develop student initiative and leadership, and
provide opportunity for practical experience in the democratic processes of group activity.
The administration of student government is delegated to the Student
Council, a representative group of twenty-five students elected by the
various classes. The top five positions are nominated and elected
directly by the Student Society.
Each of the college classes has its own officers and participates in
student government through its representative on the Council.
Augsburg is a member of the National Student Associution. The local
NSA Council is elected by the Student Council.
The Student Council directs several service projects of interest to
the college community. These projects include the annual Campus
Chest Campaign, Political Action and Brotherhood weeks, and two
Leadership Training projects.
Counseling of freshmen by upper class students is conducted through
Campus-Brother Campus-Sister groups.
Associated Women Students, composed of all the women students,
provides opportunity for the women to develop a degree of self g ~ v ernment. It aims to create a sense of harmony and fellowship, to promote and maintain high standards of honor and integrity in personal
conduct, and it encourages participation in all college activities. It is
affiliated with the Intercollegiate Associated Women Students, a national organization.
The Student Council office and the Council Room adjoin the Augsburg Echo and Augsburgian offices on the ground floor of Science
Hall. The student post office and Student Center occupy a prominent
place on the same floor, and serve as a focal point for student
activities.
The Augsburg Echo, the college newspaper, is published by a student
staff. The top staff members are named by The Board of Publications,
one of the Student Council agencies. The Faculty adviser teaches
courses in journalism. Staff members enrolled in the classes earn
academic credit.
Augsburg's yearbook, the Augsburgiun, provides a pictorial record
of the activities of the year. Work on the annual provides opportunity
for creative expression in artistic design as well as in photography.
A student editor, named by the Board of Publications, with the
assistance of the Registrar, compiles the annual Student Handbook
and Directory.
CO-CURRICULAR PROGRAM
The enthusiasm and energy of students motivate them to pursue
their interests beyond the classroom. For most effecthe participation,
Several of
students with similar interests have united to form cI&.
these are extensions of courses beyond the class room. Others are
devoted to interests not offered in the curriculum. New clubs are
formed as the occasion demands.
STUDENT
CLUBS
The Aristotelian Society unites those who have a common interest
in scientific knowledge and experimentation. Thus they may develop
their interest in the various branches of science and perhaps infuse
some of that spirit of interest thrmghout the college.
The Art Club is organized to satisfy the student's creative urge in
the field of art, to educate members, as well as others, in the field of
art and all that it contains, and to promote an interest in art among
the student body.
The Business Club draws membership from the Business and Secretarial Studies classes. The development of professional interests is
the major objective.
The Canera Cbb is composed of camera fans who meet regularly
to exchange ideas about their hobby and to develop skill in photography.
The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the cult'ure, language and people
of the various countries.
The Drama Society provides for its members an opportunity to
learn from participation in stage presentations and from field trips,
as well as from reading and seeing plays produced. Membership is
open to all students.
The F ~ u r eTeachers of America offers to its members associate
membership in professional education associations and strives to
acquaint future teachers with the importance of teaching as a profession. Interest in education or in the teaching profession is the only
requirement for membership.
The Home Economics Club, open to all students in the Home Economics Department, aims to promote professional attitudes toward all
aspects of home and community life.
The Public Aflairs Federation aims to stimulate interest in public
affairs and give students opportunity to participate actively in local,
state, and national politics, and in other human relations activities.
The Writers Club includes students who enjoy creative expression
in various forms of writing. The members share their literary efforts
in an informal atmosphere, and benefit from mutual criticism.
The Choir has about sixty members selected from all classes. In
addition to local concerts, the choir goes on tour each year to various
parts of the United States and occasionally to Canada.
BAND
THE AUGSBURG
COLLEGECONCERT
The band meets for rehearsal at a regularly scheduled period four
times per week. The concert band makes an annual tour and presents
public concerts in Minneapolis. A pep band entertains at athletic
contests.
THE AUGSBURG
CHORAL
CLUB
The choral club is composed of approximately fifty members. It
participates in school programs and concerts and makes short tours
annually.
THE MALECHORUS
This organization is for men who like to sing in a men's group.
Rehearsals are held twice a week. The Chorus sings at various churches
in the Twin City area and makes short tours in the vicinity.
FORENSICS
Augsburg College participates in intercollegiate debating, both in
Minnesota and in the neighboring states. Students may also participate
in local and intercollegiate oratorical contests.
THE "A7' CLUB
Membership in the "A" Club is limited to men who have won a
major A at Augsburg. The aim of this organization is "to bind the 'A'
men of the past, present, and future into a more intimate bond of
fellowship, and to keep the athletics of Augsburg on the highest
possible plane."
WOMEN'SATHLETICASSOCIATION
Membership in the Women's Athletic Association is gained by participation in individual and group recreational activities with awards
given on a point basis. The Augsburg W.A.A. is a member of the
Minnesota Athletic Association of College Women.
AND RECREATION
PHYSICALEDUCATION
Under the direction of the Department of Physical Education, a
wide range of recreational activities is arranged for general student
participation. Every student is urged to participate in some activity
for his own recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well as individual performance activities. Climaxing the intramural program is the Extramural Meet, a tournament for the winners
of intramural schedules in various colleges.
Augsburg is a member of the Minnesota Intercollegiate Athletic
Conference. The college is represented annually by teams in football,
basketball, hockey, baseball, track, tennis, and golf.
PURPOSE AND PHILOSOPHY OF INTERCOLLEGIATE
ATHLETICS
It is the purpose of Augsburg College to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy.
This philosophy is to be reflected in the conduct and outlook of both
the players and the spectators. The educational program of the collegerecognizes that recreation and play are a fundamental part of human
life, and that this phase of life needs to be cultivated if physical,
mental, and emotional health are to be maintained. Intercollegiate
athletics, as a phase of that program, gives recognition to the fact that
competitive play can cnntribute to the development of student interests,
skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1j The student participating in athletics should acquire and exhibit, both in and
out of athletics, such basic qualities of character as self-discipline,
honesty, sense of fair play, and cooperation. (2) The participant
should develop the knowledge, interests, and skills which will be of
special use to him in such vocations as teaching and coaching or re-,
creational leadership, or in his own recreational activities: Far from
being set apart from his educational goal or in any way competing
with it, the student's participation in intercollegiate athletics must
either contribute directly to this goal or be complementary to his
other educational activities. (3) The student spectator should acquire
and exhibit some of the finer qualities of Christian character, such
as self-restraint, sense of fair play, appreciation of high grade ,performance on the part of both opponents and fellow-students, and respect for individual personality. (4) The intercollegiate athletic program should contribute to the development of a unified and healthy
"school spirit." Enthusiasm for intercollegiate
athletics or other cocurricular activities should not overshadow pride in high scholastic
achievement, nor can it take the place of a well-rounded and effective
intramural and general recreational program.
HONORS AND AWARDS
The 1925 Class Cup in Atfitics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson
in 1943, is awarded annually to the student who is judged to be the
most valuable player on the basketball team.
The Class of 1918 Oratorical Cup was presented to the college as a
prize t o arouse interest in oratory. The name of the winner of the
annual contest ishengraved upon the cup, which is to remain in the
possession of the college and is placed on exhibition in the Science
Hall.
The 1927 Class Cup for Scholarship is awarded to the senior student
of highest scholastic standing who has attended Augsburg for at least
two years.
Omicron Chapter of Lambda Iota Tau, a national honor society, is
open to English majors who have attained a high scholastic average
and have presented a paper on a literary topic before a public audience.
The Augsburg Guild of Honor is an organization to recognize and
honor those members of the senior graduating class who have shown
themselves to be well rounded individuals, excelling to an outstanding degree in scholarship, leadership, and participation in extra-curricular activities.
The Dean's List includes students who have achieved an honor point
Augsburg
ratio of 2.5 or better in the previous semester of work a t m
College.
AUGSBURG COLLEGE
ACADEMIC ADMINISTRATION
ADMISSION PROCEDURE
Application for admission should be made on the regular admission
form, which can be secured from the Office of Admissions. This
form is generally available also in Minnesota high schools. The application, together with the high school record, previous college record,
if any, two letters of recommendation, a small photograph, and an
admissions deposit of $10.00 should be sent to the Office of Admissions. The deposit, which will be applied on first semester tuition,
is refunded if the application is not accepted or if it is withdrawn
by the applicant before August 1. A student seeking admission in the
fall semester should apply not later than September 10 and for the
spring semester by January 30.
REQUIREMENTS FOR ADMISSION
Augsburg College admits as students, men and women of good
moral character and sound health who appear to have the ability to
succeed in college. Estimate of ability is determined by rank in the
high school graduating class and college aptitude tests, and by the
high school record or previous college record.
The normal basis for admission is the completion of the courses of
grades nine to twelve in an accredited high school. No definite pattern
of subjects is required, but it is recommended that the last four years
of high school include four units of English, or three units of English
and two of a foreign language, two units of social studies, and one
unit of mathematics. A unit is defined as a course covering one academic year and equivalent to at least 120 hours of classwork. Graduates of unaccredited high schools are considered for admission on the
basis of their rank in high school and their achievement in a college
aptitude examination and an English achievement test.
Applicants who are not high school graduates but who give evidence
of s d c i e n t maturity are considered for admission upon recommendation and on the basis of achievement in a college aptitude test, English achievement test, and General Educational Development Tests on
literary materials, social science materials, and natural science materials.
For most graduates of Minnesota high schools the results of the
college aptitude and English achievement tests are available in advance if they have been taken in the state-wide testing program. The
General Educational Development tests are available to service men
through the Armed Forces Institute. All tests may, however, be taken
at Augsburg by arrangement with the Registrar.
The College reserves the right to reject the applications of studepts
whose previous records or aptitudes, as measured by tests, indicate
they may have difliculty in doing college work.
DEFICIENCIES
Applicants who have been accepted for admission with a deficiency
in English will be required to register for a special course in English.
Such deficiency and the requirements with regard to additional training will be determined at the beginning of the Freshman year by
means of tests. The requiremenb include the attainment of definite
standards as to spelling, grammar, pronunciation, and general correctness in the use of the English language.
TRANSFER AND ADVANCED STANDING
Students are accepted by transfer from other institutions if they
did satisfactory work and were otherwise in good standing there. If
their previous work was unsatisfactory, they are admitted to Augsburg
only under special circumstances.
Advanced standing, that is, credit for courses completed, is granted
to students who present satisfactory transcripts from accredited institutions. In certain cases advanced standing is granted on the basis of
comprehensive examinations.
ADMISSION OF VETERANS
Veterans, qualified for educational benefits under any of the government programs, may study at Augsburg and receive these benefits.
The veteran must secure a certificate of eligibility from the regional
office of the Veterans Administration. Application for benefits must
be made in advance of registration, except that veterans who are
eligible for assistance under Public Law 550 may make application
for entitlement when they enroll at the college.
In order to receive credit for experience in the military services,
the veteran must present a photostatic or certified copy of his Separation Record at the Registrar's Office. Evaluation is made according to
the recommendation of the American Council on Education. Some
college credit is given for the completion of the work in certain service
schools and for some courses taken through the Armed Forces Institute.
REGISTRATION
Students who have been accepted for admission should register on
the days designated in the Calendar for this purpose. Students who
register later than three days after classes begin are charged a late
registration fee of $3.00. No student may register for or enter a
course later than two weeks after the beginning of classes.
In registering, care should be taken to include the Lower Division
requirements during the first two years. However, if such registration
is delayed beyond the second year, a student will neither be required
nor permitted to register beyond the allowed number of credit hours
per semester in order to make it up.
- No credit will be given a student for any subject for which he has
not registered. The college reserves the right to cancel any course for
which there is not sufficient registration.
Registration means that the student accepts all the rules and regulations established by the school.
The normal registration is 16 credit hours. A credit hour is defined
as one recitation period a week throughout
a semester.
The privilege of registering for more than 17% credit hours may
be granted only to students who have gained an average record of B,
or two honor points per credit, in their previous college studies. Exceptions to this rule may be made under certain conditions determined
by the Admissions and Scholarship Committee. No student is permitted to carry work for more than 20 credits per semester.
Students working part-time are urged to arrange the amount of
their registration accordingly.
CHANGE OF REGISTRATlON AND CANCELLATION
In case a student desires to make any changes in his registration,
he must obtain a form from the Registrar's o6ce on which he may
make application, stating clearly his reasons for desiring the change.
Approval of the teachers concerned and the student's adviser and the
Registrar must be obtained before a change will be permitted. A
course which is abandoned without being cancelled through the Registrar's Office will result in a grade of F.
Changes of registration which involve the adding of courses cannot
be made later than two weeks after the beginning of classes. Changes
which involve canceling a course cannot be made after the middle of
the semester.
A fee of $1.00 is charged for each change of registration after the
beginning of the second week of classes.
A student who finds it necessary to leave school before the end of
a semester must cancel his registration at the Registrar's office in
order to remain in good standing.
UNIVERSITY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registration will not
be allowed unless the student has a grading of C average, or 1 honor
point per credit, in his courses at Augsburg. Also, the combined number of credits in any semester must not exceed 17. The credits thus
gained at the University may be transferred to Augsburg College and
counted towards graduation.
CLASSIFICATION
In order to be classified in one of the college classes, a student
must be carrying a minimum of twelve hours of work in which college
credit is given. Classification is based on the attainment of the following number of credit hours together with an equal number of
honor points: Sophomore, 24; Junior, 58; Senior, 92. Students are
classified by this regulation at the time of their registration each
school year.
PROBATION AND ELIMINATION
The Admissions and Scholarship Committee meets at the end of each
semester to consider the status of students who are doing unsatisfactory work. Freshmen who obtain honor point ratios of .5 or below,
Sophomores .6 or below, and Senior College students .8 or below, as
well as students with 6 or more credits of F, at the end of a semester
are placed on probation during the semester that follows. They remain
on probation until an honor point ratio of 1 is attained for a semester.
A student is not allowed to remain in college on probation for more
than two semesters consecutively, except by special permission. He is
dropped for low scholarship if he fails to maintain a satisfactory
scholastic record.
CLASS ATTENDANCE
Regular attendance in class is required. Students who find it necessary to be absent because of illness b r for other reasons should confer
with their teachers.
Students are expected to arrange the hours of part-time employment so that work does not conflict with classes. Any exception to this
rule must be agreed to by the teacher of the class affected and must
be approved by the Dean of the College.
A record of attendance is kept by each teacher, and periodic reports
are submitted to the Registrar. At the end of the semseter, a record
is made of the total absences of each student for the semester.
Absences for tours, field trips and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants,
with information as to exact p i o d s absent, are issued by the Dean
to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving' in
class late must assume responsibility for reporting their presence to
the teacher.
EXAMINATIONS
Tests are given periodically throughout the semester. In the course
of each semester, reports of the grades attained are made to the
Registrar who forwards them to the counselors and students. Final
reports are sent at the close of each semester to the parents and
students.
Written examinations are regularly scheduled at the close of each
semester. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination without a sufficient reason will
result in a grade of failure in the course concerned.
A student who has to be absent from a final examination because
of a conflict with outside work from which he cannot obtain an excuse
may arrange to take such an examination during some period after
the time on which the subject is scheduled.
If a student has obtained permission from the Dean of the College
to take a final examination at another hour than that scheduled, he is
a fee of two dollars for such an examination. Before the stues the examination, he must obtain a statement from the Registrar's office and bring it to the teacher concerned. The teacher will
give no examination before he has this statement.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of the semester
must be removed within the first five weeks of classes of the following
semester of attendance or within a year if the student has not re-enrolled. Extension of this time may be made by the Registrar's O5ce
in cases of illness. If incompletes and conditions are not removed
within the time allowed, the condition automatically becomes a failure
and the incomplete may be changed to a passing grade only when
the average of the previous work is sufficiently high. The final grade
after the condition examination is taken may not be higher than D.
A fee of $2.00 is charged for an examination making up an incomplete or a condition reecived at the end of a semester.
COMPREHENSIVE EXAMINATIONS
Compre)lensive examinations may be permitted in courses in which
the Admissions and Scholarship Committee feels the student has adequate preparation or background. Students who wish to take a comprehensive examination must apply in writing to this committee.
When permission is granted, the necessary approval forms may be
secured at the office of the Registrar. A fee of $5.00 is charged for
each examination and must be paid in advance. Examination questions and the answers will be filed in the Registrar's office.
GRADE VALUES
3 honor points per credit
A-Superior,
%Very
good, 2 honor points per credit
C-Satisfactory,
D-Passable,
F-Failure,
&Condition
1 honor point per credit
no honor points per credit
minus 1 honor point per credit
GRADUATION REQUIREMENTS
In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courses, and grades. A
student who plans to graduate from Augsburg is urged to study the
requirements as outlined in this section of the catalog and in the
department in which he plans to major. It is the responsibility of the
student to see that he includes the required subjects at the right time
in his program of studies. The faculty advisers, the Dean, and the
Registrar will gladly assist him in planning his program.
Lower Division Requirements
For a general college education and as a basis for study in professional
fields students are required to complete the following credits in lower
division courses :
Religion
Each semester, 2 credits
English
6 credits
Course 1-2. Students exempted from
Freshman English must earn 6 credits
above Freshman English.
Speech
3 credits
Course 11.
Fine Arts
2 credits
MU. 7, 8, Phil. 15, 60 or any literature
H. Ec. 3, a,
course satisfies this requirement.
Foreign Language
8 credits
Students who have studied a foreign language for three years in high school and
students with majors in Home Economics
are exempted from this requirement.
Social Sciences
6 credits
Hist. 1-2, 21, 22, or Soc. 1, and 3 other
credits in Sociology, or Phil. 15, 16.
Natural Sciences
8 credits
Health and Physical Education
3 credits
Courses 2, 3 and 4. Students with majors
in Home Economics will substitute H. Ec.
68 for P. E. 2.
Psychology
4 credits
Required in certain fields.
Orientation
1 credit
Required of all Freshmen.
AUGSBURG
COLLEGE
Major and Minors
-
'A student is required to complete a major and one or more minors
for graduation. The major subject is determined by the student's
aims as well as by his particular interests and aptitudes as shown in
f work he does in the Lower Division.
-It is well for the student to know in his Freshman year what major
line of study he will pursue. Students who are still undecided as to
their major choice when they appear for registration in the junior
year, should, before they register, consult with a faculty counselor
and with heads of the various departments to determine their field
of major work. In planning the major, a student is required to consult with the Head of the Department offering the major. Majors are
offered in the following areas: Religion, Philosophy, Greek, English,
Speech, Music, History, Sociology, Social Science, Business Administration, Business Education, Secretarial Studies, Home Economics,
istry, Natural Science, Mathematics, and Physical Edu-
4-
For major and minor requirements as to houys cf credit see departmental statements.
Electives are planned with the purpose of properly distributing a
student's choices among the fundamental fields of knowledge and culture, as well as among the correlatives of the major. Juniors and
Seniors should, as a rule, choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or
above. At least thirty credits in Upper Division Courses must be completed for graduation.
Total Credits and Honor Points
The amount of work required for graduation comprises a minimum
of 128 credits with an average grade of C, or one honor point for each
credit taken. A credit equals one recitation period a week throughout
one semester.
Honor points are computed at the rate of one honor point for each
credit with a grade of C, two honor points for each credit with a
grade B, and three honor points for each credit with a grade of A.
2
In order to qualify for the A.B. degree a student must demonstrate
proficiency in the writing and speaking of English.
M- Magna Cum Laude
2.5-2.79+
Cum Laude
2.1-2.49+
ji
w
be eligible for these honors, the student must hwr compked
at least two years of work at Augsburg, and his record at Augsburg,
as well as his total record must meet the requirements as given above.
AUGSBURG
COLLEGE
CURRICULUMS
THE CHRISTIAN MINISTRY
which prepares students for the Christian ministry as pastors or mis
choice of courses even in the Freshman year.
Physical Education . . . . . .
.
. .
Freshman English
New Testament Greek
Foreign Language . . . .
Humanities or Philosophy
.
History or English
,
I
.
6
or English Literature, 6 Cr.
New Testament Greek
6
or English Literature, 6 Cr.
Typewriting
..
.
..
..
8
6
6
6
Youth Work in the Church
.. z
Principles of Christian Education
z
History or English
Philosophy or Logic
.
Economics or Education or Political
Science
.
,
,
.
.
-
-.--
T - ; " p.'*Lm,m,%
w
*'
h
"*":
4.W
!m
CURMCULUMS
PARISH
AND MISSIONARY WORKERS
The purpose of this course is to train men and women for effective
service in the Church at home or abroad; that is, as teachers in vacation, week-day and Sunday schools, as youth leaders, and as parish
workers. The course is so arranged that the student will, upon its satisfactory conclusion, receive the A.B. degree and also a certificate
indicating that he is a q u a u e d parish worker.
w
1
Students interested in becoming parish workers should consult with
-
Mr. Stensvaag, parish work adviser.
The suggested schedule provides for a minor in Religion and makes
it possible to plan for a major in Home Economics, History, English
or Sociology. It is also possible to plan for a major in Religion with a
minor in some other field. The courses essential for the securing of the
Parish Worker's Certificate are italicized in the outline below.
Freshman
4
Freshman English . . . .
Natural Science . . . .
Typewriting . . . . .
.
1
Sophomore
Basic Bible . . . . . . . .
Principles of Sociology
Social Problems . . . . .
w
w
.
.
Orientation . . . . .
Physical Activities .
Electives . . . . . .
.
.
Religion
........
Beginning Speech . . .
Types of Public Speech
..
.
3
General Psychology .
I
Health
. . . . . . . .
First Aid . . . . . . . . . . . . I
Electives . . . . . . . . . . . . . . 7
.
. .
.....
... 6
8
.. 3
. . 3
. . .
I
-3
Foreign Language . .
.
.
. 3
3
8
..... 4
. . z
I
.
-
I
3 7.
w
32
Senior
T h e Missionary Enterprise . . . . . z
Principles of Christian Education. . 2
T h e Christian Churches . . . . . . z
T h e Lutheran Church . . . . . . . . z
Social Psychology or Urban Sociol. . . . . . . . . . 3
OgY
.
. . . . . . . . . . . 3
.... I
Elementary Shorthand
Recreatiimal Activities
.
.
.
. . . 6
. . . I
to
32
Parish W o r k
. . . . . . . . .
Youth Work in the C h w c h . . .
Edrrcational Psychology . . . . . . . . .
H y m n s and Music o f the Church.
Fundamentals o f Journalism . . . .
Crafts . . . . . . . . . . 1'. . . . . . . . .
Fields of Social Work . . . . . . . .
Secretarial Practice
.........
7.
Fine Arts
Electives
2
,
.
. . . . . . . . .
z
3
z
z
2
3
3
32
w
HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a e r tificate for teaching in Minnesota at the junior and senior high school
level. The same program will meet the demands set by most of the
neighboring states. The student should apply to the Department of
Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis
of scholarship and other qualifications. Students should prepare for
competency in at least two subject-matter fields that are also taught in
the high schools. In addition to departmental majors, broad majors for
teaching may be secured in natural science, social science, and business
education.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
European Civilization . . . . . . . . . . . 6
Foreign Language or Natural
Science . . . . . . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . I
Health . . . . . . . . . . . . . , . . - . . . . . . 2
Electives . . . . . . . . . . . . . . - - . . . . - .4
-
Sophomore
Religion . . ,. . . . . . . . . . . . . . . . 4
Speech . . . . . . . . . . . . . . . . . . . . . . . . 3
Foreign Language or Natural
............. 8
Science . . . . .
Psychology . . .
Fine Arts . . . . .
Electives . . . . .
32
Junior
Religion . . . . . . . . . . . . . . . . . . . . .. 4
Educational Psychology . . . . . . . 3
Teaching in High School . . . . . . . . 3
Philosophy . . . . . . . . . . . . . . . . . 6
Group Activity . . . . . . . . . . . . . . .. 2
Electives in Major or Minor . . . .14
32
Senior
.................. 4
Religion
Principles of Guidance . . . . . . . . . . 3
Issues in Contemporary Education. 3
Student Teaching . . . . . . . . . . .4or 5
Special Teaching Methods . . . . . . . . 4
.
Electives . . . . . . . . . . . . . . . . . -14
-
3 2 or 33
VOCATIONS IN HOME ECONOMICS
From the vocational point of view, the work in the Department of
Home Economics is intended to prepare students for homemaking,
to equip them for the teaching of home economics in high school,
and to give them the first two years of the training required for such
vocations as dietetics, institution management, home economics in business, home economics and journalism, and home economics extension.
Each student who plans for a vocation in this field should consult
members of the home economics staff about the details of the program
when she begins her college work. A curriculum for a home economics
education major is given below. Courses in italics are not required for
a general home economics major.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Orientation . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
English . . . . . . . . . . . . . . . . . . . . . . . 6
Principles of Physics . . . . . . . - . . . .4
Principles of Chemistry . . . . . . . - . 4
Art in Daily Living . . . . . . . . . . . . 3
Clothing Selection . . . . . . . . . . . . . . 3
Nutrition . . . . . . . . . . . . . . . . . . . . . 3
Clothing Construction . . . . . . . . . . 2
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Psychology . . . . . . . . . . . . . . . . . . . .
4
Economics ....................
3
Marriage and Family ............ 3
Sociology . . . . . . . . . . . . . . . . . . . . . 6
Anatomy . . . . . . . . . . . . . . . . . . . . . 4
Child Development . . . . . . . . . . . . . 2
Foods . . . . . . . . . . . . . . . . . . . . . . . . 6
32
Junior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Educational Psychology . . . . . . . 3
Group Activity . . . . . . . . . . . . . . . . s
Teaching in High School . . . . . . . . 3
Bacteriology . . . . . . . . . . . . . . . . . . . 4
Textiles . . . . . . . . . . . . . . . . . . . . . . 2
Color and Design . . . . . . . . . . . . . 3
Home Planning . . . . . . . . . . . . . . . 3
Family Health . . . . . . . . . . . . - . . . . 2
Electives . . . . . . . . . . . . . . . . . . . . 6
-
Senior
Religion . . . . . . . . . . . . . . . . . . . . . .
Special Methods . . . . . . . . . . . . . . .
Student Teaching . . . . . . . . . . . . . .
Principles of Guidance . . . . . . . . . .
Contemporary Issues in Education.
Home Management Problems . . . .
Home Management Laboratory . . .
Advanced Clothing Construction. .
...................
Electives
32
Electives must be in the minor field which the student selects.
4
4
4
3
3
2
2
z
8
-
BUSINESS
The program in business administration is intended for students
who are planning for work in the fields of business and industry. In
addition to giving preparation for a business vocation the following
suggested course of study leads to the Bachelor of Arts degree.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . . . .
European Civilization or Sociology.
Principles of Accounting . . . . . . . .
Foreign Language . . . . . . . . . . . . . .
Orientation . . . . . . . . . . . . . . . . . . .
Health . . . . . . . . . . . . . . . . . . . . . .
Physical Education . . . . . . . . . . . .
.
Sophomore
4
6
6
6
8
I
.
.
2
I
Junior
Religion . . . . . . . . . . . ,
United States History .
Business Law . . . . . . . .
Advanced Accounting
Business Finance . . . . .
Money and Banking .
Electives . . . . . . . . . . . .
Religion
Speech
Natural Science . . . . . . . , . - . . . .
Psychology . . . . . . . . . . . . . . . . . . . .
Principles of Economics . . . . . . . .
Introduction to Statistics . . . . . . . Electives . . . . . . . . . . . . . . . . .
.
.
.
4
3
..
.
...
8
4
6
3
4
Senior
Religion , . . . . . . . . . . . . . . . . . . . . 4
Marketing or Industrial
Management . , . . . . . . . . . . . . . . . 3
Labor and Management Relations. . 3
Public Finance . . . . . . . . . . . . . . . .. 3
F i e Arts . . . . . . . . . . . . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . -16
.
.
LAW
The following suggested two-year, pre-law program is planned especially to meet the needs of students who purpose to transfer to the Law
School at the University of Minnesota. It is possible to modify the
program for admission to other law schools.
Freshman
Religion . . . . . . . . . . . . .
. .. . 4
Freshman English . . . . . . . . . . . . . . 6
Principles of Accounting . . . . . , . 6
Humanities . . . . . . . . . . . . . . . . , . 6
European Civilization . . . . . . . . 6
Orientation . . . . . . . . . . . . . . . . . . I
General Psychology . . . . . . . . . . . . 4
Physical Activities . . . . . . . . . . . I
...
..
.
. .
. .
-
Sophomore
Religion
Christian Ethics . . - . . . . . - . . . . - .
Principles of Economics . . . . . . . .
American Government . . . . . . . . . .
Logic
Introduction to Philosophy . . . . .
History of England . . - . . . . . . . . .
Natural Science , . . . . . . . . . . . . . .
2
2
6
6
3
3
3
8
33
SOCIAL
WORK
A rapid expansion of the field of social work during the past twenty
years has created an acute lieed for trained social workers. Positions
are available in public agencies on federal, state, county, and municipal
levels; in private agencies sponsored by churches or other community
organizations; in group work, case work, or community organization.
In response to this need, Augsburg College has developed a cumculum designed to do two things: (a) equip graduates for immediate
employment in social work positions that do not ,require post-graduate
training and (b) prepare students for further study in graduate schools
of social work.
Augsburg College is an active member of the Minnesota Conference
on Social Work Education. During recent years graduates of Augsburg
have secured positions in both public and private welfare, in probation work, child welfare, group work, and case work.
The following courses are recommended for students interested in
Social Work. The courses which are italicized should be taken by all
such students.
Sophomore
Freshman
Religion . . . . . . . . . . . .
Freshman English . . . .
European Civilization
Principles of Sociology
S o d Problems . . . . .
Foreign Language . . . .
Orientation . . . . . . . .
Physical Education . ,
Health . . . . . . . . . . . . .
Religion ...................... 4
American Government . . . . . . . . . . 6
Natural Science . . . . . . . . . . . . . . . 8
Psychology . . . . . . . . . . . . . . . . . . . . 4
Elementary Statistics ........... 3
Rural Sociology ................ 3
Urban Sociology . . . . . . . . . . . . . . . 3
Speech . . . . . . . . . . . . . . . . . . . . . . . 3
Junior
Religion . . . . . . . . . . . . . . . . . . . . . 4
Principles of Economics . . . . . . . . . 3
Fields of Social Work . . . . . . . . . . 3
History of Philosophy . . . . . . . . 6
Sociul Psychology . . . . . . . . . . . . . . 3
Abnormal Psychology . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . 10
.
Senior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Metbods of Social
Work . . . . . . . . . . . . . ,
3
Public Welfare . . . . . . . . ........ 3
Crtntinology . . . . . . . . . . . ........ 3
Fine Arts . . . . . . . . . . . . ........ 3
Electives . . . . . . . . . . . . . . . . . . . . . . 16
-
-
........
MEDICAL TECHNOLOGY
Student may complete a course leading to the Bachelor of Arts
degree with a major in Medical Technology by completing three years
of work at Augsburg College and twelve months at General Hospital,
Minneapolis. This course prepares them for examination for certification in Medical Technology. It is recommended that students in this
curriculum choose a minor in an unrelated field. The following program is suggested.
6
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . 4
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . 8
General Psychology
Speech . . . . . . . .
Foreign Language
Fine Arts . . .
. .
Electives
Freshman
Religion . . . . . . . .
Freshman English .
General Zoology . .
Social Science . . .
Orientation . . : . . .
Health . . . . . . . . . .
Physical Education
Electives . . . . . . - . .
Junior
Religion . . . . . . . . . . . . . . . . . 4
Analytical Chemistry . . . . . . . . . . . 4
Quantitative Analysis . . . . . . . . . , 5
Bacteriology . . . . . - . . . - . . .4
Electives . . . . . . . . . . . . . . . . . . . . I S
-
Senior
Lectures, laboratory and ~ractical
work at General Hospital for
twelve months.
-
DIACONATE
A program whereby a Deaconess candidate can prepare for service
in the areas of parish work, social service, high school teaching, missionary work, nursing, or secretarial work may be arranged in consultation with the Directing Sister of the Lutheran Deaconess Home,
the Dean of Women, and the Registrar.
NURSING
Most hospitals prefer that applicants to their school of nursing have
at least one year of college. In rnany instances two or more years of
college work are desirable. The following pre-nursing curricu~umis suggested for those planning to enter a four-year school of nursing. Those
who plan on a three-year nursing program should try to select courses
ih college which will not duplicate the courses they will study in the
school of nursing which they plan to attend.
Sophomore
Freshman
Religion . . . . . . . . . . . .
Freshman English
General Zoology . . .
Health
. . . . . . . .
Sociology . . . . . . . .
Elements of Nutiition
Orientation . . . . . . . .
Physical Education . . . .
Electives
..........
Religion .
. . . . . . . . . . . . .4
History or Political Science . . , . . . 6
Psychology . , , . . . . . . . . . . . . . 4
Child Care . . . . . . . . . . . . . . . . 2
General Chemistry and Qualitative
Analysis
............... 8
Physical Education . . . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . 7
-
The following courses of the School of Nursing of the Lutheran
Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg
College. This is a part of the three-year course offered by the hospital.
Application for admission to the School of Nursing should be made to
the Lutheran Deaconess Hospital, Minneapolis, Minnesota.
First Year
Religion . . . . . . . . - - . . . . . . . . 2
Anatomy and Physiology
.....4
Bacteriology . . .
,,.
.,. . 3
Chemistry
..............3
Psychology
, ,
......... 2
Second Year
Sociology . . . . . . . . . . . . . . . .
2
ENGINEERING
A student may take two full years of pre-engineering at Augsburg
before transferring. The course outlined below applies <tothe fields of
aeronautical, electrical agricultural, civil, and mechanical engineering
and engineering mathematics at the University of Minnesota. The
chemistry and chemical engineering programs will be slightly different. Students planning to enter this program should complete higher
algebra and solid geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
FreshEnglish . . . . . . . . . . . . . . 6
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . 10
Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6
General Physics . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
-
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Elementary Calculus aqd Diflerential Equations . . . . . . . . . . . . . . . 10
Modern Physics . . . . . . . , . . . . . . . . 4
Electricity and Magnetism . . . . . . 4
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . . 8
Psychology or Principles of
Sociology and Social
Problems . . . . . . . . . . . . . .. 4 or 6
-
34 or 36
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the courses in civil and mechanical engineering, in which case it may be taken in evening school or
summer session.
DENTISTRY
Preparation for the study of dentistry can generally be completed
in two years. The following schedule will meet the requirements for
admission to most dental schools. Students planning to enter this curriculum should study algebra and plane geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . . 10
Orientation
. . . . . . . . . . . . . . .I
Health . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . I
-
Sophomore
Religion
...........-.... 4
European Civilization . . . . . . . . . . 6
Zoology . . . . . . . . . - . - . . . 8.
Organic Chemistry . . . . . . . . . . . - 8
General Physics . . - - . . - - . . . .8 .
-
CURRICULUMS
MEDICINE
Most medical schools require a minimum of three years of college
education. but premedical students often find it advantageous to complete their college work before entering the medical school. The following program will meet the requirements of most medical schools.
but it is advisable for the student to study the requirements of the
medical school to which he plans to apply
.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . 1 0
Orientation . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . . I
-.
Junior
Religion
. . . . . . . . . . . . . . . . . . .4
Social Science . . . . . . . . . . . . . . .6
German . . . . . . . . . . . . . . . . . . . . . . 8
Organic Chemistry . . . . . . . . . . . . 8
General Physics . . . . . . . . . . . . . . . . 8
-
Sophomore
Religion . . . . . . . . . . .
History or Philosophy
Zoology . . . . . . . . . . .
General Psychology . .
Analytical Chemistry
Quantitative Analysis
Speech . . . . . . . . . . . .
Senior
Religion . . : . . . . . . . . . . . . . . . . . . .
Sociology .....................
German . . . . . . . . . . . . . . . . . . . . . .
Physical Chemistry ............
Genetics . . . . . . . . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . . .
3
6
5
4
10
SECRETARIAL
WORK
The first year of the following program provides preparation for
certain office positions. Completion of the second year provides more
advanced training. A student who has had similar courses in high
school may be admitted to advanced classes on the basis of his proficiency in the subject. An outline of the requirements for teaching business subjects in high school appears under Secretarial Studies.
Fit Year
.4
Religion . . . . . . . . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . . . . 6
Elementary Shorthand . . . . . . . . . 6
Elementary Typewriting . . . . . . . I
Intermediate Typewriting . . . . . . . t
Principles of Accounting ........ 6
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . z
Electives . . . . . . . . . . . . . . . . . . . . 3
32
Second Year
Religion . . . . . . . . . . . . . . .
Speech . . , . , . . . . . . . . . . - . Advanced Typewriting . . . . .
Advanced Shorthand . . . . .
Psychology . . . . . . . . . . . . . .
Secretarial Practice . . . . . . .
Of6ce Machines . . . . . . . . . .
Consumer Education . . . . . .
Electives . . . . . . . . . . . . . .
COURSES OF STUDY
COURSES OFFERED
Descriptions of the courses offered in 1956-58 are given on the
following pages. Unforeseen circumstances may necesskate making
changes. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine definitely the
current course offerings.
NUMBERING OF COURSES
Odd numbers are used for first semester courses and even numbers
for second semester courses. The Roman numerals I, I1 after the
descriptive title also indicate the semester in which the course is to
be offered.
Numbers 1 through 49 indicate lower division courses which are
primarily for freshmen and sophomores. Numbers 50 through 99 are
upper division courses intended for juniors and seniors.
Two course numbers joined by a hyphen (1-2) indicate that the
course is a continuation course and both semesters of it must be
completed before credit is given. Course numbers separated by a
comma (1,2) indicate that it is a year course, but students may receive
credit for one semester without completing the other.
CREDITS
Credits shown are in terms of semester credits. For continuation
courses, the total credits for the year are given. A two-credit course
geenrally meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting per week
are more than the credits given. A semester is approximately 18 weeks
in length. The normal load for a student is 16 credit hours per semester.
AUG~BURG
COLLEGE
DIVISIONAL ORGANIZATION
The college courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative
aims more easily achieved. A chairman is appointed for each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISIONOF RELIGIONAND PHILOSOPHY
Religion
Philosophy
DIVISIONOF THE HUMANITIES
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
DIVISIONOF THE SOCIALSCIENCES
History, Political Science, Geography
Sociology
Psychology, Education
Library Science
Business Administration and Economics
Secretarial Studies
Home Economics
DIVISIONOF THE NATURAL
SCIENCES
Biology, Chemistry, Physics
Mathematics
Health and Physical Education.
DIVISION OF RELIGION AND PHILOSOPHY
Through the study of religion and philosophy, the individual is apprised of
the central realities of life and encouraged to build on the certainties of the
Christian faith. The work proceeds on the assumption that Christianity alone
can furnish a unifying principle which gives meaning to human existence. The
student is challenged to accept this point of view--to relate himself to Christ
as the center, to evaluate all his studies and experiences in the light of revealed
truth, and to make consistent use of all his talents and training. The goal to
be desired is the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth.
Department of Religion
The courses in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the history, doctrines, and ethics of the
Church, and to prepare him for effective service in the congregation. The fundamental aim in instruction is to lead as many as possible to personal faith in
Christ, and to nurture the Christian life.
All full time students are required to register for two class hours ,per week
in one of the courses offered in religion during each semester of their studies.
Registration in New Testament Greek satisfiies this requirement.
Major, 28 credits. Minor, r t credits. Credits in New Testament Greek, except the first semester, Course I , may be applied toward a Religion major or
minor.
r, 2. BASICBIBLE.Fr. I, 11.
2, 2 Cr.
A brief introduction to the Bible followed by the study of the Gospel of Mark
and of one or two books in the Old Testament. The second semester is devoted
to the study of two or three books in the New Testament, including Romans,
and of brief portions from the Old Testament. Reading assignments include the
entire New Testament.
CHURCH
HISTORY.
I.
2 Cr.
A brief survey of the main events in the history of the Church for the purpose of developing a more intelligent and appreciative church membership.
3.
4.
THE CHRISTIANFAITH
IN THE
MODERNWORLD.n.
2
Cr.
A study of the Christian faith in its relationship to the secular movements and
rival .faiths of modem Western civilization. The course is designed t o give to
the student an understanding, from the standpoint of the Christian faith, of
the present conflicts and crises in Western culture.
5. THE MISSIONARY
ENTERPRISE.I.
2 Cr.
The missionary motives, means, and results are studied as these are seen in their
varied emphases in the history of missionary work in heathen lands. (Offered
1957-1958.)
7. PRINCIPLESOF CHRISTIANEDUCATION.
I
z Cr.
Seeks to develop a fundamental understanding of Christian Education, its history,
objectives, and methods, especially as applied to Sunday School and Vacation
Bible School teaching.
2 Cr.
8. GREATMEN AND WOMENOF THE CHRISTIANCHURCH.n.
The lives of outstanding Christian men and women from the days of Christ
until the present are studied. Special reports, class discussion.
5. CHRISTIANETHICS.I.
2 Cr.
The problems of human duty are studied in the light of various human philosophies of morals. Validity is determined by reference to the Word of God.
The main emphasis is on the new life in Christ, its creation, development and
preservation, and its manifestation in the various phases of life.
10. HYMNSAND MUSICOF THE CHURCH.11.
See Course 10 under the Department of Music.
2
Cr.
23. GROUP ACTMN.
See Course 53 under Education.
I
Cr.
Upper Division Courses
=
RELIGION.I, 11.
2, 2 Cr.
5 I, 5 2. COMPARATIVE
A study of the origin, growth, teachings, and social results of some ten or
twelve of the great non-Christian religions of the world.
53. THECHRISTIANCHURCHES.I.
2 Cr.
This course aims to give the student an insight into the origin, development,
doctrinal position, and .practices of the vamious branches of the Christian Church.
54. THE LUTHERANCHURCH.II.
2 Cr.
A study of the Lutheran Church, its doctrines and practices. Attention is
given to Lutheranism in America and to the basic principles of the Lutheran
Free Church.
16. YOUTHWORKIN THE CHURCH.II.
2 Cr.
A study of principles, methods, and materials in youth work for the purpose
of developing efTective Christian leadership in this sphere.
57. PROBLEMS
IN CHRISTIAN
LIYING.
U.
z Cr.
A d e r a t i a n of some of the fundamental pestions oonnected with living
the Christian life: such as, rhe assurance of salvation, the devotional life,
the use of the Bible, stewardship, choice of vocation, life
stmdards of -duct,
hi the local congregation. The Episde w the Pmppians is studied.
58. PARISH
WORK.II
z Cr.
This course seeks to familiarize the student with the work of parish organiza-
tion and visitation. It ranges in scope from soul-care to surveys. Class lectures
are supplemented by actual field work.
I. Sr.
z Cr.
59. GODAND MAN IN THE OLDTESTAMENT.
The rich and varied aspects of the Hebrew life with God discovered and made
significant for our day through the study of a number of great passages, including selections in Isaiah and the Psalms.
OF THE NEWTESTAMENT.
11. Sr.
60. THE MESSAGE
z Cr.
A discovery of the mencc of the Christian Faith through a careful study of
rrpiesencauve sacciona. including passages in the Gospel of John and the Letters
ro the EpbGan5 and the Hebrews.
Department of Philosophy
MR. LARSEN,
MR.COLACCI
The courses in philosophy seek to assis the student in becoming familiar .raith
the thoughts of the great men and intellectual movements in the history of
Western civilization, to create an mdcrstandiag of the prindples of sound
reasoning, and to develop a Christian philosophy of life.
Major, 24 credits. Minor, 16 credits. Courses 2 y , 26, 41, 42, 18 are required
for the major. Courses 41,42 are required for the minor.
r f , 16. THE HUMANITIES
IN WESTERN
CIVILIZATION.
I, 11.
3 , 3 cr.
A survey course dealing with the development of 'Western thought as reflected
in outstanding works in the fields of philosophy, literature, political and social
thought, religion, and the arts. The course is accepted in fulfillment of the
Lower Division requirement in the Socia! Sciences. (Wered I 9 57-5 8.)
25. INTRODUCTION
TO PHILOSOPHY.
SO. I.
3 Cr.
By means of reading selected source material, supplemented by classroom lecture
and discusion, the student is acquainted with the terminology of philosophical
discussion. Selected philosophical problems are treated, including those of
ethics, metaphysics, and theory of knowledge.
26. LOGIC.
So. II.
3 Cr.
A study of the formal rules governing valid inference. Topics consided include: immediate inference, syllogism, scientific method, and a brief introduction
to the notation of symbolic logic.
41,42. HISTORYOF PHILOSOPHY.I, n.
3. 3 Cr.
An historical survey of the outstanding men and movements in the development
of philosophical thought from the Greeks through Kant.
U,pper Division Courses
5 I, $2. COMPARATTVE RELIGION.I,
n.
2, s Cr.
See course 5 I,5 2 under Department of Religion.
j 5.
CONTEMPORARY
PHILOSOPHY.
Prereq. 42. I.
3 0.
An historical survey of the main currents of philosophical thought since Kant.
Topics dealt with include: German idealism and romanticism, existentialism,
Marxism, ,positivism, and pragmatism. (Offered I 95 6-57.)
56. KIERKEGAARD.
Prereq. 41 or 42. TI.
3 Cr.
A ,study of selected writings of the Danish existentialist with emphasis on his
ccntribution to theory of knowledge as it relates to philosophy af religion and
theology. (Offered 1956-57.)
5 8. PLATO.Prereq. 41. 11.
3 Cr.
A careful study and analysis of a number of the dialogues of Plato, including
selected portions of the Republic. (Offered I 957-5 8.)
60. FORMSAND PHILOSOPHYOF ART. 11.
3 cr.
The spirit and substance ofi art and the art experience in their various forms
through demonstrations, lectures, and readings in the philosophy of art. (Offered 1957-58.)
3 Cr.
OF RELIGION.Prereq. 3 credits in Philosophy. I.
61. PHILOSOPHY
An inquiry into the nature of religious faith and the religious experience from
the viewpoint of philosophy and psychology. ( M e r e d 1957-58.)
THOUGHT.
Jr., Sr. 11.
74. HISTORYOF POLITICAL
See course 74 under Political Science.
3 Cr.
8 I,82. SEMINAR
IN PHILOSOPHY.
Jr., Sr. I, 11.
I, I Cr.
An advanced discussion of a thinker or topic chosen by the instructor and
students. Arranged when there is sufficient demand. ( m e r e d 1956-57.)
DIVISION OF THE HUMANITIES
It is the purpose of the Division of Humanities to transmit to the students
a knowledge of and interest in the cultural heritage of mankind, and to assist
the student in h d i n g his place within this culture. The Division seeks to
stimulate the student's desire to acquaint himself with the cultural treasures
as chese are found in language, literature, and the fine arts, and to seek an expression of these upon the basis and within the framework of the Christian faith.
Department of Classical Languages
Mn. C~LACCI,Mn. STENSVMG
The courses in classical and ancient languages aim to give the students a real
insight into our classica1 heritage. Hebrew and New Testament Greek are tools
by which a student may gain a more complete understanding of the Scriptures.
A knowledge of New Testament Greek is a standard prerequisite for admission to most theological seminaries.
N e w Testament Greek
Major, 24 credits. Minor, 16 credits. A course in New Testament Greek
satisfies the religion requirement for the semester in which it is taken. Except
for Course I in the first semester, credits in New Testament Greek may be
applied toward a Religion major or minor.
I-z.-) ELEMENTSOF NEW TESTAMENT
GREEK.I, 11.
8 Cr.
A study of theoretical and practical grammar. The course also covers the manuscript transmission of the N. T. Greek text, with description of the main
Uncial Ms. and ancient versions.
Upper Division Courses
5I, 52.
MA=,
53. 54.
LUKEI-XX,
AND
ACTSI-XX. I, 11.
AND
ROMANS.I, 11.
4, 4 Cr.
These courses in the Upper Division give special emphasis to parsing, syntax,
and exegesis of the Greek text. Courses 5 I , yz will be offered in 1957-58;
courses 53, 54 in 1956-17.
fContinuation course. To receive credit for this course, a student must complete
both semesters.
Latin
I-2.t BEGINNINGLATIN.Fr. I, II.
Grammar, easy prose, composition.
8
Cr.
AND ST. AUGUSTINE.
SO. I, II.
3, 3 c r 3, 4. GSAR,
Continuation of grammar and syntax. Reading from Czsar's Gallic War and
St. Augusthe's Confessions. (Oflered 19 57-5 8.)
Hebrew
FOR BEGINNERS.
I, II.
g3-84.f HEBREW
See Course 9-10 under Theological Seminary.
S 5 , 86. HEBREW
EXEGESIS.
I, II.
See Course 17, I 8 under Theological Seminary.
Department of English
f i e Department of English aims TO train students in the proper use of
English in oral and written expression; to increase proficiency in reading and
in analyzing literary texts; to acquaint the students with the development of
the literature of England and America; and to instill a deeper understanding
of the fundamental truths and realities of life revealed in great literanue.
The department prepares specifically for the teaching of English in secondary
schools and for graduate study.
Freshman English is required of all students. The department annually may
exempt a few well qualified students from this requirement. Those exempted
from Freshman English must register for 6 credits above Freshman English.
Major: 27 credits above Freshman English, including courses 31, 32, 51, 12,
61, 62, 74, and one of the following: 59, 81, 83, or 85.
Minor: 2 0 credits above Freshman English, including courses 31, 32, 51, 52,
61, and 62.
Teaching major: 27 credits above Freshman English, including courses
listed for the non-teaching major plus 71.
Teaching minor: 20 credits above Freshman English, including courses listed
for the non-teaching minor plus 71.
A minor in speech, library science, or a foreign language is recommended for
those who plan to teach English in high school.
Students who plan to do qaduate work in English should include courses 76,
78, and 92.
.
-iCuntinuation course. To receive credit for this course, a student must complete
Loth semesters.
b
A. IMPROVEMENT
OF W R ~ GI. .
o Cr.
For students who do not meet the minimum requirements in the entrance
English tests. Emphasis placed on the (basic principles of writing and cgrrect
English usage. Offered in connection with English I.
-
--
R.
IMPROVEMENTOF READING.I, 11.
o Cr.
A develop.menta1 program for studenlts who wkh to improve speed and
comprehension in reading. Open to all students.
I-2.t FRESHMAN
ENGLISH.I, 11.
6 Cr.
A study of language, composition, and Literature. Themes and a reference
paper. Required of all students.
21.
MASTERPIECES
OF WORLDLITERATURE.
Prereq. 2. I.
2 Cr.
Reading, analysis, and discussion of some of the world's great classics. Recornmended for non-English majors. (Offered 1 9 57-5 8.)
21.
EXPOSITORY
WRITING.Prereq. 2. I.
2 Cr.
Practice in the writing of exposition and argumentation. Reading and analysis
of models.
56. CREATIVE
WRITING.Prereq. 2. 11.
z Cr.
Writing of description and narration. Study of techniques in the composition
of fiction, poetry, and drama. Individual and group projects.
31. FOUNDATIONS
OF LITERATURE.
Prereq. 2. I.
3 Cr.
Study of Greek and Roman masierpieces, tracing the influence of the classical
tradition in modern British and American literature.
MEDIEVALAND RENAISSANCE
LITERATURE.
Prereq. 3 I or consent of instructor. 11.
3 Cr.
English literature from Beowulf through Shakespeare. Some attention paid to
non-English works.
3 2.
Upper Division Courses
50. SENIORENGLISH.Prereq. 2. Offered both semesters.
I Cr.
Designed to develop correctness in writing and usage. Required of all students
who rank low in the sophomore Cooperative English Test.
AMERICAN
LITERATURE.
2, 2 Cr.
Prereq. 3 1 or consent of instructor. I, 11.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
5 I , 5 2.
5 5 . THEMODERNSCANDINAVIAN
NOVEL.I.
2 Cr.
See course 15 under Department of Scandinavian Language and Literature.
+Continuation course. T o receive credit for this course, a student must complete
both semesters.
56. THEMODERNSCANDINAVIAN
DRAMA.
11.
2 Cr.
See course 56 under Department of Scandinavian Language and Literature.
2 Cr.
57. THEBRITISHNOVEL. Prereq. 3 I or consent of instructor. I.
The development of the novel in England. A study of the major novelists and
their novels. (Offered 1957-58.)
POETRY.Prereq. 3 I or consent of instructor. I.
59. CONTEMPORARY
Analysis of the techniques of modern poetry. (Offered 1956-57.)
2
Cr.
61. BRITISH LITERATURE
O F THE SEVENTEEN^ A N D EIGHTEENTH~ ~ N T U R I E S .
Prereq. 32. I.
3 Cr.
The principal authors from John Donne through Samuel Johnson. Discussion
of literary movements and historical backgrounds.
62. BRITISHLITERATURE
OF THE NINETEENTH
CENTURY.Prereq. 61.II. 3 Cr.
Romantic and Victorian literature in England. Stress placed on major writers of
prose and poetry.
71. INTRODUCTION
TO MODERNENGLISH.Prereq. 2. I.
2 Cr.
The study of American English vocabulary, sounds, and grammar. Designed to
give prospective high-school English teachers an introduction to the study
of language.
2 Cr.
CRITICISM.Prereq. 3 1 or consent of instructor. II.
72. LITERARY
A study of basic texts, with emphasis on principles and issues which have
special relevance for .modern thought.
74. SHAKESPEARE.
+q.
32. II.
3 Cr.
Reading of some of the plays. Attention given to the principles of drama and
the historical background.
76. M ~ T O NPrereq.
.
61. H.
2 cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of
1957-58.)
the seventeenth
century.
(Offered
78. CHAUCERPrereq. 32. 11.
2 Cr.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Canterbury Tales. (Offered 1956-57.)
8 I. MODERN
DRAMA.Prereq. 62. I.
2 Cr.
A survey of the chief dramatists from the time of Ibsen. Representative plays
studied as literature and as theater. (Offered I 956-57 . )
BRITISHLITERATURE.
Prereq. 62. I.
2 Cr.
83. MODERN
The important literary movements of the present century in England, concentrating on leading authors and notable productions. (Offered 1957-18.)
S 5. CONTEMPORARY
AMERICAN
LITERATURE.
Prereq. 5 I, 5 2.
Major writers since World War I.
I.
2
Gr.
2 Cr.
92. ENGLISHSEMINAR.Prereq. Sr. and English major or minor. 11.
Methods and problems of bibliography and research. Selected topics in American
and British literature. Intended for students preparing for graduate study in
English.
93. TEACHING
OF ENGLISH. I.
See course 93 under Education.
z Cr.
Journalism
I.
FUND~MENTAIJOF JOURNALISM.I.
2 Cr.
An introduction to the theory and practice of journalism, wich emphasis on
reporting and writing. Some attention given to editing and headline writing.
(Offered 1956-57.)
2.
EDITING THE SMALLPAPER.n
+ Cr.
The mechanics of newspaper production. Designed especially for prospective
advisers of high-school publications. (Offered I 957-58.)
5. ~ c h oSTAFF MEETINGS. I, n.
I, I Cr.
Students who are regular members of The Augsburg E c h staff and who may
receive credit for their work must register for the weekly staff meetings. These
meetings are also open to members of Course I . Hour arranged.
A,
5, 7. Ailgshrgim STAFF MEETINGS.I, n.
I , I Cr.
Students who are regular members of the Augsburgian staff and who may neceive credit for their work must register for the scheduled weekly staff meetings.
Department of Speech
This department aims to foster in students those speech skills which contribute to meaningful self-expression and effective leadership. I t seeks to
develop platform skills, intelligent speech ,compositions, and critical listening
habits. It aims, through courses in interpretative reading and drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which prepares the student
ta teach speech in the secondary schools and to take graduate work in speech,
radio, theater, or speech pathology.
All students are required to earn 3 credits in speech for graduation. Speech
is designed especially for this requirement.
Major: 21 credits above Speech 11, including courses 12, 31, 32, 51, 61,
66, 76. Also required is Phil. 26. English is recommended as a minor.
Minor: 1 5 credits above Speech I I. For Education students course 66 and
at least one course from each of the follo&ing groups: 12, 5 I ; 3 I, 32; 61,62;
74, 76.
II
Students needing help with speech problems such as stuttering, lkping, foreign
dialect, and excessive stage fright should contxct the head of the department
for individual attention.
i I. BEGINNING
SPEECH.Fr., So. Offered both semesters.
3 Cr.
A study of basic problems of effective speaking and critical listening, with
emphasis on informative speaking.
I z. TYPES
OF PUBLICSPEECH.Prereq. I I. Fr., So. 11.
3 Cr.
An introduction to argumentation and persuasion, discussion, debate, interpretative reading, and parliamentary procedure. Participation in various speaking
activities.
I 5. STORYTELLING.
I.
I Cr.
Selection and preparation of stories for various age gmups. observation and
practice in story telling. (Offered 1956-57.)
21-2t.f
INTERCOLIGIATE
DEBATE.I, 11. Open to all students.
2 Cr.
Practice in debating the intercollegiate debate question of the year. Participation
in intercollegiate debate tournaments.
25, 26. PUBLICSPEAKINGSEMINAR.Open to all students. I, 11.
I, I Cr.
Advanced work in public speaking. Participation in collegiate oratory contests.
Arranged.
TO I ~ A M A T IARTS.
C
Open to all students. I.
3 Cr.
29. INTRODUCTION
An introdllction to the history of the theater and to the theories of drama and
dramatic production. ( O f k e d 1956-57.)
3 I. INTERPRETAM
~ A D I N G . SO. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
kinds of prose, poetry, and drama. (Offered 1957-58.)
32.
ACTING.SO. II.
3 Cr.
An introduction to the art of .acting. Practical work in pantomime and improvisation; participation in dramatic presentations.
Upper Division Courses
51. GROUPDISCUSSION.
Jr., Sr. I.
z Cr.
Principles and types of discussion. Practice in group discussion techniques. (Offered 1956-57.)
54. RADIOSPEECH.Jr., Sr. 11.
z Cr.
Exercises and projects in preparation and production of radio programs. (Offered 1956-57.)
+Continuation course. To receive credit for this course, a student must coniplete
both semesters.
2 Cr.
61. ARGUMENTATION
AND DEBATE.Prereq. 11. Jr., Sr. I.
Applications of logic in public address. Preparation and delivery of argumentative speeches and participation in debates. (Offered 1917-58.)
62. PERSUASION.
Prereq. 11. Jr., Sr. n.
2 0.
Applications of psychology in public address. Preparation and delivery of persuasive speeches. ( m e r e d 1957-58.)
Jr., Sr. 11.
2 Cr.
64. STAGECRAFT.
A study of stage design, scene construction and theatrical lighting, with emphasis on the problems of the amateur stage. Laboratory exercises. (Offered
1957-58.)
2 Cr.
66. STAGEDIRECTION.Prereq. 32. Jr., Sr. lI.
Theory and practice of stage direction with laboratory exercises in planning
productions and conducting rehearsals. ( m e r e d I 956-57.)
2 Cr.
Prereq. Psy. 3 or 5 . Jr., Sr. 11.
74. SPEECHHYGIENE.
Principles of mental hygiene in relation to personality and development of
speech habits. (Offered 1956-57.)
Y . Sr. II.
3 Cr.
76. SPEECH P A ~ O L O G Jr.,
Detection and correction of speech defects. Field trips to speech clinics; laboratory experience-in speech therapy. (Offered I 95 7-58.)
OF SPEECH. Sr. I.
95. TEACHMG
See course 95 under Education.
2
Cr.
Department of German
The general aim of the courses in German is to help the student develop an
understanding of the German idiom and an appreciation of the ethical and
esthetic values contained in German literature. In particular, the aim is to provide technical training for the student who plans to study theology and for the
candidate for higher academic degrees.
Minor,
I-2.t
20
credia.
BEGINNINGGERMAN.I, 11.
8
A study of the grammar and vocabulary of the German language
Cr.
so that the
student attains a reading knowledge.
3,4. MODERNGERMANPROSEAND POE-ray. I,
n.
3, 3 Cr.
This course continues to build up the vocabulary of the student through the
study of easy prose and poetry.
fChntinuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
5 I , 2. GERMANLITERATURE.
I, n.
3, 3 Cr.
Reading of standard authors. Brief survey of German literature. (Offered
1957-58.)
TEACHING
OF GERMANICLANGUAGES.
Sr. I.
See course 73 under Education.
73.
2
Cr.
Department of Scandinavian Language and Literature
This Department aims to impart to the student the knowledge of a foreign
language as a factor in stimulating a sympathetic interest in the people for
whom it is the main channel of expression. It also aims to give the student a
working knowledge of the Norwegian language. It furthermore seeks to develop
an interest in the history of the Scandinavian peoples, as well as to transmit to
American life the best of their cultural heritage.
m i o r , 24 credits.
I-2.f BEGINNING
NORWEGIAN.
Fr. I, 11.
8 Cr.
Reading, translation, spelling, and exercises in writing and in pronunciation.
j, 4. INTERMEDIATE
NORWEGIAN.
SO. I, II.
3. 3 Cr.
Further study of grammar. Reading of standard' authors. Brie& survey of
Norwegian literature. Composition. (Offered 1956-57.)
I I.
SCANDINAVIAN
HISTORY.I.
3 Cr.
A !brief survey of the history of the Scandinavian peoples, with history of
Norway as the core. ( M e r e d 1957-58.)
I 6.
MODERNSCANDINAVIA.
11.
3 Cr.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1957-5 8.)
Upper Division Courses
THE MODERNSCANDINAVIAN
NOVEL.Prereq. 4, or six credits in liter2 Cr.
ature. Jr., Sr. I.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlef,
and others. Knowledge of a Scandinavian language not required. (Offered
5 5.
1956-57.)
56.
THEMODERNSCANDINAVIAN
DRAMA. Prereq. 4, or six credits in literature. Jr., Sr. II.
2
Cr.
The course includes dramas by Bjernson, h e n , and Strindberg. Knowledge of
a Scandinavian language not required. (Offered 195 6-5 7.)
?Continuation course. To receive credit for this course, a student must complete
both semesters.
Department of Romance Languages
hks. KINGSLEY, MR. HELLAND
The Romance Language Department aims to aid the student in the mastery
of the fundamental rules of' pronunciation and grammar, leading to a fuller
comprehension and correct usage of the foreign language. It aims further to
acquaint the student thmugh masterpieces of literature with the culture and
m d u s uivendi of the countries whose language he is learning.
French
Minor,
20
credits.
I-2.t BEGINNINGFRENCH.I, 11.
8 Cr.
The course includes the study of French sounds and their spelling, the essentials
of grammar, oral and written work, and the reading of suitable selections fmm
French literature. ( m e r e d 19 57-5 8.)
3, 4. INTERMEDUTE
FRENCH.I, 11.
3, 3 c r .
One half of the time is devoted to the further study of grammar, composition,
and oral work. The other half is spent in reading representative types of French
literature. (Osered 1956-57.)
Upper Division Courses
5 I.
SURVEYOF FRENCHLITERATURE.
I.
3 Cr.
A study of the authors and Iiterary movements of the seventeenth, eighteenth,
and nineteenth centuries. (Offered only as an honors course for selected
students.)
FRENCH PHONETICS,CONVERSATION,
AND COMPOSITION.
11.
3 Cr.
A thorough study of French sounds, phonetic symbols, drill on pronunciation,
phonetic readings, various types of oral work, memorization, dictation and
composition. (Offered only as an honors course for selected students.)
5 2.
OF ROMANCE
LANGUAGES.
Sr. I.
77. TEACHING
See course 77 under Education.
2
Cr.
Spanish
Minor,
20
credits.
I-2.t
BEGINNINGSPANISH. I, 11.
8 Cr.
Stresses pronunciation, the essentials of grammar, elementary conversation,
and background reading in Spanish on the Latin American countries.
?Continuation course. To receive credit for this course, a student must complete
both semesters.
3, 4. INTERMEDIATE SPANISH.I, n.
3. 3 Cr.
Includes further study of grammar, oral and written work, and the reading of
short stories, novels, and plays in the Spanish language.
Upper Division Courses
5 I. SURVEY
OF SPANISHLITERATURE.
I.
3 Cr.
A study of Spanish literature from the Poema del Cid to modern times. Lectures in Spanish, reading of representative works and reports. (Offered 1957-58.)
$2.
SPANISHCâ¬YNVERSATION
AND COMPOS~ION.
n.
3 Cr.
A course aiming to facilitate free expression in Spanish t h m g h conversation
and composition, including original themes. Laboratory, including audio-visual
aids, integrated with classroom work and instruction. (Offered I 957-58.)
OF ROMANCE
LANGUAGES.
Sr. I.
77. TEACHING
See course 77 under Education.
t
Cr.
Department of Music
The Department of Music offers training to students who wish t o become
teachers of music, soloists, and directors of choral and instrumental ensembles,
as well as preparation for those who expect to pursue specialid study in the
field of music. General instruction is afforded students who are interested in
the appreciation and understanding of the music of the masters. Emphasis is
laid upon the rich musical heritage of the Christian Church.
Graduation Major, 36 credits, including wurses I , 2, 7, 8, 15-16,55-56,
57, 58, 61-62or 63-64;4 credits from 10, 77, 78; and 8 credits in applied
music, z of which must be in piano or organ.
Teaching Major, 32 credits in addition to 88, 89; including wurses I, 2, 7,
8, 15-16,55-56, 57, 58, 61-62' or 63-64"; a credits from 77, 78; and 6
credits in applied music,
2
of which must be in piano or organ.
Two public recitals, at least one of which must be in the junior or senior
year, is required of all music majors.
*A student with a major fsor teaching should be prepared for ibth vocal
and instrumental work. Unless he takes both technique wurses, his work in
applied musi,c, excepting the required credits in piano, must be instrumental
~liusicif he registers for Choral Technique, and in vocal music if he registers
for Instrumental Technique.
Graduation Minor, 26 credits, including courses I, 2, 7, 8. 1f-16, 78; 4
credits from 10, $5-56, $7, $8, 77 and 2 elective credits; and 6 credits in applied
music, 2 of which must be in private lasuns in either vocal or instrumenml
music.
Teaching Minor, zz credits k addition to 88, 89; including course
5 5 . 57, 58, 61-62 or 63-64; and 4 credits in applied music.
I,
2,
I 5-16,
Two credits are g-ken for membership for one year in the Choir, the Choral
Club, or the Band. One credit is given for membership for one year in the
Male Chorus. Credit in Choir is mt granted for less than two complete semesters
within an academic year.
One credit per semester is granted to studeqts taking a minimum of sixteen
thirty-minute lessons per semester in either voice, +no, organ, brass, or w d winds. Occasional lessons are available without credit.
For statement of fees see under Financial Information.
1, 2.
TEIEOIY,
I, IL
A basic
c o w
2, 2 G.
in the fundamentals of music, including the pIjncip!es of
not&am, major and &nor scales, intervals, triads rhythms: aural skills: sight
reading, dictation, and pate sin-eg. Should be =ken toncurrently with 11-16
mhencver +ble.
2, 2 Cr.
HETORYAND L ~ ~ ~ T OF
W MUSIC.
K E I, 11.
-4n IGstoricaI appmch ta &e appreciation of the world's greatest music.
Sppplunenred by musicaI scores and record illustrations. For students with or
7, 8.
without a musical background. Students should complete 7 before registering
&or 8, or have consent of instructor.
10. HYMNS
AND MUSICOF THE CHURCH.TI.
2 Cr.
A survey course dealing with the development of the music of the Christian
Church, with special attention ro Protestant hymnody. Designed for the
ginera1 student, the course also will prove helpful to organists, choir directors,
and pre-seminarians. The course is accepted as fulfilling the requirements of
a course in religion.
4 Cr.
IF-16.t HARMONY.I, H.
Application of the study of scales, intervals, and chord formation in written
exercises. Written work includes harmonization of figured bass and given
melodies as well as opportumty for simple creative writing.
Upper Division Courses
2, 2 Cr.
HARMONY.
Prereq. z, I 6. I, 11.
5. 56. ADVANCED
Continuation of the work begun in Course I 5-1 6, with advanced work in harnlonization of figured bass and given melodies. Thorough study of modulation,
advanced chord formations, #theuse of suspensions, retardations, and ornaments
of music.
$Continuation course. To receive credit for this course, a student must complete
both semesters.
5 7 , 5 8 . CONDUCTING. Prereq.
2,
or
2
Cr. in piano, organ, or equivalent.
Jr. I, Il.
2, n Cr.
A course designed for students planning to enter the field of public school
music, as directors of vocal or instrumental music or both, and for those who
wish training in church choir administration and direction. Students in music
education are advised to take the course m .their junior year.
61-64.? INSTRUMENTAL
TECHNIQUE.Prereq. 2. I, II. Sr.
4 Cr.
Class instruction in string, reed, brass, and percussion instrumens, pffprdng the
prospective public school music teacher and director for work
orchestra.
b d and
CHOR~CL
TECHNIQUE.Prereq. 2. I, II. Sr.
4 Cr.
Class instruction in the fundamentals of voice ai related to singing, preparing
the prospective public school music teacher and director for work in vocal music.
63-64.?
77. C O U ~ ~ R P O IPrcreq.
NT.
3. I. Sr.
n Cr.
Strict c o u n ~ i n i
rn one. two, three and four-part writing in all the species.
7 8 . M u s r ~ ~At N A L Y Prereq.
~.
2 , 5 1 , and 77 or consent of instructor.
II. Sr.
2 Cr.
A detailed study of the structure and form of music, together with the study
of the harmonies constituting any musical wmpositioa.
3 .
fi8.
TEACHINGOF GRADESCHOOLMUSIC.Jr. TI.
z Cr.
See course 8 4 under Education.
89.
TEACHING
OF
HIGHSCHOOLMUSIC. Sr. I.
2
cr.
See course 89 under Education.
CHOIR,CHORALCLUB OR BAND. I, 11.
r Cr.
MALECHORUS.I, 11.
I Cr.
These organizations exist not m l p for the benefit of the music student but
for anyone enrolled ts a studem wbo wishes to participate in groups affording
the opportunity for rnmiitaI e x p d a Credit in Choir is not granted for less
than two complete semesters within an academic year.
PIANO, I, IT.
I, I
Cr.
All grades of instruction are given, from elementary to the most advanced.
The methods are modem, embodying the system of arm weight and arm
rotation. One thirty-minute lesson per week.
ORGAN.I, TI.
I, I Cr*
1;lstruction in organ technique and repertoire. Basic piano technique is required
as a foundation. One thirty-minute lesson per week.
:Continuation course. To receive credit for this course, a student must complete
both semesters.
VOICE.I, II.
I, I Cr.
Voice instruction includes correct habits of pronunciation and articulation,
brea.th control, flexibility, ear training in some cases, and interpretation of song
classics, both sacred and secular. One thirty-minute lesson per week.
% or
B u s s INSTRUMENTS.
I, II.
WOOD-WIND
INSTRUMENTS.
I, II.
% or
Private or class instruction in these instruments is offered as follows:
I
Cr.
I
Cr.
a) Private instructim--onk thirty-minute lesson per week (or its equivalent)
per semester. I credit.
b) Class instruction--one thirty-minute lesson per week (or its equivalent)
per semester, in groups of not less than three pupils. % credit.
Art
I . 2.
MODELING
AND SCULPTURE.
I, 11.
2, 2 Cr.
Design in three-dimensional form. Modeling of portraits, human figures and
animal h r m s . Plaster casting. (Offered 1956-57.)
3.
ART IN DAILYLMNG. I.
3 Cr.
See course 3 under Department of Home Econo~nics.
7, 8. PAINTING.I, 11.
2, 2
Cr.
Still life and landscape painting. Theory of composition and color. Problems
in line, form, space, color mixing, and practical problems. ( m e r e d 1957-58.)
Upper Division Courses
AND APPRECIATION
OF ART. 11.
64. HISTORY
See course 64 under Department of Home Economics.
2
Cr.
DIVISION OF THE SOCIAL SCIENCES
It is the general purpose of the work in this division to improve the student's
understanding of human relationships and his appreciation of their importance
2nd value, especially in their Christian interpretation. The work proceeding
under the guidance of the faculty in this division is therefore intended to
develop a higher grade of citizenship and to improve the individual's adaptation to his vocation.
Department of History and Political Science
The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations of
the phenomena in the fields of History and Political Science. It affords preparation for graduate study and for teaching in secondary schools.
History
Major, 30 credits; minor, 2 1 credits. Students with a major or minor in
history who plan to teach in this field must include History 21 and 22. For
non-majors, prerequisites may be waived on consent of ,the instructor.
I-2-f
SURVEYOF EUROPEAN
CIVILIZATION.
Fr. I, II.
6 Cr.
This course is a rapid survey of European history from ancient times and up to
the present. Des&ied to lay the foundation for future work in History.
1 I.
SCANDINAVIAN
HISTORY.
I.
3 Cr.
See Course 1 1 under Department of Scandinavian Language and Literature.
t r , z z . UNITEDSTATES
HISTORY.SO., I, n.
3, 3 c r .
A survey of the life of the American people, and the development of their
ideas and institutions. First semester to 1865, second semester to present.
Upper Division Courses
3 Cr.
AND n i ~
REFORMATION.
Prereq. 1-2. Jr. I.
5 I . THERENAISSANCE
A study of the economic, social, political, cultural, and religious movements
that marked the transition from medieval to modern civilization and culture.
(Offered 1957-58.)
3 Cr.
TO I 800. Prereq. 1-2. Jr., Sr. 11.
jz. ENGLAND
Emphasis placed upon the constitutional development of England and the
factors whi,ch shaped the background of U. S. History. (Offered 1956-57.)
f Continuation course. To receive credit for this course, a student must complete
both semesters.
HISTORY.
Prereq. 1-2. Jr., Sr. I.
5 3. LATIN-AMERICAN
A study of Latin America and its development. (Offered 1956-57.)
3 Cr.
3 Cr.
54. MODERNRUSSIA.Prereq. I -2.Jr., Sr. 11.
Particular emphasis on the period since Peter the Great. (Wered 1956-57.)
3 Cr.
UNI~D
STATES.Prereq. 21,zz. Jr., Sr. I.
55. CONTEMPORARY
The United States from about 1900 to the present. (Offered 1957-588.)
DIPLOMACY.Prereq. 6 cr. in Hist. or Pol. Sci. Jr., Sr. II. 3 Cr.
56. AMERICAN
A consideration of foreign relations of the United States from the Revolutionary
War to the present. (Offered 1957-58.)
61. ANCIENTHISTORY.Prereq. 1-2.Jr., Sr. I.
3 Cr.
A cultural and political history of ancient civilizations and their contributions
to modem cultures. ( m e r e d 1956-57.)
62. CANADIAN
HIS-.
Jr., Sr. 11.
3 Cr.
The development of Canada from early explorations to the present, with emphasis on Canadian-United States relations. (Offered 1957-58.)
64. MEDIEVALHISTORY.Prereq. 1-2.Jr., Sr. II.
3 Cr.
The medieval period of Europe and the Mediterranean area. (Offered 195 6-57.)
AND EARLYNINETEEN= CENTURY
EUROPE.Prereq.
71. FRENCHREVOLUTION
3 Cr.
IZ credits in H,kt. Jr., Sr. I.
Political, economic, social, and cultural development in Europe from 1789 to
I 850. The French Revolution, Napoleon, the Restoration, the Revolution of
1848. (Offered 1957-58.)
72. LATE NINETEENTHCENTURYEUROPE.Prereq. 1 2 credits in H i t . Jr.,
3 Cr.
Sr. 11.
Political, economic, social, and cultural development in Europe from 1848
to 1914. The national unification of Germany and Italy, the rise d imperialism,
and the background of World War I. (Offered 1957-58.)
Jr., 9. II.
74. HISTORYOF POLITICALTHOUGHT.
See course 58 under Political Science.
3 Cr.
8 I, 82. THET W E N ~ T
CENTURY.
H
Prereq. I z cr. in Hit. Sr. I, TI. 3, 3 Cr.
A survey of recent developments in the world, extending from the outbreak
of World War I to the present. (Offered 1956-57.)
z Cr.
SEMINAR.Sr. I. Prereq. consent of instructor.
99. HISTORY
A survey of historical literature and source materials. A research project is
required. Recommended for history majors and students who plan to do graduate work in history.
Political Science
Minor, 1 5 credits.
A I -42.t AMERICANGOVERNMENT.
I, 11.
6 Cr.
A study of the Constitution; civil rights; federal, state, and local governments;
citizenship; and popular control of government. Contemporary issues are
stressed.
Upper Division Courses
3
53. POLITICAL PARTIESOF THE UNITEDSTATES.Jr., Sr. I.
American parties, their organization, methods, functions, pressure groups. (Offered 1956-57.)
&=r.
56. AMERICANDIPLOMACY.11.
See course 56 under History.
3
Cr.
60.
PUBLICFINANCE.Prereq. 41-42or Econ. 1 5 for Political Science minors.
3 Cr.
Jr., Sr. 11.
See course 60 under Business Administration and Economics.
74. HISTORY
OF P O L ~ C ATHOUGHT.
L
Jr., Sr. 11.
3 Cr.
.4 study of ,political philosophy and its in,fluence and historical significane
from ancient Greeks to the present. (Offered 1957-58.)
85. TEACHING
OF THE SOCIALSTUDIES.Sr. I.
See course 85 under Education.
2
Cr.
Geography
14. HUMAN GEOGRAPHY.
Fr., So. 11.
3
A study of geographical factors affecting mankind. ( m e r e d 195 6-57.)
cr.
Combined Major in Social Sciences for Teaching
Requirement: 21 credits in History (including History 21 and 22) and
Geography; 6 credits each in Sociology and Economics; and Political Science
41-42.
Minor in Social Science
Requirement: 6 credits each in History and Sociology; Political Science 41-41;
and 3 credits in Economics.
+Continuation Course. To receive credit for this course, a student must complete
both semesters.
Department of Sociology
The objectives of this Department are to help students attain a better understanding of society and its social problems, as well as to prepare students for
social service, for graduate training in social work, and for graduate study in
Sociology. Beyond understanding of society and its problems and beyond
academic competence, the Department aims to explore the relevance of'christianity to efiective social service.
Major, 24 credits including Sociology I . Required in addition aye History
[-2, or 21, 22.
Minor, 15 credits including Sociology I . Required in addition are History
1-2, or 21, 22.
Introduction to Statistics is recommended for majors and minors in Sociology.
For other recommended courses see under Social Work curriculum.
I.
PRINCIPLES
OF SOCIOLQGY.
Fr., SO. I.
3 Cr.
An introduction to the field of Sociology, examining its methods, techniques,
and general concepts as they apply to an analysis of American society.
2.
S o c m PROBLEMS.
Fr., So. 11.
3 Cr.
The dynamic processes at the root of contemporary problems. Problems of
personal, family and community disorganization are selected for special study.
TO STATISTICS.Fr., SO. TI.
4. INTRODUCTION
See course 4 under Business Administration and Economics.
3 Cr.
TN. SOCIOLOGY.
I.
A course in general sociology for nurses.
z Cr.
16. MODERNSCANDINAVIA.
11.
3 Cr.
See course 16 under Department of Scandinavian Languages and Literature.
21.
RURALSOCIOLOGY.
SO. I.
3 Cr.
Structure, function and change of rural society with s p i a l attention to the
problems of the contemporary rural America.
22.
URBANSOCIOLOGY. SO.n.
3 Cr.
Study of the city a s to historical background, causes of growth, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
A N D FAMILYRELATIONSHIPS.
11.
42. MARRIAGE
See course 42 under Department of Home Economics.
3
Cr.
Upper Division Courses
5 I. CRIMINOLOGY.
Prereq. I . Jr., Sr. I.
3 Cr.
A study of the nature of delinquency and crime in our contemporary world. An
examination of causal factors, methods of apprehension, treatment, and prevention of delinquency and crime.
52.
RACE RELATIONS AND
MINORITY PROBLEMS.Prereq.
Soc.
Sr. II.
Jr.,
I
3 Cr.
The dynamics of prejudice, racism, and discrimination, together with an examination of social action programs. (Offered 1956-57.)
) 6. LABOR
AND MANAGEMENT
RELATIONS.
1.1.
3 Cr.
See course 56 under Department of Business Administration and Economics.
3 Cr.
57. FIELDSOF SOCIALWORK.Prereq. Soc. I . Jr., Sr. I.
An introductory course to acquaint the student with the scope, nature, and
filnctions of social work. A survey of private and public social agencies in
the field of family welfare, child welfare, medical social work, group work,
and other community agencies.
60. PUBLICWELFARE.Prereq. Soc. I.Jr., Sr. TI.
3 Cr.
An introduction to the historical development, basic concepts, legislative policies,
organizational structure, and institutional functions of social welfare, including
a survey of contempor& public welfare and social security. (Offered 1956-57.)
61. SOCIAL
PSYCHOLOGY.
Prereq. Psy. 3 or 5, and & and Soc. I. Jr., Sr. I. 3 Cr.
Society and the individual, the socialization process, the development of personality, the impact of group norms. Selected forms of collective behavior
such as crowd, rumor, and audiences.
62. ABNORMAL
PSYCHOLOGY.
See course 62 under Psychology.
3 Cr.
64. INTRODUCTION
TO METHODS
OF SOCIAL WORK. Prereq. consent of in3 Cr.
structor. 11.
Principles and procedures of case work and group work designed especially for
students who anticipate entering the field of social, work. (Offered 1957-58.)
OF SOCIAL
STUDIES.Sr. I.
85. TEACHING
See course 8 5 under Education.
2
Cr.
Department of Psychology and Education
Psychology
Courses in orientation are offered to freshmen as a part of the total program
to assist in the adjustments that the in-coming student needs to make. The
work in psychology is designed to aid the student in more ,adequately understanding, p r e d i c ~ g ,and modifying h,k own behavior as well as chat of his
fellow men.
r. (hmS'r~no~.
Required. Fr. OSered both seineseers.
r Cr
Designed m mist freshmar in making the proper adjusrrnenr to their work as
colIege studenrs. It inclade anits on orienraejon m the wllege, methds of
study, improvement of reading speed and comprehension, and vocariond and
educurbnd guidance,
P S Y ~ O L OAND
CY ORTEWA~N
Er.. L
3 Cr.
combines the aims and mutse content of Psychology r and Psychology 1. E m p h i s i s p!aced on heIping the studenr llrw his knowtedgc of
psychoIogical principle in solving pewnd problem t h a t arise as a part of
the adjvstmenr to college. Regismation rermcrd.
3.
mi course
I. 6. GFXERALPSYCHQL~GY.
1, IL
I, 2 Cr.
A study of rhe basic procews underlying hum= behavior. l%e genesal pdnciplts, methods and problems of psychology are dicassed. T h e second semester
emphasizes mental h d t h and the appEicarion of the principles of psych~logyto
other problem of everyday life.
7N. GENERALPSYCHOLOGY.
I.
An introductory course intended for nurses.
t
Cr.
Upper Division Courses
61.
See
Socm PSYCHOLOGY.
I.
course 61 under Department of Sociology.
62. ABNORMAL
PSYCHOLOGY.
Prereq. Psy. j or 5, and 6. Jr., Sr. 11.
3 Cr.
The sociological, psychological, and biological factors involved in neurotic and
psychotic behavior. Modem methods of diagnosis, treatment, and prevention.
Community organization for mental hygiene. (Offered 19 57-58.)
Education
The ducarbn curticulam has been designed primarily for those preparing
to do high school reaching, dthongh any strrdent who is preparing to work
with yuuh is errcomged to smdy in this m a . The work in rhk dtpamncnt
will qualify the reaching graduate far a Minnesota Teacher's cerrificate on the
junior and senior high s b l level, as well
for further study in the 5eld of
educadon.
Admission to the teacher educaeian currkaInm reqnires nn application to be
appmved by the Committee on Teacher Education. Application m a t be made
during tht seEond semester D+ the wphorwre year if r h e sntdent is to complete
the program in the regular time of two years. Approval is g r a n d on the
basis of a satisfacmry health reporr, favorable personality characteristics, and
a min;mum in schoIasEic achievement of 1.5 honer p i n r ratio in the rnaiar, a
1.0 n t i o m the minor, and a 1.0 ratio for the over-all average. T h e applicant
s b d d be preparing for competency in a t least two subject-matter fieIds h a t are
aim po&r on the high xhml level.
All students admitted ro rhe teachcr educario~ crrnicnlmn must secure
be caken in connection with Ed. 5 1
two credits of Group Activity usually to
and gz. J i addition ra the regular lower division requirements, students in
reacher education are required ro hzvc four semester b u r s in general psychology, these credits to be completed before taking Ed. 51.
N o student will be permitted to modify the two-year teacher education
curriculum in his program unless that change is approved by the Committee
on Teacher Education. All questions regarding the teacher education curriculum
should be referred to the Committee on Teacher Education.
EDUCATIONAL
PSYCHOLOGY.
Prereq. Psy. 3 or 1, and 6. Jr. I.
3 Cr.
of human development, learning, and adjustment in order to better
ilnderstand human behavior, especialIy tke behavior of adoIescents in a school
context.
I
!
istudy
ING
SECONDARY SCKWZS.Prereq. yr. Jr. II.
3 Cr.
54. T F . A ~
This course has three pm:a study of rhe p u t p e s and programs of secondary
xhoolq develophg p e d competency in plmning instructional activities;
2nd
developing the ability to evaluate the a r c a m c of instruction.
~ 3 .74.
GROW Amrvm.
I, I
Ct
sepvaee mme, but offeered in connection with Edncarion
1 1 , $ 2 ; Religion 6, $7, 58; Phpsicd Educarion 6, rr, 13, 14,51, 56. The a a w
of t h e experience will vary with h e course with which it i asmciattd, and
may incIudc such activities *s teaching, wperv;sing recreation, and advising
clubs. The t ~ p e r a r i wof the a~enciesinvol-red is necessary. with rtprts from
the supervisor and the srudcnt ro the reacher of the course wi& which the
work is mnnecred. A smdenr may nor receive more than z credits in Group
Activity.
Th;s is
not given v
is a
Prereq. 5 I . Sr. II.
3 Cr.
r6. PRINCIPLESOF GUIDANCE.
A study of the guidance function of the classroom teacher, tools and techniques used in studying students, and methods appropriate &or student guidance,
including counseling.
78. Tssv~sIK CONTEMPORARY
EDUCA'FICM.
Sr. XX.
3 0,
The purpose of thc c o w is to develop ski11 in perceiving and defining current
problems in education, to pin an u n d t r ~ r a n d i n af
~ possible solutions, and to
develop some ability to epaluare the various wlutions proposed. The relation
of h e problems ra the dtvelopmenr of American ducntian sad to a philosophy
of education is stressed.
73.
TEACHING
OF GERMANIC
LANGUAGES.
Sr. I.
OF ROMANCE
LANGUAGES.
Sr. I.
77. TEACHING
z Cr.
2
Cr.
79.
TEACHING
OF NATURAL
SCIENCES.Sr. I.
s Cr.
81.
TEACHING
OF BUSIN-ESS.
Sr. I.
z
83.
TEACHING
OF MA~HEMATICS.
Sr. I.
z Cr.
cr.
81.
TEACHING
OF SOCIALSTUDIES.Sr. I.
87.
TEACHINGOF HEALTHEDUCATION
AND PHYSICAL
EDUCATION.
Sr. I. z Cr.
88. TEACHING
OF GRADESCHOOLMUSIC.Jr. 11.
r Cr.
r Cr.
89.
TEACHINGOF HIGH, SCHOOLMUSIC.Sr. I.
2
Cr.
91.
TEACHING
OF HOMEECONOMICS.
Sr. I.
z
Cr.
92.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS.
Sr. I1
z Cr.
93.
TEACHING
OF ENGLISH.Sr. I.
z Cr.
95.
TEACHING
OF SPEECH. Sr. I.
2
Cr.
Courses 73 through 9y include the study of the materials, organization, and
teaching procedures of the field for which they are given; applications of the
principles of teaching are made in the specific field. Usually, each student is
required to take two of these courses to prepare for student teaching; this
means one course related to the major and one to the minor. Prerequisites are a
major or a minor in the field and Education yz. In special situations, a student
may be permitted to register for more than the amount of credit listed.
Prereq. 52. Sr. I.
4 to 5 Cr.
97. STUDENTTEACHING.
Observation,' participation in teaching activities, and experience in actual control of the classroom situation. Direction of the program is shared by the
college supervisor and selected critic teachers.
Library Science
T h c .follosning courses prepare the strrdcnt to rneer the stare requhments
for a minor in library scicnce. Tbey main him in making a wjse choice of
h k s for tfie xhml Library, in preparing b k s and other librav materials for
cimlatios in a d d i s t c r i n g a schooI libtary, and in making intelligent and
d e t t i v e me of library tools for his o m needs as a teacher.
Minor,
I6
credits.
BASICF ~ C T T O OF
N STHE S ~ W LIBRARY.
L
Jr. 1. ?
I.
3 cr.
5 5-s6f
X g n e d to acquainr the smdenr prith the place of the librvg in tbe school
and comrnmiry; local public, county, scare, and national services; standards;
rclanions with school admieisnatim, facultg, students, and m m u n i r p ; rhe
h d g e t : planning, housing. and equipment; library recordr; organization of
materids; sdKxrl libnry adrnbistntion. Two credits first semester; one credit,
seeoad.
fcontinuation course. To receive credit for this course, a student must complete
both semesters.
57-5 8 . t ELEMENTARY
MATERIALS.
Jr., Sr. I, 11.
4 Cr.
Library materials for the, elementary school library; book selection, principles
and standard lists; correlating the library holdings with the grade curriculum;
reviewing of individual titles. Sources. (Offered 1956-57.)
59-6of SECONDARY
MATERIALS.
Jr., Sr. I. II.
6 Cr.
Introduction to book selection; boak selection in subject fields, including reference books and related fiction; periodicals and other non-book materials, their
use and preparation for circulation, standard lists for book selectian; reviewing
of individual titles. Sources. (Offered I 9 5 7- 5 8.)
61. PRACTICAL
.METHODS.Sr. I.
I Cr.
Giving the student practice experience in school libraries; teaching the use
of the library; weeding and withdrawal procedures. (Offer4 1957-58.)
62, READINGGUIDANCE.Sr. n.
2 Cr.
Remedial readin,g in the school as it relates to the school library, reading ladders;
student's personal library; professional literature in the field; lists, testing,
and records; guiding individual students in their recreational reading. (Offered
1957-58.)
Department of Business Administration and Ecanomics,
and Secretarial Studies
The objective of this department is to help smdents gaia n b d hawledge
and sound perspefcive of bnkpss and our economic society. Such knowledge
and p e n w i v e are necessary far SUCF~PS in specific positions ia our complex
business world ind .should provide rhe bwkgmmd to fncilitate advancement.
with experience, ro positions of responsibility. A dgree wirh a business major
2- a common requirement of business firms m d guvefnmenr agencies. The
depamnent gives a general bnckground in emwrnics; together with secretarial
studies, it provides a tcaching major or minor; and it prepares far gradurn
work in business and economics.
Business Administration and Economics
Major, 36 credits, including courses I ,
History 21 and 22.
Minor, 21 credits, including courses I ,
Division courses.
2,
2,
4,
4,
I 5,
I 5,
16, 5 3. Also required are
16, and six credits in Upper
-;Continuation course. To receive credit for this course, a student must complete
both semesters.
I,2. PRINCIPLESOF ACCOUNTING.
Fr. I, II.
3, 3 c r .
An introduction to the principles of accounting and their application to the
single proprietorship, partnership, and corporate forms of business; preparation
and analysis of financial statements; procedure in recording business transactions;
and an introduction to manufacturing and cost accounting.
4. INTRODUCTION
TO STATISTICS.
Fr., So. TI.
3 Cr.
The collection, analysis, interpretation and presentation of numerical data
for the purpose of determining measures od central tendency, deviations from
average, and correlation.
I 5, I 6. PRINCIPLES OF ECONOMICS.
SO. I, 11.
3, 3 c r .
The foundations of economic analysis; production, employment and prices; and
public policy. The objective is to promote interest in economic problems and
the ability to use economic analysis in reaching judgments about economic
policy problems.
Upper Division Courses
3 Cr.
5 I . MONEYAND BANKING.Prereq. z, 4, I 5, 16. Jr., Sr. I.
The iduence of money and banking on economic activity and of monetary
and fiscal policies which might be adopted to yield a stable general price level
with high levels of output and employment. (Offered 1957-58.)
5 3. BUSINESSLAW.Jr., Sr. I.
3 Cr.
Legal rules relating to contracts, agency, negotiable instruments, property and
business organizations.
3 G*
5 5. MARKETING.Prereq. z, 4, I 5, I 6. Jr., Sr. I.
Marketinz from a businessman's standpoint, with emphasis on ways in which
management decisions are made concerning product planning, merchandise
selection, channels of distribution, promotional activities, pricing and selling.
3 Cr.
RELATIONS.
Prereq I 5 ,16.Jr., Sr. 11.
56. LABORAND MANAGEMENT
A study of management, of labor, of ,their relations, and of their control by
government. T h e objective is to picture the different positions of these groups
in our economy and to investigate possibilities of achieving harmony and effectiveness of the whole through education and government control.
.MANAGEMENT.
Prereq. I 5, 16. Jr., Sr. I.
3 Cr.
57. INDUS~RUL
The more important production procedures commonly employed in progressive
manufacturing plants, and their relationship to the attainment of management
objectives. (Wered 1956-57.)
3 Cr.
ACCOUNTING.
Prereq. 2, 4, I 5, I 6. Jr. I.
59. ADVANCEI~
The purpose of this course is to provide analytical accounting techniques which
will enable the student to interpret financial data, and to acquaint the student
with cost accounting p ~ , C i p l e sand procedures. Preparation and analysis of
financial statements, comparative statements, and statements showing the disposition of working capital; and proceedings in job-rder and standard costing
are stressed.
60. PUBLICFINANCE.Prereq. 15. Jr., Sr. II.
3 Cr.
Governmental taxation, spending and borrowing, and the impact of governmental finance on economic activity.
62. BUSINESS
FINANCE.Prereq. 59. Jr., Sr. 11.
3 Cr.
The various objectives in financing of private businesses, with major emphasis
on administrative tools of finance and means of financing short-term, intermediate-term, and long-term asset requirements.
Prereq. consent of instructor.
3, 3 Cr.
71, 72. SENIORTOPICS.
An honors course for selected seniors in business involving independent reading
and research in a specific area of ,business or economics leading to the writing
of an acceptable paper. A student may receive credit for one semester only.
Secretarial Studies
These courses are planned to prepare students for stenographic and secretarial
positions in business oflices, to assist in the preparation &or the teaching of
buiness education in high schools, for parish secretarial work, and to provide an
opportunity for the development of business skills for personal use.
A non-teaching major may be obtained by completing a minimum of 30
hours above course I , including 2, 3-4, 8, 5 I , 52, 53-54> Business Administration I , z, 53, and one other Upper Division Course or Home Economics 73. A
teaching major requires courses listed for non-teaching major plus Business
Administration 15, 16, a total of 36 hours above Sec. Studies I. A minor may
be obtained by completing a total of 2 5 hours above Sec. Studies I , including z,
3-4, 8, 51, 52, 53-54, and Business Administration I , .r, or IF, 16.
I.
ELEMENTARY
TYPEWRITING.
Offered both semesters.
I Cr.
A course for the development of the fundamental skills of typewriting. Three
hours per week.
1. INTERMEDIATE
TYPEWRITING.
$1
2 Cr.
Problems in typing tabulations, manuscript typing, use of carbons, addressing
envelopes, and in letter arrangements. Four hours per week.
I, 11.
6 Cr.
3-4.t ELEMENTARY
SHORTHAND.
Fundamentals of Simplified Gregg Shorthand. Dictation and transcription. Four
hours per week.
8. OFFICE MACHINES.Prereq. 2. Offered both semesters.
2 Cr.
The operation of the calculator, adding machine, mimeograph, rnimeoscope,
spirit duplicator, and the transcription machine. Two hours per week.
+Continuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
51. ADVANCED
TYPEWRITING.
I. Prereq. 2 or equivalent.
2 Cr.
Further development of typewriting technique in business letter qrrangement,
billing, tabulating, and the typing of l,egal documents. Open to students having
attained a speed of 5 0 words per minute. Four hours ,per week.
52. SECRETARIAL
PRACTICE.Prereq. 2, 3-4,11.
3 Cr.
Dictation, business letterwriting, filing, telephoning, use of business and legal
forms, personality development, writing application letters, and making application for a job. Mimeographing also taught for ,those who include this as a
part of the parish worker's course. Four hours per week.
4 Cr.
SHORTHAND.
I, II. Prereq. 4 or equivalent.
53-54.? ADVANCED
Advanced study of Gregg shorthand. Rapid dictation. Open to students who
can take dictation at a minimum of 80 words per minute. Four hours per week.
8 I. TEACHINGOF BUSINESS.Sr. I.
See course 8 I under Education.
2
Cr.
Department of Home Economics
The objectives of the department are threefold: first, to provide courses that
will help students to solve personal, home, and family living problems; second,
to offer training for homemaking; and third, to offer training for the teaching
of home economics. Courses are open to all students and recommended for general education.
Non-teaching major, 33 credits; courses are I, 2, 3, 8, 39, 40, 42, 44, 57,
66, 67?71,73. Also required are Chemistry 4 or 5-6,Physics 3, Economics 15,
Sociology I,Biology' 4 or 13-14,and 54, Psychology 3 or 5, and 6, and 3
additional credits in Social Science.
.
-
Graduation minor, 22 credits including courses I,2,'3, 7, 39, 40, 42, and 44.
Teaching major, 38 credits; courses listed for non-teacKing major plus 33 and
75.
I.
CLOTHING SELECTION,CARE, AND REPAIR. I.
3 Cr.
A study of the factors involved in the choice, care, and repair of clothing.
Beauty in design, becomingness, appropriateness, and some of the textile f ~ b r i c s
suitable for different uses are topics considered.
iContinuation course. To receive credit for this course, a sudent must complete
both semesters.
2.
CLOTHINGCONSTRUCTION.
n.
z Cr.
This course provides laboratory experience in making simple garments in cotton
and rayon. I t includes experiences in planning, cutting, fitting, and suitable
techniques in making garments, the use of the sewing machine, alteration of
garments. Home Economics I prerequisite for Home Economics education majors.
Two double la~borator~
periods, one lecture discussion period per week.
3 . ART IN DAILY LIVING.I.
3 Cr.
A study of art as it is met in the activities of everyday living. Open to all
students.
8. ELEMENTS
OF NUTRITION.
n.
3 Cr.
Normal human nutrition applied to food selection for the promotion and
maintenance of health will be considered; student and recommended dietaries
will be analyzed.
3 3. COLORAND DESIGN.I.
3 Cr.
A study of the principle of design and color related to selecting, arranging,
and designing of household furnishings. Lettering and simple poster designing.
Some craft experience. Home Economics 3 prerequisite for Home Economics
majors. Three double laboratory periods per week.
36. CRAFTS.TI.
2 Cr.
Laboratory experience in menu planning, meal service, food purchasing, and
camps with simple equipment. Principles of design and color in their application
to crafts will be studied. Two double laboratory periods per week. (Offered
1957-58.)
PRINCIPLESOF FOODPREPARATION
AND MANAGEMENT.
Prereq. 8 or
permission of instructor. I, II.
3. 3 Cr.
I aboratory experience in menu planning, meal service, food purchasing, and
fnod preparation. Three double laboratory period$ a week.
39, 40.
42. MARRIAGE
A N D F A M ~RELATIONSHIPS.
Y
11.
3 Cr.
A course applying ~ r i n c i ~ l eofs cultural living to everyday problems of home
life. Discussions of personal family- relationships, preparation for mamage, .the
Christian home and its influence in the community, and related subjects. Regular
lectures, talks by guest speakers, illustrated lectures, and tours.
44. CHILDDEVELOPMENT.
11.
2 Cr.
A study of the care and training of the young child as to his physical, mental,
and social development. One lecture period plus one double laboratory period
per week.
Upper Division Courses
$7. TEXTILES.
I.
2 Cr.
Study of textile fibers, fabrics, and finishes with special emphasis on selection,
use, and care of common household and clothing textiles. Two double laboratory
hours a week. ( m e r e d 1957-58.)
64,
HISTORY
AND APPRECIATION
OF ART. 11.
Cr.
2
A study a+ the historical development of architecture, decoration, costume,
furniture, painting, and sculpture. Two regular hours scheduled and field trips
arranged. (Offered 1956-57.)
TI.
3 Cr.
66. HOME PLANNINGA N D FURNISHING.
This course includes a consideration of housing, an analpsis of h r plans, a
study of the design of exteriors and interiors, and problems in selecting.
arranging, and conserving home furnishings. Home Economics 3 and 3 3 prerequisite for Home Economics Education majors. Three double laboratorp periods per
week.
67. FAMILY HEALTH.
I.
2 Cr.
Basic facts and practical application of home care of the sick. Problems relating
to environmental disease, prevention of illness and safety measures, as well as to
individual health problems within (the family group.
71. HOME
~ ~ N A G E M E NPROBLEMS.
T
I.
2 Cr.
Consideration of problems relating to planning, directing, guiding, and cocrdmatiqg the resources of the home for happy, satisfying family living. One
lecture period and one double lzboratory period per week.
73. HOME MANAGEMENT
LABORATORY.
I.
z Cr.
Actual experience in ,the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience
in various aspects of management met in home living such as management of
money, time, energy, and equipment. Six weeks residence in a home ,management house with one conference hour per w.eek. Food costs to be determined
.by the group.
n.
74. CONSUMER EDUCATION
AND INCOME MANAGEMENT.
z Cr.
The wise choice of consumer goods and sefvices available on the market and
the necessity of a careful plan for spending are topics which will be considered
for the purpose of helping the student receive greater satisfaction from the use
of money income.
75. ADVANCED
CLOTHING
CONSTRUCTION.
Prereq. 2. I.
2 Cr.
This course provides laboratory experience in making garments in wool. More
advanced problems in fitting and construction are used than those in the class
in Clothing Construction. Some experience in planning and constructing garments .for children is also given. Two three-hour laboratory periods per week.
( M e r e d 1956-57.)
z Cr.
OF HOME ECONOMICS.
Sr. I.
71. TEACHING
See course 91 under Education.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS.
Sr.
See course 92 under Education.
92.
n.
z
Cr.
DIVISION OF NATURAL SCIENCES
AND MATHEMATICS
I t is the purpose of the division of Natural Science to provide training in
scientific methods and techniques; .to interpret Natural Science in the light of
the Word of God; to acquaint the student with the significance of Natural
Science in a modem, changing world; to emphasize a sound mind and a strong
body; to train for vocations in various fields of Natural Science; and to equip
the student with a scientific background which will enrich his life and the lives
of his fellow men.
Department of Biology
&. NASH, MR. URDAHL,MISS H U T C H ~ G Mns.
S,
OSWALD
The aim of this Department is to give the student a broader scientific background through the study of Biology, to further the use of leisure ,time, and to
prepare for vocations or graduate study.
Major, rq credits; minor, 16 credits. Courses 1-2,
toward the major or minor.
j ~ 4,
,
7N d o not count
I-2.t THENATURALWORLDAND MAN. Fr. I, 11.
8 Cr.
The development of scientific foundations in the physical and biological sciences.
Five periods per week consisting of lectures, lecture demonstrations, laboratory
work, and discussions.
Fr. I.
4 Cr.
3 ~ .HUMANANATO* AND PHYSIOLOGY.
A professional course i,n human anatomy and physiology with special emphasis
on structure. Two lectures and two double laboratory periods per week. Students
who have credit for Biol. 4 will not receive credit f o r Biol. 3N.
HUMAN
ANATOMYAND PHYSIOLOGY.
Fr. n.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
both structure and function.. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 3N will not receive credit for
Biol. 4.
4.
7 ~ .GENERALBACTERIOLOGY.
I.
3 Cr.
A course in general bacteriology for nurses. Two lectures and two double
laboratory periods per week.
I 3-14.?
GENERALZOOLOGY.
Fr. I, II.
8 Cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adaptation, and reproduction of type animals. Biological principles
are emphasized. Two lectures and two double laboratory periods per week.
f Continuation course. To receive credit for this course, a student must complete
twth semesters.
25, 26. GENERALBOTANY.SO., Jr. I, II.
4, 4 Cr.
A study of the morphology and physiology of higher plants, followed by a
survey of the plant kingdom. Emphasis is also placed e n botanical principles.
Fiowering plants are identified in the spring. Three lectures and two single
laboratory periods per week.
Upper Division Courses
4 Cr.
51. GENETICS.Prereq. 13-14,or 25. 26. So., Jr. I.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four lwtures per week.
(Offered 1957-j8.)
4 Cr.
Prereq. I 3-14or 25, 26. So., Jr. 11.
52. ECOLOGY.
A survey of local ecological communities, and a study of the general principles
of biological association and succession. Two lectures and one double laboratory
period or field trip per week. (Offered I 9 5 7-5 8.)
53.
GENERALENTOMOLOGY.
Prereq. 13-14.Sr. I.
3 Cr.
A study of the habitat, morphology, physiology, reproduction, and classification
of insects. Two lectures and one double laboratory period per week. (Offered
'9~6-57.)
Prereq. Chem. 5-6. 11.
4 Cr..
54. GENERALBACTERIOLOGY.
A review of the general field of bacteriology, including the cause, control, and
prevention of important diseases. Training in modem laboratory techniques. Two
lectures and two double laboratory periods per week.
3 Cr.
OF FLOWERING
PLANTS.Prereq. 25, 26. Sr. 11.
56. TAXONOMY
Taxonomy of flowering plants. Special emphasis is placed on systematic principles,
systems of classification, rules of nomenclature, etc. Two lectures and one
double laboratory period per week. (Ogered I 95 6-57.)
60. BIOLOGICAL
TECHNIQUES.
Sr. n.
I or 2 Cr.
Practical work in mounting of microvcopic slides, photography, and doing
projects useful to teachers. (Offered 195 6-57.)
OF NATURAL
SCIENCES.Sr. I.
79. TEACHING
See course 79 under Education.
z Cr.
Department of Physical Sciences
The courses offered provide iundamental background in the basic principles
of chemical and physical phenomena. The primary objective is :promotion of
scientific thinking and scientific approach.
Thorough study in these courses will prepare the student for teaching the
nstural sciences in secondary schools. The courses in chemistry will prepare
him for further study in such specialized fields as medicine, research, engineering,
nursing, pharmacy, and other related fields.
The courses in physics will prepare h i for study in engineering and applied
mathematics.
Chemistry
Major, 24 credits; minor, 16 credits. Courses
the major or minor.
1-2, j
~
4, do not count toward
.
1-2
THE NATURALWORLDAND MAN.Fr. I, I?
For course description see Department of Biology.
8 Cr.
3 ~ .CHEMISTRY
FOR NURSES.
I.
3 Cr.
9 lecture and laboratory course covering subjects related to nursing in the
fields of inorganic and organic chemistry and biochemistry. Two lectures and
one double laboratory period per week.
4. PRINC~PLES
OF CHEMISTRY.Fr. 11.
4 Cr.
A lecture demonstration course designed to provide a general knowledge of the
laws and phenomena of chemistry as meets the needs and interests of nonscience majors. Students who complete Chem. 5-6 may not receive credit for
Chem. 4.
GEN~RAL
CHEMISTRY
AND QUALITATIVE
ANALYSIS.Prereq. Math. .I or
conclirrent registration in Math. I . Fr., So. I, II.
8 Cr.
A study of laws and theories of chemistry and of non-metals and metals and
their compounds. Systematic qualitative analysis of cations. Three lectures and
four hours of laboratory per week.
5-6.f
Upper Division Courses
CHEMISTRY.
Prereq. 5-6. So., Jr., Sr. I.
51. ANALYTICAL
4
(3.
Systematic semimicro qualitative analysis of cations and anions. Short introduction in general methods of quantitative analysis, volumetric and gravimetric.
rwo lectures and six hours of laboratory per week.
ANALYSIS.
Prereq. 5 I . So., Jr., Sr. 11.
4 or 5 Cr.
12. QUANTITAWE
General principles, methods and procedure of quantitative analysis, volumetric
and gravimetric. One lecture, six to eight hours laboratory per week.
CHEMISTRY.
Prereq. y-6. Jr., Sr. I, II.
8 to 10 Cr.
53-54.t ORGANIC
A discussion of the important classes of aliphatic and aromatic compounds.
Laboratory work in preparation and study of typical organic substances. Three
lectures, four or six hours of laboratory per week. (Offered 1956-57.)
?Continuation course. To receive credit for this course, a student must complete
both semesters.
56.
PHYSICAL
CHEMISTRY.
Prereq. Math. 14, Chem. 5 1 and 5 2 , and Physics
5 Cr.
5 and 6. Sr. 11.
An introductory course covering the gas laws, solutions, chemical equilibrium,
rates of reactions, and colloids. Three lectures and one double labora'tory period
per week. ( M e r e d 1 9 5 7 - 5 8 . )
Physics
Minor, 1 6 credits. Courses
1-2
and 3 do not count toward the minor.
WORLDAND MAN. Fr. I, 11.
I - z ~ . THENATURAL
For course description see Department of Biology.
8 Cr.
PRINCIPLESOF PHYSICS.Prereq. elem. algebra and plane geometry. Fr. I.
4 Cr.
12 lecture demonstration course which includes mechanics, heat, sound, light,
electricity, magnetism, and modern physics.
3.
5.
GENERALPHYSICS.Prereq. Math.
I3
or concurrent registration in Math
I 3.
4 Cr.
A general elementary course in mechanics, sound, and heat. Three lectures, one
q i z , and one two-hour laboratory period per week.
6. GENERALPHYSICS.Prereq. 5. So. 11.
4 aThis course is a continuation of Gen. Phys. 5 and covers electricity, magnetism,
and light. Three lectures, one quiz, and one two-hour laboratory period per week.
Upper Division Courses
5 I. MODERNPHYSICS.Prereq. 6. Jr. I.
4 Cr.
A study of modern topics in the field of physics including atomic theory, nuclear
transformations, radiation phenomena, .biophysical applications of physics, and
other topics.
ELECTRICITY
AND MAGNETISM.Prereq. 6 and Math. 5 1 or concurrent
4 Cr.
registration in Math. 5 1 . Jr., Sr. TI.
An advanced course with emphasis on fundamental laws, electric and magneti,~
field phenomena, high and low frequency circuits, and electrical instruments.
Two lectures and two two-hour laboratory periods per week.
5:.
TEACHING
OF NATURAL
SCIENCES.Sr. I.
See course 7 9 under Education.
79.
z
Cr.
Combined Science Major for Teuching
Requirement: 40 credits in Natural Science, including Chemistry 5-6 with
either 5 I and 5 2 or 5 3 - 9 4 ; Biology 1 3 - 1 4 and 2 5 , 26; Physics 1 and 6.
Department of Mathematics
The Department of Mathematics aims to give students a working knowledge
of mathematics s d c i e n t for solvi,ng the simpler problems of life, also to afford
students in special fields the mathematical foundation needed for a fuller understanding of their subjects, and to open to those who major in the subject a wider
horizon with experience that will make them e6cient workers in their chosen
fields and also give them confidence to pursue further study.
Major, 26 credits; minor, r o credits.
Courses I , 2, 5 and 6 do not count toward the major or minor in mathematics, but I and 2 must be completed as prerequisites to other courses.
3 Cr.
SECONDCOURSEALGEBRA.
Prereq. elem. algebra. Fr. I.
I.
Fundamentals of algebra continued and proper foundation laid for inore advanced work in mathematics. Four hours per week. Students who had higher
algebra in high school may not receive credit for this course.
z. SOLIDGEOMETRY.Prereq. plane geometry. Fr. 11.
3 Cr.
Geometry applied to solids and planes. Area and volume ~brmulas developed.
Spherical triangles and polygons introduced. Four hours per week.
5 . ENGINEERING
DRAWING.Prereq. z. I.
3 Cr.
Elements of drafting with an introduction to the use of graphs and formulas.
Eight hours a week.
DRAWING
AND DESCRIPTIVE
GEOMETRY.
Prereq. 1 . n. 3 Cr.
6 . ENGINEERING
Methods of representation. Graphical and algebraic solutions. Eight hours a
week.
13,
14. INTRODUCTION
TO MATHEMATICAL
ANALYSIS.Prereq. Math. I or
equivalent. Fr., So. I, 11.
5, 5 Cr.
This is an integrated course including college algebra, trigonometry and plane
analytical geometry.
Upper Divisian Courses
ELEMENTARY
CALCULUS
AND DIFFERENTIAL
EQUATIONS.
Prereq. 1 3 ,
14. So., Jr. I, 11.
5, 5 Cr.
Fundamental concepts are introduced. Formulas for differentiation and integration, and solutions for various types of ordinary differential equations are
developed and applications made.
51, 5 2 .
5 3 . SOLIDANALYTICAL
GEOMETRY.
Prereq. 14. Sr. I.
3 Cr.
Lines and planes in space are srudied and their equations developed. Quadratic
sudaces and transformation are given their proper emphasis.
3 Cr.
OF EQUATIONS.
Prereq. Math. 51.Sr. 11.
54. THEORY
This course includes the study of complex numbers, determinants and other
topics that aid in the solution of equations of higher degree.
OF MATHEMATICS.
Sr. I.
83. TEACHING
See course 83 under Education.
2
Cr.
Department of Health and Physical Education
The aim of the Department of Hea1,th and Physical Education is to promote
health and physical fitness through a well-rounded physical education program,
to develop character and good sportsmanship, to further the worthy use of
leisure time, and to provide an effective training program for prospective
teachers of health and physical education.
All students are required to take a #physical examination by the college
physician as a part of the registration procedure before participating in any
phase of the physical education program.
A course 'n personal and community health is required of all freshmen and
new upper class students who have not had an equivalent course in college.
One year of physical activities, courses 3 and 4, is required of all students.
Teaching ,Major for men, 3 1 credits, including courses 2, 3, 4, 5, 6, 8. 11,
12, 27, yo, 51, 52, 53, 74, 55, 56, 84. Biology 4 and Education courses also
required.
Teaching Major for women, 28 credits, including courses 2, 3, 4, 5, 6, 8, 13,
14,16, 17,27, 50, 52, 73, 54, 84. Biology 4 and Education courses also required.
Teaching Minor, 19 credits, including courses 2, 3, 4, 5, 6, 8, I I, 12, g I, 5 3,
and 54 for men: 2, 3, 4, 5, 6, 8, 13,14, 16, 17,53, and 54 &orwomen.
Non-teaching major for men 33 credits; for women, 30 credits.
Non-teaching minor 21 credits. For course requirements see under .reachingmajor and teaching-minor and confer with department head.
r.
PERSONAL
AND COMMUNITY
HEALTH.Fr. Ogered both semesters.
2
Cr.
iZ study of modem concepts and practices of health and healthful living applied
to the individual and the community.
TZ.
%, % Cr.
ACTIVITIES.(Women). Fr. I, 11.
3, 4. PHYSICAL
%, % Cr.
ACTIVITIES.
(Men). Fr., So. I,
3, 4. PHYSICAL
5.
INTRODUCTION
TO HEALTHEDUCATION,
PHYSICALEDUCATION,AND
RECREATION.
Fr. I.
2 Cr.
A brief preview of the three present day interrelated fields of hea1,th education,
physical education, and recreation.
6. RECREATIONAL
ACTIVITIES.Fr. n.
I Cr.
Theory and practice in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games. One double hour per week.
S. FIMT AID. Fr., So. n.
American Red Cross First Aid Course.
I
Cr.
1 I.
TEAMSPORTSAND LEAD-UPGAMES.(Men). So. I.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball,
and volleyball. Team Games: Touch football, softball, speedball, soccer, and
irolleyball. Three hours per week.
12.
INDIVIDUALAND DUAL SPORTS.(Men). So. II.
2 Cr.
Theory and practice in teaching badminton, shbfflebmrd, handball, aerial darts,
table tennis, horseshm, tennis, archery, golf, and bowling. Three hours per week.
2, 2 Cr.
13, 14. TEAMSPORTSFOR WOMEN. So. I, TI.
Theory and practice in the coaching and officiating of field hockey, soccer,
basket,ball, volleyball, and softball. Three hours per week. (Offered 1957-58.)
16. INDIVIDUALAND DUAL SPORTS.(Women). So. ll.
2 Cr.
Theory and practice in teaching skating, skiing, badminton, table tennis, shuffl,eboard, archery, tennis, golf, and bowling. Three hours per week. (Offered
1956-57.)
I 7.
SELF-TESTING
ACTIVITIES.(Women). So. I.
I Cr.
Theory and technique of teaching stunts and tumbling. Two hours per week.
(Offered 1956-57.)
27.
KINESIOLOGY.
Prereq. Biology 4. So. I.
2
Cr.
Thii
is a study of body movements and the mechanics in the effectmg of
efficient movements.
2 Cr.
29. OFFICIATING.(Men). So. I.
Instruction and application of technique and rules of officiating in football,
hockey, basketball, baseball, and track.
Upper Division Courses
PHYSICALEXAMINATIONS
AND ADAPTEDPHYSICALEDUCATION.Prereq.
2 Cr.
Biol. 4, and P.E. 27. Jr. 11.
Procedures and interpretation of physical examinations. Analysis of functional
and organic abnormalities and suggested adapted activities for atypical cases.
(Ogered 1956-57.)
50.
5 I. SELF-TESTINGACTMTICS.(Men). Jr. I.
r Cr.
Theory and practice in teaching individual and dual stunts, apparatus, tumbling,
boxing, and wrestling Three hours per week.
52. RHYTHMS.Jr. 11.
Folk games and gymnastic rhythms. (Offered 1957-18.)
I
Cr.
PRINCIPLESAND CURRICULUM
OF HEALTH EDUCATIONAND PHYSICAL
3 Cr.
E D U U ~ O NPrereq.
.
5 . Sr. I.
Aims, scope, and objectives of health and physical education. Analysis and
evaluation of che eTernencq and secondary schml health education and physical
education curriculum.
5 3.
ORGANIZATION
A N D ADMINISTRATION
OF HEALTH EDUCATIONAND
3 Cr.
PHYSICALEDUCATION.
Sr. 11. Prereq. 5.
Problems of organization, administration, and supervision of health education
and physical education.
54.
OF SPORTS:FOOTBALL
AND BASKETBALL.
Sr. I.
r Cr.
55. COACHING
Theory and techniques of coaching. Seniors only, or approval of instructor.
2
OF SPORTS:BASEBALL
AND TRACK.
Sr. lT.
56. COACHING
Theory and techniques of coaching. Seniors only, or approval of instructor.
cr.
I Cr.
AND MEASUREMENTS
IN PHYSICAL
EDUCATION.
Sr. 11.
84. TESTS
A survey and evaluation of tests in ~ h ~ s i c aeducation.
l
(Wered 1956-17.)
86. COMMUNITY
RECREATION.
Jr., Sr. II.
2 Cr.
PtobIems of commuuiry recreation including programs and program planning,
a survey of activities, and the organization and administration of recreational
work (%red
1956-57.)
OF HEAL= EDUCATION
AND PHYSICAL
EDUCATION.
Sr. I
87, TEACHING
See course 87 under Education.
2
Cr.
AUGSBURG THEOLOGICAL SEMINARY
Introductory
Augsburg Theological Seminary is the training school for the pastors and
IzLissionaries of the Lutheran Free Church. Ir offers a regular three-year course
of preparation for the Christian ministry, including both theoretical and practical training. In harmony with the Principles of the Lutheran Free Church
it aims to stress particularly the training of pastors and spiritual leaders dedicated to the ideal af building Lutheran congregations where the Gifts of
Grace are freely cultivated and nurtured under the authority of the Word and
the guidance of the Holy Spirit.
Application for Admission
Application for admission to the Seminary should be addressed to the Secretary of the Theologkal Faculty, and should include the 'following:
A formal letter of application for admission as a student in the Seminary,
I.
including a personal statement by the candidate concerning his background,
including baptism, confirmation, spiritual experience, doctrinal convictions, and
church membership.
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of these
should be from the candidate's local church.
4. A certificate of good health.
These documents should be in the hands ofdAtheSecretary of the Seminary
Faculty before July first.
The Committee on Admissions consists ,of the Faculty and the Seminary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
Admission Requirements
The normal requirement for admission to the Seminary is the Bachelor's
degree from a liberal arts college. The college course must have included the
following prerequisite subjects:
Greek
Philosophy
German, or
Latin, or
Norwegian
z years
I Year
2
years
In the case of mature students of outstanding ability and experience, an occasional exception from these requirements may be made by special action of
the Committee on Admissions.
Suggested Pre-Theological Courses
In order rhat studrnm may derive rhe peatest pmsiblc advantage from their
theological studies, it is recommended that their colleKc c o w of nudy, 'besides
f u l f l h g requiremenrs as to a major and a minor, in addition to the subjects
indicated a b v e , include as many as possible of the following:
English
Speech
Psychology
History
Youth Work
Natural Science
Sociology, or Economics, or
Political Science, or
Education
Typewriting
years
year
I year
z years
I semester
I year
2
I
I
I
year
year
All candidates for admission to the Seminary must have achieved a good
academic record in their preparatory studies in college.
Transfer of Credits and Advanced Standing
Srudcnt~are admirted to the Seminarp with the understanding that their
studies aie to be pursued under rhe direction of the Theological Faculty. Any
armngement to t a k e + part of the theological course a t another seminary must
have the prior approval of ehe ThcoloRicol Faculty a t Augsburg.
Advanced standing is granted in certain instances, when a student applying
for admission presents a transcript of credits indicating work done in other
theological seminaries of recognized standing.
Expenses
Seminarp students p;ry no tuition. They do, however, pay chc regular student
activity fee, healrh fee and a ~enerntSeminary fee of ten dollars per semester.
Unmarried Seminary smdenrs living in rhe dormitory. receive a special grant
to coccr the cost of mom rent. The m9t of h a r d k the same zs for the
College studears. See under Financial Information.
Class Attendance
A student is expected to attend all classes regularly. Unavoidable absences
may be excused by the Dean. Attendance at any conference involving absenc'e
from classes mu& have the approval of the Dean well in advance of the
conference.
Employment
The work in the Seminary should be regarded as a full time vocation. However, when a student's circumstances require it, a limited amount of remunerative work will be permitted. This must be arranged in consultation with the
Dean. Occasional preaching engagements may be accepted, but a student is
not allowed to supply a vacant parish more frequently than every other Sunday.
Conditions and Incompletes
A condition or an incomplete received at the end of the semester must be
removed within the first five weeks of classes of the following semester of
attendance. If incompletes and conditions are not removed within the time
allowed, the condition automatically becomes a failure and the inwmplete may
he changed to a passing grade only when the average of previous work is
sdiciently high.
Seminary Internship
In addition to the three years of theological study in the Seminary eash
student is required to spend six months in practical service, as appointed and
supervised by the Committee on Service. This work is done during the summer
vacations between the beginning and conclusion of the Seminary course.
A limited amount of assigned collateral reading is required during the.
in-service period.
The Seminary students are also encouraged to engage in a limited amciunt of
practical church work during the school year either in the Twin Cities or in
nearby communities. This should be done in consultation with the Committee
on Service.
Student Activities
All seminary students are members of the Concordia Society. A principal
purpose of this organization is "to promote and strengthen a deeper spiritual
fellowship among its members." The weekly meetings are devoted to prayer and
to the consideration of student affairs. The Seminary joins with the College
in a daily chapel servte.
During his s e r n i n a ~yean, each student is associated with a specific congregation and i4 e n c ~ u r a ~ eto
d serve there. As a united project, the Concordia
Society has mently assumed responsibility for conducting the Saturday noon
services at the Gateway Mission.
The Concordia Society promotes student participation in the Inter-Seminary
Movement and in the Association of Lutheran Seminaries in America. On a
more local level, the student body participates in a fellowship of five Protestant
seminaries in the Twin Cities.
The wives of the seminary students have organized as the Serninettes. They
meet once a month for fellowship and for instruction in subjects relevant to
their vocation.
The Concordia Society publishes a semiannual magazine called Concord.
Graduation and Degrees
The Seminary course consists of a three-year cycle of lectures and study plus
six months of practical service in the congregations. Students who complete all
the requirements of the regular course are graduated with the degree of
Bachelor of Theology. These requirements may be summarized as follows:
I.
A minimum of
102
semester credits, including a seminar course in each
of the following four major fields: Old Testament, New Testament, Church
History, and Systematic Theology.
2.
Courses in the Biblical languages, Hebrew and Greek, as regularly offered.
3 . The attainment of an honor-point ratio of a t least 1.y (Cf average)
throughout the three years of Seminary work.
4. Six months of practical Christian service under the direction of the
Faculty Committee on Service. See below.
5 . The prepara$on of a scholarly thesis, approximately 8,000 words in
length, on an approved theological subject. The subject must be submitted for
faculty approval before April 1 7 of the Middler year and the thesis must be
completed by January 10 of the Senior year.
6 . A comprehensive examination, written and oril, in Old Testament, New
Testament, Church History, and Systematic Theology taken during the third
week af March. Written and oral examination sermons.
who complete the required number of credits for graduation with
an honor point ratio of 1.0 ( C average) and the six months of practical
service, but who have not met all the normal academic prerequisites for admission, or who have not attained an honor point ratio of I.$ in their studies, are
graduated with the degree of Graduate in Theology.
COURSES OF STUDY*
Theological Orientation Courses
Junior Yem
I.
THE BACKGROUND
AND STRUCTURE
OF THE BIBLE. A reading course
giving the student a preliminary orientation in the Book which is the chief
source in theological study. Geography of Bible lands. General outline of Biblical
History and contemporaneous secular history. Brief survey of the historical
r Cr.
origin of the Biblical writings.
THEOLOGICAL
PROPAEDEUTIC.
A survey of the main ,divisions of Chfistian
Theology; their subdivisions; their relation to the entire field of Theology and
I Cr.
to the whole realm of human knowledge.
4.
*With the exception of the Theological Orientation Courses, offered annually
for Juniors, the Seminary courses are rotated in a three-year cycle.
r. INTRODUCTION
TO DOGMATICS.
A preliminary study of the Ecumenical
Creeds, the Augsburg Confession, Luther's Large Catechism, and the Life of
I Cr.
Luther.
Old Testament
Mu. STENSVAAG
HEBREW
FOR BEGINNERS.A study of the essentials of Hebrew grammar,
using Creager and Alleman's text, and the reading of selected passages from
Deuteronomy. (Offered 19 5 6-5 7.)
6 Cr.
9-10.
11.
THE PENTATEUCH.The course includes a general introduction to the
books and a careful exegetical study of selected passages. (Offered 1958-59.)
3 Cr.
12. THE HISTORICAL
BOOKS.A survey of the history of Israel with emphasis
on religious values and -the rise of prophetism. Selected passages from the
historical books are studied. (Offered I 9 5 8-59.)
3 Cr.
13. THE PROPHET ISAIAH. A careful study of the Biblical data concerning
the political and religious conditions of Israel and Judah, together with a survey
of the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book. (Offered 1956-57.)
3 Cr.
14. THEPROPHET JEREMIAH. A study of the political, moral, and religious
trends of the time of Jeremiah. Special attention is given to Jeremiah's personal
character, his Messianic hope, and to his portrayal of the struggle for spiritual
3 Cr.
freedom. (Offered 1956-57.)
15. THE BOOK OF JOB. A course which aims to make clear the teaching of
the Wisdom Literature of the Old Testament in regard to fundamental problems
of life. (Ogered 1957-58.)
2 Cr.
16. PSALMS.The course includes an historical survey, a general introduction to
the larger groups, and a careful exegetical study of a number of Psalms. Reading
assignments give special attention to the religious developments of the post3 Cr.
Exilic period. (Offered 19 57-58.)
17, 18. HEBREWEXEGESIS.Review of the grammar followed by an exegetical
study of Amos and the cursory reading of selected passages from other books
2, 2 Cr.
in the Old Testament. (Offered 1957-58.)
A study of archaeological discoveries
19. SEMINARIN BIBLICALARCHAEOLOGY.
and their significance in relation to the Bible. The course consists of a number
of introductory lectures followed by student presentations of assigned topics
I Cr.
and class discussion. (Offered 1957-58.)
New Testament
20-21. NEW TESTAMENT
GREEK.TWOyears of Greek is a requirement for
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction d normal load.
TO THE NEW TESTAMENT.
A survey of the contents of
22. INTRODUCTION
the New Testament, together with the authorship, date, and purpose of the
various books. The process by which these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manu3 Cr.
scripts and early versions. (Offered 1956-57.)
2 3 . THE GOSPELOF MARK.Readings from the Gospel of Mark in Greek,
with selections from Luke, considered in the historical frame of Jesus' ministry.
Each student will M expected to master a knowledge of the historical outline
3 Cr.
pf Jesus' ministry. (Offered 195 6-57.)
24. THE GOSPELOF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
3 Cr.
appeal to the Jews. (Offered 1958-59.)
25. THE GOSPELOF JOHN. The purpose and special tharacteristics of the
Fourth Gospel, its authenticity and peculiar value. The latter part of the
semester is devoted to the study of the account of Christ's passion, based on
the English text with the aid of a Gospel harmony. (Offered 1917-58.) 2 Cr.
CHURCH.Rapid survey of Acts
26. THE JEWISHSECTIONOF THE APOSTOLIC
1-12. This will ba followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Offered
1957-58.)
3 Cr.
27. LIFE AND EPISTLESOF PAUL.A rapid study of the life of Paul as given in
Acts, the historical occasion of his epistles, and the study of selected portions
in English. (Offered 1958-59.)
3 fi28. INTERPRETATION
OF ROMANS.
Reading of the doctrinal portion in Greek
with use of commentaries; the essence of the Gospel as set forth by Paul. The
problem of Israel's rejection of Christ (chs. 9-11), and the section on the
Christian life (chs. 12-16)will be studied as time permits. (Offered 1957-58.)
2 Cr.
OF EPHESIANS.
In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the' place of the universal Christian Church as the Body of
r Cr.
Christ and the spiritual goal of history. (Offered 1956-57.)
OF THE REVEL.~TION
OF JOHN. The course aims at a
30. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature.
(Oflered 1958-59.)
2 Cr.
Church History
40. THE EARLYCHURCH. The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great (590). The organization,
doctrine, government, and worship of the Early Church; the downfall of
heathenism in the Roman Empire, and the rise of the Papacy. The course begins
with a brief survey of the Book of Acts. (Offered 1958-59.)
2 Cr.
41. THE CHURCHOF THE MIDDLEAGES. A general survey of the development of Christianity in Western Europe from 590 to the period of the
Protestant Reformation. The course includes the study of the development and
decay of Papacy, monastic orders, scholasticism, and of movements toward
reform. (Wered 1956-57.)
3 Cr.
THE REFORMATION.
A study of the causes which led to the Protestant
Reformation; the Reformation itself and its results, including the Roman
Catholic Counter-Reformztion. (Wered 195 6-57.)
3 Cr.
42.
AFTER THE REFORMATION.
This course covers the period
43. THE CHURCH
from the Refonnztion and up to the present time, with special emphasis on
the history of ofhe Lutheran Church. ( m e r e d 1957-58.)
2 Cr.
44. AMERICANCHURCH HISTORY.Early colonization; planting of churches;
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The history of the Lutheran Church in America
3 Cr.
is studied with special care. (Offered 1954-5 5. )
DOCTRINE.A study Of: the development
45, 46. THEHISTORYOF CHRISTIAN
of Christian doctrine and its crystallization into creeds and confessions, including
the Patristic, Scholastic, and Reformation periods. (Offered 1958-59.) 2 , 2 Cr.
A study of the consti47. THELUTHERANCHURCHIN THE WORLDTODAY.
tution and work of the Lutheran Churches in the various countries of the
world. Special attention to the work of the Lutheran World Federation. I Cr.
Systematic Theology
An inquiry into the field, sources, and
50. BASICPRINCIPLESOF THEOLOGY.
methods of systematic theology. (Offered 1957-5 8.)
2 0.
AND ANTHROPOLOGY.
A systematic examination of the teach5 I . THEOLOGY
ings of the Bible concerning God and man. The course includes a study of the
Trinity, creation, and man's fall into sin. (Offered 1957-58.)
2 Cr.
A careful study of the teachings of the Bible concerning
52. SOTERIOLOGY.
Christ-His
Person, states, and oflice; the Person and work of the Holy Spirit;
the order of salvation. (Wered 1958-59.)
3 Cr.
AND ESCHATOLOGY.
A study of the nature and function
53. ECCLESIOLOGY
of the Church; the Sacraments; the doctrine of the last things. (Offered
1958-59.)
z Cr.
j4, y y . CHRISTIANETHICS. A study of the religious and ethical implications
of the Christian experience. Special attention is given TO the application of
Christian ethics to individual, group, and public life. ( m e r e d 1956-57.)
z, 2 Cr.
A careful study of the Book of Concord. Attention is given
56. SYMBOLICS.
to the genesis and development of each creed, its doctrinal significance, and
its place in the present life of the Church. (Wered 1957-58.)
z Cr.
SYMBOLICS
AND RELIGIOUS
CULTS. A comparative study
57. CQMPARA~VE
of ,the creeds of the great divisions of the Christian Church, and the teachings
of various modern religious sects and cults. (Offered 1956-57.)
z Cr.
Practical Theology
All members of the Theological Faculty give instruction in this field.
A. Pastoral Theology
Go. PRINCIPLES
OF PASTORAL
THEOLOGY.
This course, which is based on the
Pastoral Epistles, comprises the historical and theoretical study of the foundations of the pastoral oflice and the New Testament ministry.
s Cr.
61. SOUL-CAREAND THE SPIRITUAL
LIFE. A study of Christian experience
and its varied expressions, and of the basic principles of soul-care. Collateral
2 Cr.
reading from the great classics of the spiritual life. (Offered 1958-59.)
62. INTRODUCTION
TO PASTORAL
COUNSELING.
A course dealing with the
dynamics underlyi3ng human behavior. Various pastoral counseling techniques
are studied. The course attempts to help the student recognize deviations of
personality, and to know which ones he can handle, and which ones should
I Cr.
be referred to more competent help. Middlers. (Offered annually.)
PASTORAL
TRAINING.
The purpose of this course is- 'to provide an
63. CLINICAL
opportunity for the student to learn Pastoral Care through interpersonal relations in a hospital setting. It will include ward calling, writing of clinical notes,
I Cr.
special seminar and lecture sessions. Middlers. (Offered annually.)
The propagation of the Gospel in new areas, including a
64. EVANGELISTICS.
short survey of the methods and history of Foreign Missions, and inner missions,
2 Cr.
and various types of evangelism. (Offered in 1958-59.)
B. Homiletics
65. PRINCIPLESAND PRACTICE OF PREACHING.Technical and psychological
elements of preaching. Emphasis upon sermons. Juniors.
2 Cr.
66. HOMILETICS.
The application of the principles of preaching to the outlining and presentation of 'brief sermons. Emphasis upon thorough preparation
and constant pnctice in delivery. Middlers.
2 Cr.
67. SERMONS.A course in the preparaltion and delivery of sermons. Both the
structural and spiritual elements are emphasized. Sermons by great preachers
z 0.
are studied. Seniors.
C. Polity, Worship, and Parish Work
70. CHURCHPOLITY.A course dealing with the Biblical theory of the congregation; otlicers, organization, and government in the apostolic times; the
growth of the idea of the Church; the idea of a free church. I and I1 Corinthians are studied as the best source. (Offered I 95 7-58 .)
2 Cr.
A study of the various aspects of congrega71. CHURCHADMINISTRATION.
tional organization. Methods of increasing efficiency in the performance of
the pastor's duties. Effective o&ce procedures. The practice and teaching of
I Cr.
Christian stewardship. (Offered 1957-58.)
72. PASTORAL
PROBLEMS.A series of lectures and discussions dealing with
practical problems in the pastor's work in the parish and the local community.
The approach ,to the unchurched. Congregational evangelism. Making the
occasional services effective. Problems of
ethics. (Offered 1956-57.)
I Cr.
The principles and forms of public worship. A study of liturgy
73. LITURGICS.
as a means of expressing and moulding religious life with emphasis on its
relation to varying conceptions of the Church. (Offered I 95 6-57.)
I Cr.
An historical survey of the best selections of hymns from
74. HYMNOLOGY.
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered
'957-58.)
I Cr.
D. Christian Education and Sociology
76. METHODSOF PARISH E D U C A ~ O N
Studies
.
in the application of basic
principles and .methods of education to the subject matter used i n catechetical
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 1956-57.)
t
Cr.
78. THE CHURCH AND HUMANSOCIETY. A study of the relation between
the Christian Church and
civilization and culture, and of .the
organized movements in contemporary society with which the Church must
deal. Emphasis upon the social duties of Christians and upon the world-wide
task of .the Church. The .Ecumenical Movement.
2 Cr.
C H R I ~ ~ A N IATNY
D SOCIALWORK. This Course is designed to give the
candidate for the ministry contact with the field of social work, and to enable
him to appreciate its close relation to the work of the Church. Lectures,
rcports, and institutional visits.
2 Cr.
79.
BOARD OF TRUSTEES
OfFicers of the Board
REV. CLARENCEJ. CARLSEN
.............................
Vice-president
Term Expires in 1956
The REV. GEORGEJ. KNUDSON,Marinette, Wisumsii
Pastor, Our Savior's Lutheran Church
MR. R. E. MYHRE,Minneapolis, Minnesota
Banking and Insurance, Fourth Northwestern National Bank
Term Expires in 1957
MR. GILBERTBERG, Seattle, Washington
Business, Berg Fuel Company
The REV. CLARENCE
J. CARLSEN,
hfinneapolis, Minnesota
Pastor, St. Olaf Lutheran Church
Term Expires in 1958
The REV. D. W. LYNGDAL,
Duluth, Minnesota
Pastor, Trinity LuAeran Church
MR. G. S. MICHAELSEN,
Minneapolis, Minnesota
Education, University of Minnesota
Term Expires in 1959
The REV. C. T. OLSON,Spicer, Minnesota
Business Manager, Bethesda Homes
MR. EVEN OSE, Thief River Falls, Minnesota
Contractor (retired)
Term Expires in 1960
MR. R. F. PAUTZ, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
Advisory Members
The REV. DR. T. 0. BURNTVEDT,
Minneapolis, Minnesota
President, The Lutheran Free Church
DR. BERNHARD
CHRISTENSEN,
Minneapolis, Minnesota
President, Augsburg College and Theological Sem~inary
ADMINISTRATION
BERNHARD
CHRISTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Preddent
MARTINQUANBECK. . . . . . . . . . . . . . . . . . . . - . . . . . . . . . . . .Dean of the College
JOHN M. STENSVAAG. . . . . . . . . . . . . . . . . . .Dean of the Theological Seminury
BURTONP. FOSSE . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .Business Manager
K. BERNERDAHLEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Stdents
GERDAMORTENSEN. . . . . . . . . . . , . . . . . , . . . . . . , . . . . . . . . . .Dean of Women
ERLWG J. URDAHL . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Public Relations
MILDREDJOEL . . . . . . . . . . . . . . . . . .Registrar; Secretary of the General FacuZty
MELVINA. HELLAND
. . . . . . . . . . . . . . . . .Secretary of the Theological Faculty
AGNESB. TANGJERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Librarian
b r u R. HAMMARBERG
. . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Placement
FRIEDELW ~ D M A N N
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer
S. P.HJELMELAND. . . . . . . . . . . . . . ..Field Representative, Development Fund
KENNETHLOWER. . . . . .Alumni Secretary; Manager of Musical Organizations
IRVINGHOEL . . . . . . . .Purchasing Agent; Supervisor of Buildings and Grounds
A w o SINKO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Food Services
BERNHARDT
J. KLEVEN . . . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Mweum
IVERB. SON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Archivist
CARL WOYU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Publicity Director
BORGHILDESTNESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Registrar
DONOVANLUNDEEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Admissions Counselor
ADMINISTRATIVE STAFF
Office Staff:Beatrice Nelson, Secretary to the President and the Dean of the
College; Arthur C. Engen, Bookkeeper; Lyla Bratland, Secretary, Business
Office; Bertha Lillehei, Secretary, Student Personnel O6ce; Lyla Olson, Secretary, Public Relations Office; Tena Mehus, Clerk, Registrars 0 5 c e ; Vivian
Isaacson, Recorder, Registrar's Ofice; Janice Sorheim, Secretary, Placement
Bureau; Joyce Nelson, Secretary, Admissions Office; Ruth Hanson, Secretary,
Business Office; Mrs. Erna Staub, Secretary, Library; Mrs. Ruth Elias, Faculty
Secretary; Mildred Nelson, Receptionist and Switchboard Operator; Violet
Meyer, Secretary, Building Fund Office.
Library Assistants: Mrs. Carol Carlson and John Jenson.
Resident Counselors in Dormitories: Memorial Hall, Edward Nyhus and
Philip Nelson; Sivertsen Hall and Residence for Women, Helen Martens;
Miriam House, Verniel Anderson; Morton Hall, Alice Ullescad.
Su$ervisor of Hwsekeeping: Olga Hermumlie.
MEDICAL STAFF
Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Alice Swenson, R. N.,
Nurse; Ethel Johnson, R. N., Assistant Nurse; Alice Ullestad, R. N., Assistant
Nurse.
COMMITTEES OF THE FACULTY
;2dministration: Christensen, Quan,beck, Stensvaag, Dahlen, Fosse, Urdahl, Miss
Mortensen, Miss Joel.
Curriculum: M. Quanbeck, Christensen, Nash, Olson, Stensvaag, Miss Segohn,
M i Joel.
Admissions and Scholarship: Miss Joel, Quanbeck, Bertness, Miss Pederson,
Hammanberg.
Student Personnel: Dahlen, Miss Mortensen, Trautwein, Ozolins, E. W. Anderson, Hammarberg.
Library: Helland, Nash, Landa, Torstenson, Chrislock.
Athletics: Soberg, E. W. Anderson, Kleven, Aldre, Savold.
Social: Mrs. Peterson, Miss Mortensen, Mr. Dahle, Miss Tangjerd, Thut.
Studies: R. E. Anderson, Kleven, Urdahl, E. Nelson, Mrs. Nelson.
Convocations: Helland, Colacci, Miss Lund, E. Nelson. (Student members also
included in this committee.)
Student-Faculty: Dahlen, Miss Mortensen, Tomtenson, Olson. (Student members also included in this committee.)
Tracher Educatim: Bertness, Thorson, Sateren, Mrs. Nelson.
Religious fife: Sonnack, Ozolins, Mrs. Petersbn. (Student members also included
in this committee.)
Faculty C m c i l : Quanbeck, R. Anderson, Milton, Soberg, Miss Joel, -Dahle,
Segolson, Sateren, Kingsley, Aldre, Torstenson, Bertness, Walton.
Board-Faculty Committee: Chrislock, Miss Pederson, E. W. Anderson (Board
members also included in this committee).
THE FACULTY
AUGSBURG THEOLOGICAL SEMINARY
BERNHARD
M. CHRISTENSEN,
Th.M., Ph.D., President and Professor of Theology
A.B., Augsburg College, I 9 22; Augsburg Theological Seminary, I 922-2 5 ;
Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary
Foundation, 1929. Additional study: Columbia, Chicago, Berlin, Gottingen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral
work, 1928-30. A t Augsburg <ice 1930. President since 1938.
MELW A. HELLAND,
S.T.M., Ph. D., Professor of New Testament
A.B., Augsburg College, 19 I 5 ; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 19 I 9; Ph.D., 1930. Additional study: Grenoble, Chicago. Educational Missionary in Madagascar,
192 I -3 8; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. A t Augsburg since 1941.
IVER B. OLSON, A.M., Th.B., Associate Professor of. Systematic Theology
A.B., Augsburg College, 1935 ; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945 Additional study: Chicago,
Minnesota, Luther Theological Seminary, Chicago Lutheran Theological
Seminary. Teaching: Oak Grove Seminary, 1936-3 9; University of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1959-44. Adviser to SPAN
Group in Scandinavia, 1950. At Augsburg since 1945.
PAULG. SONNACK,A.B., Th.B., Associate Professor of Church History
A.B., Augsburg College, 1942; C.T., Augsburg Theological Seminary, 1945;
Th.B., 1947. Additional study: University of Chicago. Pastor, Moose Lake,
&., 1945-47. At Augsburg since 1949.
M. STENSVAAG,
S.T.M., Ph.D., Professor -of Old Testament
A.B., Augsburg College, 1936; Th.B., Augsburg Theological Seminary,
1939; S.T.M., Hartford Seminary Foundation, 1940; Ph.D., 1941. Additional study: Johns Hopkins, Oslo. Pastor, Minneapolis, Minn., 1942-46. At
Augsburg since 1942.
JOHN
LAWRENCEM. GUDMESTAD,
A.B., S.T.M., Lecturer in Pastoral Counseling
A.B., Augsburg College, 1939; C.T., Augsburg Theological Seminary,
1942; S.T.M., Andover Newton Theological Schools, 1955. Pastoral work,
1942-53. Chaplain, Lutheran Deaconess Hospital, I 9 5 5-.
At Augsburg
since 1955.
WUHELM C. LINSS, S.T.B., Th.D., Lecturer in New Testament
Theological School for Prisoners of War, Montpellier, France; S.T.B.,
Erlangen University, Germany, 1950; Th.D., Boston University, 1951.
Pastoral work: 1910-52. Teaching: Boston University School of Theology,
I 9 5 t-y4; Gustavus Adolphus College, 19 54-.
At Augsburg since 195 5.
AUGSBURG COLLEGE
P. A. SVEEGGEN,
A.M., Professor Emeritus of English
A.B., University of Minnesota, 1908; A.M., 1909. Additional study: Minnesota, Chicago. Teaching: University of Minnesota, 1908- I o; Ellsworth
College, 1913-15. A t Augsburg 1915-1952.
MANNALDALDRE,M.S., Assistant Professor of Chemistry
Diploma of Chemical Engineer, Estonian State University of Technology,
Tdlin, Estonia, 1941; M.S., University of Minnesota, 19 5 I. Additimal
study: Minnesota. Teaching: Assistant in Chemistry, Estonian State University of Technology, 1941-42. A t Augsburg since 1949.
ERREST W. ANDERSON,M.Ed., Associate Professor of Health and Physical
Education, Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 1937-41. U. S. Army, 1941-46. A t Augsburg
since 1946.
E. ANDERSON,
A.M., Assistat Professor of Speech
RAYMOND
B.S., University of Minnesota, 1946; A.M., 1950. Additional study: M i e sota. Teaching: University of Vermont, 1949. U. S. Navy, 1946. A t
Augsburg since 1949.
EVABAVOLAK,
A.M., Instractor in Business Administration
B.S., University of Minnesota, 1928; A.M., 1942. Additional study: M i sota. Teaching: High School, 1931-42; Northern State Tea.chers College,
Aberdeen, S. Dak., 1942-47; Hamline University, St. Paul, Minn., 1947-50;
University of Minnesota, 1950-52. At Augsburg since 1952.
HAROLDJ. BELGUM,A.M., M. SOC. Work, lnstructor in Sociology
A.B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa,
1937; M. Soc. Work, University of Minnesota, 1951. Teaching: Mission
House College, Plymouth, Wis., 1934-38; Elmhurst College, 1938-42; Lakeside School for Boys, Seattle, Wash., 1942-44 Assistant Executive Secretary,
Director of Social Work Services, Lutheran Welfare Society of Minnesota.
At Augsburg since 1954.
HENRYJ. BERTNESS,Ph.D., Associate Professor of Education
A.B., Augsburg College, 1947; A.M., University of Xnnesota, 1948;
Ph.D., 1955. U. S. Navy, 1943-46. Teaching: Tacoma Public Schools,
1948-49. At Augsburg since 1949.
ALLENBLAIR,A.M., lnstructor in Physics
B.S., Hamline University, 1949; A.M., University of Minnesota, 19 53.
Teaching: State Teachers College, Sr. Cloud, 1953-54. At Augsburg
since 1954.
CARLCHRISLOCK,Ph.D., Associate Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 1955. Teaching: High School, 1939-44; Tracy J y i o r College,
1947-48; Augustana College, Sioux Falls, S. D., 1948-5I. A t Augsburg
since 1952.
MARIOCOLACCI,
Th.D., D.Litt., AssocicEte Professor of Clamical Lunguuges
Pontificium Acheneum Roman Major Seminary, Th.D., 1932; Pontifical
Biblical Institute de Urbe, Rome, L.R.B., 1934; Universiy of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40;
Mario Pagano College and Normal Institute, Campotram, Italy, 1941-49.
A t Augsburg since 1952.
LELANDK. DAHLE, M.S., Instructor in Chemistry
B.A., St. Olaf Colkge, 1950; M.S., Purdue University, 195 2; U. S. Armed
Forces, 1944-46.At Augsburg since 1952.
K. BERNERDAHLEN, A.M., Asso+te Professor of English
A.B., Augsburg College, I 93 I ; A.M., University of Minnesota, I 940,Ad&tional study: Minnesota. Teaching: High School, I 93 I ~39;Crosby-Ironton
Junior College, 1940-41,U. S. Army Air Forces, 1942-45.At Augsburg
since 1941.
IVAN DOSEFF, B.S., Inst11~ctorin Art
B.S., University of Chicago, 1907. Additional study: Art Institute of
Chicago. Teaching: Cornell College, 19 I 8- I 9; Iowa State Teachers College,
1919-21;Luther College, 1922-23; hfimeapolis Art Institute, 1928-30;
University ef Minnesota, 1926-53.A t Augsburg since 1955.
JOAN FAGERLIE,A.M., Instructor in History
A.B., University of Minnesota, 1953; A.M.,
h e s o t a . At Augsburg since 19 5 5 .
1955. Additional study:
JACKFISHER,S.M.M., Instructor in Organ
B.M., University of Texas, 1946; S.M.M., Union Theological Seminary,
r948. A t Augsburg since 1955.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., Universify.of Minnesota, 1949.U. S. Army, 1943-46.
Industrial Engineering work, I 949-53. At Augsburg since 1953.
CLARICEA. FYLLING,B.S., Assistant Librarian
A.B., Augsburg College, 1940;B.S., University of Minnesota, 1941.Teaching: High Schml, 1941-43.
Minneapolis Public Library, 1943-53. At Augsburg since 1953.
DARYLGIBSON, Ph.D., Instructor in Brass Instrummts
B.S., University of -Vlinnmta, 1934; A.M., 1941; PILD., University of
Iowa, 1947.Member of Minneapolis Symphony Orchem, 1934-44.Teaching: University of Iowa, 19.13; University of Monuna, rg47-48;Gustavus
Adolphus College, 1948-52. Ae Augsburg since 1954.
WILLIAM H. HALVERSON,A.B., Th.B., Instructor in Religion
A.B., Augsburg College, I 95 I ; Th.B., Augxburg Theological Seminary,
1955. Teaching: High School, I 95 I -52. Pastor at Northfield, Minnesota.
A t Augsburg since 1955.
CARLR. HAMMARBERG,
A.M., Assistant Professor of Psychology and Education
A.B., Gustavus Adolphus College, I 93 2; A.M., University of Mimesota,
1948.Additional study: Minnesota. Teaching: Bethany College, Lindsborg,
Kan., 1948-53.At Augsburg since 1953.
MELVIN A. HELLAND,S.T.M., Ph.D., Professor of Religion
For statement of academic preparation and experience, .see Theological
Seminary Faculty listing.
LOIS M. HCTC~~~NCS,
Ph.D., Assistant ILrofessorof Biology
A.B., Mount EIolyoke College, 1927; A.M., Columbia University, 1935;
l'h.D., Cornell University, 1944. Additional study: Vermont, Newark
College of Engineering, Washington, Minnesota. Teaching: New York
University, I 946-48; Drew University, I 948-49; Kansas Wesleyan University, 1949-52;Blackburn College, 1952-14.At Augsburg since 1954.
K n w KHIN JENSEN, A.M., instructor in History
A.B., University of Rangoon, Rangoon, Burma, 1947; A.M., Bucknell
University, I 9 I. Additional study: University of Wisconsin. A t Aug~burg
since 1955.
MILDRED V. JOEL, A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of: Minnesota, 1947.
Additional study: Saskatchewan, Minnesota. Teaching: High School, 194146. At Augsburg since 1947.
VERNE- KAUPANG,A.M., lnstrlcctor in Education
A.B., Gustavus Adolphus College, 1925; A.M., r 928. Teaching: Braham,
and Minneapolis H,igh Schools. At Augsburg since 19 5 5.
RALPH KERSTEN,D.D.S., Insfrucfor in Health
D.D.S., School of Dentistry, University of Minnesota, 1939. Private practice, 1939-42;O&cer, U. S. Navy, 1942-46.At Augsburg since 1955.
MIMI B. KINGSLEY,A.M., Assistant Professor of Spanish
A.B., Maryville College, r936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner. College, Staten
Island, N. Y., 1941-42;Friends School, Brooklyn, N. Y., 1946-47. At
Augsburg since I 947.
1 BERNHARDT
J. KLEVEN,Ph.D., Professor of History and Political Science
.
.
rr
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
1941. Additional study: Harvard. Teaching: High School, 19223 5 ; Wheaton College, 1946-47. At Augsburg, 1937-46, and since 1947.
I Ph.D.,
I
BJARNEE. LANDA,Ph.D., Associate Professor of Germanic Langwrges
A.B., Voss State College, Norway, 1925; A.B., University of Southern
California, 1928; A.M., 1930; Ph.D., University of Minnesota, 1952. Teaching: High School, 1930-3 I ; Universi,ty of M i ~ e s o t a ,1938-425 Fisk University, 1945-47. U. S. Wee of Censorship, 1942-45. A t Augsburg since
1947CARLW. LANDAWL,M.Mus., Instructor in Mmic
A.B., University of Minnesota, 1931; B.Mus., Columbia School of Music,
Chicago, 1933; KVZMuc;,. 1934; B.D., California Baptist Theological Seminary, 1950. Teaching: Private Teaching, Chicago, 1931-40; Dakota Wesleyan University, Mitchell, S. D., 1940-42; Northwatern Schools, h h n e apolis, 195-. A t Augsburg since 1952.
ROBERTE. LARSEN,A.M., Assistant Professor of Philosophy
A.B., Luther College, Decorah, Iowa, 1944; A.M., University of M b sota, I 9 5 2. Additional study: Minnesota. Teaching: Waldorf College,
1946-48. At Augsburg since 1953.
GERTRUDE
S. LUND,A.M., Assistant Professor of Secretarial Science
A.B., Augsburg College, 1936; A.M., University of Minnesota, 1951.
Teaching: High School, 1943-45; West Central School of Agriculture,
Morris, 1945-47; Duluth Business University, 1947-48; High School, 194849. At Augsburg since 1950.
BRUCELUNKLEY,B.S., Instructor in Music
B.S., University of Minnesota, 195I . Additional study: Minnesota. A t
Augsburg since r 9 5 5.
ANNE MADSEN,A.M., Instructor in Englisb
A.B., University of California, Berkeley, California, 1944; A.M., University of Utah, 1949. Teaching: High Schools, 1945-46 and 19f1-54;
University of U,tah, 1946-49; St. Olaf College, 1954-51. At Augsburg
since 1951.
JOHN MILTON, A.M., Instructor in English
A.B., University of Minnesota, 1948; A.M., 1951. Additional study:
Minnesota. Armed Forces, 1943-46. At Augsburg since 1949.
GERDAMORTENSEN,A.M., Dean of Women with rank of Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21; Hankow Private School, Hankow, China, 1934-3 5. At Augsburg since 1923.
ARTHURNASH, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U. S. Army
Air Force, 1942-46. Dean, Augsburg College, 1946-50, A t Augsbufg since
1922.
E ~ C.R NELSON,M-Ed., Associate Professor of Physical Education and Coach
of Fmtball and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41.U. S. Army, 1941-46.A t Augsburg since
H ~ L F I Y.
N NE~SOX,
Ph.I)., Asroci~tfProfessor of H m E m i e s
B.S, University o f h e s o t a , r938; M.S., r 9 e ; Ph.D., 1952. Teaching:
H i ~ hSchool, 1938-42; W ~ r m
Michigan Cokege, ICalamazw, 1942-44;
Uni~ersiryof California, 1944-46; Iowa Starc Teachem College, Su 1948,
1949. A t Augsburg since 1951.
IVERB. OLSON,A.M., Th.B., Associate Professor of Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
ZETA Oswam, B.Sc., Insfmctor in Humma Anatomy
B.Sc., University of Albertu, 1949. Additionat srudy: M i n n m ~Taching:
Rap] Alexandra Hospital, Ednwnron, Albenn, School of Nursing, 1949$ 2 ; School of Nursing, St. -Michael's I-lospiral, Lethbridge, -Alberta, 195254. At Augsburg since 1915.
KARLISOZOLINS,A.B., Th.B., Instructor in Religion
A.B., Augsburg College, 195 I ; B.Th., Augsburg Theological Seminary,
1952. Additional study: Mshnesota. At Augsburg since 1955.
ANNE PEDERSON,
A.M., Associate Professor of English
A.B., Augsburg College, 1932 ; A.M., University of Minnesota, 1945.Additional study: Minnesota, Columbia. Teaching: High School, 1945-46;
San Mateo Junior College, California, one semester, 1946. At Augsburg
1932-44,and since 1946.
LAVONNE PETERSON,A.M., Assistant Professor of Physical Education for
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 19f3.Additional study: Minnesota, Montana, MacPhail School of Music. A t Augsburg
since 1950.
M
~
QUA~WCH,
R
~
PhD., Professor
of
Ed?~cution
University of Minnesota, 1933;Ph.D.,
A&.,Aug~burgCollege, TgZ9;
rgvz. High Schonl administration, Manmtitle, Minn., 1929-36. Teaching:
valdorf College, 1936-38. Reghcrar, Awgsburg College, 1939-46;Dean,
1942-46 and since 1950. At Augsburg since 1938.
DONALDREIMER,A.B., lnsfructor in Physical Education
A.B., Augsburg College, 1953. U. S. Army, 1953-55-Additional study:
Minnesota. At Augsburg since 195 5 .
RODERICKROBERTSON,
A.M., Instructor in Speech
A.B., h e l l University, 1950; A.M., Cornell University, 1954. Additional study: Oxford University, England. Teaching: Come11 University,
1953-54; Oxford English Center, summer session, 1955. A t Augsburg
since 1955.
LELANDB. SATEREN, A.M., Professor of Mwic
A.B., Augsburg College, 193 ; A.M., University of Minnesota, 1943.Additional study: Comfition with Donald Ferguson (Minneapolis), I 94I -43.
Teaching: High Schml, 1935-39.Miusic Director, Radio Station KUOM,
University of Minnesota, 1940-43.Educational Dirqtor, Civilian Public
Service, 1944-46.At Augsburg 1941-43,and since 1946.
A. MAYOSAVOLD,A.B., Assistant Professor of Mwic
A.B., Luther College, 1941.Additional study: N o d Dakota, Minnesota.
Teamchiig: Benson County Agriculture and Training School, Maddock, N.D.,
1934-37;Lamberton Public Schools, 1941-42and 1946-48. U. S. Armed
Forces, 194.2-45; Glenwood Public Schools, 1948-52. At Augsburg since
1912RUTH SEWLSON,M.S., Professor of Home Economics
B.S., University of Minnesota, 1925; M.S., 1938. Additional study: Minesota and Syracuse University. Teaching: High School, 1925-28;University of Minnesota, 1928-44;Washington State College, Summer 1936.
A t Augsburg since 1944.
GEORGESOBERC,A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Semkary, 1950.
Additional study: Minnesota. At Augsburg since 1926.
PAUL G. SONNACK,A.B., Th.B., Associate Professor of Religion
For statement of academic preparation and experience, see Theological Seminary Faculty listing.
S.T.M., Ph.D., Professor of Religion
JOHN M. STENSVAAG,
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
MERTONP. STROMMEN,
A.M., Th.B., Lecturer in Religion
A.B., Augsburg College, 1943 ; C.T., Augsburg Theological Seminary,
1944; Th.B., 1951;A.M., University of Minnesota, 1955. Pastor, Mora,
Minnesota, 1944-47.At Augsburg since 1947.
WENDELLSWANSON,
A.B., Instructor in Reed lnstruments
A.B., University of Minnesota, 1939. Teaching: Minneapolis College of
Music, 1944-.At Augsburg since 1955.
JOHN THUT, A.B., M.Mus., Assistant Professor of Voice
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929;M.Mus., 1936.Additional study: Minnesota. Teaching: Bethel ColColorado State
lege, 1924-27;American Conservatory of Music, 1931-44;
College of Education, 1946-47.YMCA War Prisoners Aid, England and
Belgium, 1944-46.At Augsburg since 1947.
OLAF H. SWENSON,A.M., Instructor in Sociology
A.B., Gustavus Adolph- College, 1943; A.M., University of Minnesota.
1950. Teaching: Gustavus Ad,olphus College, 1947-49, 1950-1 I . Probation
Ofice, Hennepin County, 195 I-. A t Augsburg since 1953.
A.M., Associate Professor of Library Science
AGNESB. TANGJERD,
A.B., St. Olaf College, 1920; B.S. in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 1922-28.
Teaching: High School, 1929-3 6. Eau Claire Public Library, 193 6-3 8.
A t Augsburg since 1940.
A.M., Associate Professor, of English
GERALDH. THOKSON,
A.B., Augsburg College, 1943 ; A.M., University of Minnesota, I 948. Additional study: Grenoble, Wisconsin, Oslo, Minnesota, Columbia. U.
Army, 1943-46. Teaching: Wagner College, 1951. A t Augsburg since 1946.
s.
VERA THUT, B.Mus., Instructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study: Amer,ican Con$ervatory of Music and Minnesota; Master Class Work with
Silvio Scionti; Robyn Normal Teachers Training Course; studied under
Kurt Wanieck. Teaching: American Conservatory of Music, 1926-46;
Colorado State College of Education, 1946-47. A t Augsburg since 1947.
JOEL
S. TORSTENSON,
A.M., Associate Professor of Sociology
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940. Additional study: Minnesota. Director of Education and Public Relations, Midland Cooperative Wholesale, I 945 -47. A t Augsburg 1938-42, a'nd since
A.M., Assistant Professor of Psychology and EducaMARVINE. TRAUTWEIN,
tion
A.B., University of Nebraska, 193 y ; A.M., Columbia, 1940. Additional
study: H a n a r d , Hawaii, Minnesota. Teachi,ng: High School, 1936-42;
Dean, Norfolk Junior College, 1942. Staff, Education and Training O&cer,
V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, University of Minnesota, 1948-50, and 1953-55. U. S. Army Air Force, 1942-46.
A t Augsburg since 1950.
ERLINGJ. URDAHL,A.M., Associate Professor of Biology and Psychology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-35. Principal, Cannon Falls, Minnesota, 1935-41. A t Augsburg since 1943.
SCOTTD. WALTON, Ph.D., Assistant Prof essm of Business Administration and
Economics
B.S., University of htinnesota, 1947; M.B.A., H a n a r d University, 1949;
Ph.D., Iowa State College, 1953. Teaching: Iowa State College, 1949-52.
University of Minnesota, 1952-53. A,t Augsburg since 1953.
ANDERSKVAMME,A.B., Graduate Assistant in Mdthematics
A.B., Augsburg College, 1954. Additional study: Minnesota. A t Au:gsburg
since 1955.
GRADUATES
COLLEGE, 1954
With the degree of Bachelor of Arts
Aasen, E, Hildegarde . . . . . . . . . .Winger
Allar, Donald J. . . . . . . . ..Minneapolis
Anderson, Donald Walter ....... Wayzata
Anderson, Arthur Leroy . . ..Minneapolis
Anderson, Janice A. . . . . . . . .Minneapolis
Anderson, Theodore Wayne .- .St. Paul
.
Becker, Louis Oliver . . . . . .St. Louis Park
Berntsen, Ruth Ann ........ .Minneapolis
Blake, Shirlee Arlene . . . ..Ottawa, Ill.
Botko, Witlard John . . . . . . . .Minneapolis
Carlson, Erwin L. . . . . . . . . . . .Minneapolis
Carlson, Roger E. . . . . . . . . .Minneapolis
Chilstrom, Herbert W. . . . . . . . . . Litchfield
Dill, Donald John . . . . . . . . . . . ..Elk River
Dorr, Ardis S. . . . . . . . . . . . . . . .Mentor
Eldal, Phyllis S. . . . . . . . . . . ..Minneapolis
Elness, S. Jerome . . . . . . . . . . . . ..Garfield
Erlandson, Wallace Emerson . .Minneapolis
Evenson, Leland Elroy . . . . . . . . . . Hanska
Fisher. George William ........ ..Morris
Froiland, David C. . . . . . . . ..Minneapolis
Fullerton, Gerald LeRoy . . , .Minneapolis
Gante, Marshall Henry . . . . . .Minneapolis
Gustafson, Violet E. . . . .McGregor, N. D.
Hafstad, Wallace LeRoy . . . . . . .Hawley
Hamberg, Elaine Lorella .Williston, N. D.
Harkman, Maryls Ann . . . . . . ..Cokato
Harrison, Jean L. . . . . . . . . . Minneapolis
Helland, Florence . . . . . . .Binford,
.
N. D.
Hibbard, Gerald Cletus . . . ..Minneapolis
Hielmeland, Selmer Jerome
Williston, N. D.
Hoeft, Robert Louis . . . . . . . . . . . .Shafer
Holmberg, Richard Daniel . . .Minneapolis
Huglen, Erling S. 8.
. . . . .Newfolden
Hushagen, Orpha L. A.
. . . . . . ..Gonvick
Ingman, Robert C.
Isaacson, Edsel C.
. . . . . . . .Minneapolis
. . . . . . - - . ..St. Paul
. . . ..Minneapolis
Jacobson, Luther H.
Jensen, Alice K. . . . . . . . .Rosemount
Johnson, Marcellus L.
Newman Grove, Neb.
Johnson, Marjorie A. . . . . . . .Minneapolis
.Minneapolis
Johnson, Richard Jerome
..
Kleven, Lowell H.
.Blanchardville. Wis.
Knudson, Noel M. . . . . . . . . . .Minneapolis
Knutson, Maryan Alberta . . .Granite Falls
Kylla, Valborg Louise . . . . . . . . . . . Kenyan
Langseth, Robert Vern . . .Argusville, N. D.
Larson, Arlene J. . . . . . . . . . . . . .Wadena
Larsson, Kentan Dale . . . . . ..Taylors Falls
Lodahl, Helen M. . . .Medicine Lake, Mont.
Lusk, George W. ............ .St. Paul
Lyngdal, Colette M. . . . . . . .Minneapolis
Marquardt, William G. . . . . . . . St. Paul
Mathiason, Alan . . . . . . . . . .Warthington
Mattison, Robert T. . . . . . . . . .Minneapolis
Melby, Naomi E. . . . . . . . . .Lake Lillian
Mickelberg, E. D. . . . . . Onalaska, Wis.
Munson, Paul C. . . . . . . . . . . .Minneapolis
Myhre, Richard Thomas . . . . .Minneapolis
Nelson, Gordon Arlen ...... .Minneapolis
Nelson, Janet A. . . . . . . . . . ..Ellendale
Nelson, Marion Jane . . . . . . .Minneapolis
Northfelt, Richard A. . . . . . . .Minneapolis
Norum, Donald Allan .......... .Hallock
~ y $ u s , Edward Obert . Cumberland, Wis.
Nystuen, Winifred H.
Erickson, Man., Can.
Olesen, Esther . . . . . . . .
Olson, Julian Richard . .
Oudol, Yvonne Maureen
.Racine, Wis.
. . . Minneapolis
. . .Minneapolis
Parkhurst, Milford Charles. .Mondovi, Wis.
Patterson, Robert James . . . . . . . . . Lucan
Peterson, Lloyd Evans . . . . . . . . .St. Paul
Phillips, Merton C. . . . . . . Excelsior
Porten, Horace A. . . . . . . Alvarado
Pousi, Ruth Miriam . . .
. . . . Dossel
Pribble, Fred C.
. . , . . . . . . . . ..Austin
Reimer, Donna Erickson . . . . . . Duluth
Reinertson, Arlene Kathryn . . .Moorhead
Robertorye, Paulette . .Whitefish, Mont.
Rolf, Louis . . . . . . . . . . . . . . .St. Paul
Ronningen, Morlene Ann . . .Carpio, N. D.
Rust, Gary Roger . . . . . .Harwood, N. D.
Saari, Corwyn Jane . . . . . .Minneapolis
Sandness, Albert J. Jr.
LaMoure, N. D.
Sandquist, Shirley Kathryn . . .Cambridge
Seaver, John Edson . . . . . . Minneapolis
Sevold, Raymond Hove . . . . . Minneapolis
Shiell, James Lester . . . . . . . . . .Hoffman
Siege!, David Howard . . . . Minneapolis
Skogen, Clyde Lester . . . . . . . . . .Isle
Skovholt, Ardelle Elaine
Mooreton, N. D.
Soiseth, Marilyn H. . . . . . Williston, N. D.
Sonsteng, Ruth . . . . . . . . .Salol
Sorenson, James Arthur . . . . Eleva, Wis.
Strande, Nels A. D.
,
. Braoten
Thoreson, Allan Robert . . . . . . . . .Peterson
Thorson, Arthur William . . New Brighton
Tjornhom, Barbaro Lou . . . . . . . . .St. Paul
. . Minneapolis
Trelstad, Jerome Conley
Twiton, Robert E. . . . . .Sun Prairie, Wis.
Undseth, Morvin Sylvester . . .Minneapolis
Vick, Oliver Karl
. . . . . Spring Grove
Walker, Marilyn Kvam . . . . . .Minneapolis
Warner, Ruth Elaine . . . . . . .Duluth
Westphal, Joanne Carolyn . . Madelia
COLLEGE, 1955
With t h e degree of Bachelor of Arts
Aho, Arnold Duane
...
.Minneapolis
Amundson, Robert Edward . .Minneapolis
.Minneapolis
Andersen, Sam C. . . .
Anderson, Curtis M. . . . . . . ..Bruno
Anderson, Donna Louise
.Argyle, Wis.
Anderson, James W. . . . Minneapolis
Benson, John E.
Berge, Mavis S. . . .
Bodin, Wesley James
Bosmoe, Valborg Jean
Bouchard, Janet A.
Bremseth, Janice M.
Briggs, Walter C. . .
Milwaukee, Wis.
Lansebora
Minneapolis
Pierpont, S. D.
Minneapolis
Minneapolis
Minneapolis
Coviness, David C..
Dahlin, Maxine M.
Danger, Mary Jean
Drake, Spencer Ralph
Dronen, Richard Arlen
Egertson, Darrell J.
Eide, Delores Mae
Minneapolis
.
.Cokato
Krueger, Wallace T.
Kvamme, Anders . .
.
. .Minneapolis
Voss, Norway
Larson, Audrey Virginia .
. Robbinsdale
Lelvis, Patricia Marie .
Chatham, Mich.
Lunow, Arthur Alan . . . . . .St. Louis Park
. . . . Dalton
Maeland, Arnulf Julius
Magnuson, Albert Carl
Mahre, Richard A.
.
Martinsen, Ralph W.
Moe, Dorothy R. . . . . . .
Mulliken, John Kitredge
.
Minneapolis
Nelson, Lennart Dean
Nelson, Philip A. ...
Omdahl,
.Minneapolis
Minneapolis
Minneapolis
. . . Dawson
. . St. Paul
. . . .Madelia
Beverly F.
. . . . . . . Fosston
.Stanchfield
.
.Minneapolis
Minneapolis
..
,
Minneapolis
Minneapolis
Pauluk, George . . . .
Peterson, Clinton Jerome
. . Minneapolis
Jackson
Quanbeck, Paul Martin . . . . Minneapolis
Roesler, William Arnold
. . . . . .St. Paul
Holling, Beverly J.
Minneapolis
Sather, Dayne W.
Northwood, N. D.
Halvorson, Arvin H.
Galesburg, N. D.
Skoar, David Wayne . . . . . . .Rockfard, Ill.
Halvorson, Helen A.
Galesburg, N. D.
Hanson, James Edward
Minneapolis
Skjerseth, Donald
.
Brocket, N. D.
Honson, Lee David
Long Prairie
Sneitzer, Robert F.
. . . . . . . . .St. Paul
Hanson, Wallace Leonard
Waseca
Kandiyohi
Soderberg, LaYonne Anita .
Helland, Rachel E.
Thief River Falls
Steinbrecher, Woyne G.
. Minneapolis
Heng, Rolf 0.
Minneapolis
Stensrud, Richord H.
. . Minneapolis
Henjum, Raymond Harris
Hoffman
Strandlie, Wenona : ,
. . . . . Benson
Herman, Robert Marvin
Minneopolis
Holcombe, Thomas Earl
M~nneapolis Thompson, Agnes Elaine
.Minneapolis
Thoreson, Wayne Laverne
Peterson
Jenson, John Richard
Minneopolis
Twedt, Agnes S. . . . . . . . McHenry, N. D.
Jorgensen, Beverly Mae
Delano
Tweet, Agnes Marie .
Tunbridge, N. D.
Kohls, Allan J.'
Minneapolis
Wes?, Kenneth W.
,
Maple Park, Ill.
SEMINARY, 1954
With the degree of Bachelor of Theology
Berkland, Theodore A.
. . Minneapolis
Christopherson, James E.
Valley City, N. D.
Erickson, Stanley R. . . . . . Minneapolis
.
Kollevig, Lloyd C.
Storley, Calvin
. '.
Vaagenes, Morris G. .
. . .Willmar
Roslyn, S. D.
Minneapolis
With the degree of Graduate in Theology
Gudim, Milo D. .
Halverson, Philip J.
. . . . . Mc Ville, N. D.
. . . . . . . Minneapolis
Soli,
John
. .... .
Minneapolis
SEMINARY, 1955
With the degree of Bachelor of Theology
Anenson, LeRoy H.
Halverson, William H.
Johnson, Morris
..
.Minneapolis
Minneapolis
Racine, Wis.
Rokke, David
Thorpe, Gordon
Minneapolis
Aniwa, Wis.
With the degree of Graduate in Theology
Dahle, Norman A.
Oman, Lyman . .
Swonson, Edward E.
.
.
,
.
. . Aitkin
Amery, Wis.
.Minneapolis
Underbakke, Leland
Vaagenes, Carl .
Minneapolis
Minneapolis
STUDENT ENROLLMENT, 1954-1 955
College
First Semester
Class
Eqen
Women
Second Semester
Total
Men
Women
Senior . . . . . . . . .
Junior . . . . . .
Sophomore . . .
Freshman . . . . .
Special
......
Pr. Nurse (S. H.) .
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1954-1 955
Class
Men
..
Senior .
Junior . . .
Sophomore
.
Freshman . ,
Special . . . . .
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
-
Total
44 1
Women
Total
-
-
364
805
Theological Seminary, 1 954-1 955
Semester I
Men
Third Year
Second Year
First Year
Special
.
Total
Semester II
Men
Total
Men
Total
TOTAL ENROLLMENT, 1954-1955
COLLEGE
Men Students .
Women Students
Total
...
, ,
, ,
,
SEMINARY
Men Students . .
Women Students ,
Total . . . . . .
, , , , . ,
, , ,
, ,
. ,
.
,
. ,
.
.....
. . . . . . . . . . . . . . .
, , , , , , , , ,
..
...............
..
Total enrollment . . . . . . . . . . . . . .
Deducting those counted more than once
. . . . . . . . . . . . . .
....
,
STUDENT ENROLLMENT, 1955-1956
College
Second Semesbr
First Semester
Men
Class
Women
Total
Men
Senior . . . . . . .
Junior . . . . . . . .
Sophomore . .
Freshman . . .
Speciol . . . . . . .
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1955-1956
Men
. . . .
Senior
Junior
.......
Sophomore . .
...
Freshman
Special . . . . . .
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
495
Women
386
Total
Women
Total
Theological Seminary, 1 955-1956
Semester I
Msn
Men
Third Year
......... 6
Second Year . . . . . . . . .
10
11
First Year . . . . . . . . . .
Special
............1
Total
..............
Total
Semester II
Men
6
6
10
11
10
11
1
-
-
27
28
28
TOTAL ENROLLMENT, 1955-1956
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
.
.
.
.
.
......
.................................
SEMINARY
Men Students .
Women Students
.......................................
. . . . . . . . . . . . .
............
Total
Total enrollment . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once
SUMMARY OF GRADUATES
SEMINARY
Graduates-1870-1953
..
Graduotes-1954
..
Graduates-1955
Total
.
.
. . . . . . . 629
.
................
, , , , , , ,
...
.
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
10
648
COLLEGE
Total
Total Graduates
21 12
2760
INDEX
Page
Academic. Administration . . . . . . 33
Accounts. Payment of . . . . . . . . . . 16
Accreditation . . . . . . . . . . . . . . . . . . 5
Admission. College . . . . . . . . .
33
Admission. Seminary . . . . . . . . . . 94
Administration . . . . . . . . . . . . . . 105
.
Administrotive Staff
. . . . . . . . . . . .105
Advanced Standing . . . . . . . . . 34
Aims. Fundamental . . . . . . . . . . . 7
Alumni Association. The . . . . . . . . . 10
Archives. The . . . . . . . . . . . . . . 1 1
Art . . . . . . . . . . . . . . . . . . 23. 71
Athletics . . . . . . . . . . . . . . . . . . . . . .31
Attendance. Chapel . . . . . . . . . . 21
Attendance. Class . . . . . . . . . . . . . .37
Audio-Visual Education . . . . . . 12
Augsburg Foundation. The . . . . . . . 10
Awards . . . . . . . . . . . . . . 18 32
.
Band . . . . . . . . . . . . . . . .
30. 70
Biology. Department of . . . . . . . . . . 86
Board. Estimate of Cost . . . . . . . . . . 14
Board of Trustees . . . . . . . . . . . . . . .1M
Buildings . . . . . . . . . . . . . . . . . . . . . . 10
Business Administration. Curriculum
. 46
Business Administration. Economics. and
Secretarial Studies. Department of . . 80
Calendar . . . . . . . . . . . . . . . . . . . . .
3
Cancellation . . . . . . . . . . . . . . . . . . . . . . 35
Chapel Service. The . . . . . . . . . . .
21
Chemistry . . . . . . . . . . . . . . . . . . . . . . . 88
Choir . . . . . . . . . . . . . . . . . . . . . ..30 70
Choral Club . . . . . . . . . . . . . . . . . .30. 70
Christian Education and Sociology . . 103
Church History (Seminary) . . . . . . .
100
Classical Languages. Department of . . 59
Classification . . . . . . . . . . . . . . . . . . . 36
Clubs
29
Co-curricular Program . . . . . . . . . . . 29
Committees of the Faculty . . . . . . . . .106
38
Conditions . . . . . . . . . . . . . . . . . . . .
Contents, Table of . . . . . . . . . . . . .
4
9
Control, Financial Support and . . . .
Convocation . . . . . . . . . . . . . . . . . . . . 22.
Counseling . . . . . . . . . . . . . . . . . . . 23
Course Fees . . . . . . . . . . . . . . . . . 15
Courses of Study, College . . . . . . . 53
Credits . . . . . . . . . . . . . . . . . .40, 53
. 42
Curriculums . . . . . . . . .
.
Debate . . . . . . . . . . . . . . . . . . 30.
Deficiencies . . . . . . . . . . . . .
...
Degree. Bachelor of Arts . . .
..
Dentistry. Pre-Dental Courses . . .
64
34
39
50
Page
Diaconate . . . . . . . . . . . . . . . . . . 48
Dining Hall . . . . . . . . . . . . . ..11. 26
Discipline
. . . . . . . . . . . . . . . . . . 27
Distinction. Degree with . . . . . . . 41
Divisional Organization . . . . . . . . . . 54
Drama . . . . . . . . . . . . . . . . . . . . . .29. 64
Economics . . . . . . . . . . . . . . . . . . 80
Education . . . . . . . . . . . . . . . 77
Educational Plant
. . . . . . . 10
Electives . . . . . . . . . . . . . . . . . . . . . . 40
Elimination of Students
. . . . . . . 36
. . . . . . . 20. 26
Employment Service
Engineering. Pre-Engineering Course . . 50
E.nglish. Department of . . . . . . . . . . . 60
English Proficienq . . . . . . . . . . . . . . . 40
Enrollment . . . . . . . . . . . . . . . . . .118
Entrance Requirements. College
. . 33
Evening School . . . . . . . . . . . . . 13
Examinations . . . . . . . . . . . . .37. 38
Expenses . . . . . . . . . . . . ..14. 16. 95
Faculty. The . . . . . . . . .
-107
Fees
...................
15
17
Financial Assistance . . . . . .
Financial Information . . . . . . . . . . 14
Financial Support and Control
9
Food Service . . . . . . . . . .
2 6
Forensics . . . . . . . . . . . . .
30
Foundation. Augsburg
. . . . . . 10
French . . . . . . . . . . . . . . . . . . . .
67
.
.
.
7
Fundamental Aims .
General Information . . . . .
.
5
Geography . . . . . . . . . . . . . . 74
German. Department of . . . . . . . 65
Grade Values
..............
38
Graduates . . . . . . . . . . . . . . . . . . . . .115
Graduates-(1 870-1955)' Summary of 120
Graduation Requirements. College . . 39
Grants-inuid . . . . . . . . . . . . . . . . . . . 19
Greek . . . . . . . . . . . . . . . . 59
. . . 91
Health and Physical Education
Health Service . . . . . .
. . . . . . 25
. . . . . . . . . . . . . . . . 60. 98
Hebrew
High School Teaching. Curriculum
. . 44
Historical Sketch . . . . . . . . . . . . 6
History . . . . . . . . . . . . . . 72
Home Economics. Department of . . . . 83
Home Economics. Vocations in . . . . 45
Homiletics . . . . . . . . . . . .
. . .102
Honor Points . . . . . . . . . 38. 40
Honors . . . . . .
. . . . . . .32.41
. . . . . .
-13
Hospital Affiliation
Housing
. . . . . . . .
26
P&s
.........
59
Incompletes . . . . . . . . . . . . . . . . . . . . . .
Intercollegiate Activities. Purpose and
Philosophy of . . . . . . . . . . . . . . . .
38
Humanities. Division of the
Journalism
.......................
31
63
Lower Division Requirements ........ 39
Laboratories. Natural Science . . . . . . . 12
Latin . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
Law. Pre-Low Courses . . . . . . . . . . . . . .46
Library
12
Library Science ................... 79
Loan Funds ...................... 17
Location . . . . . . . ., . . . . . . . . . . . . ..5, 123
Male Chorus . . . . . . . . . . . . . . . . . .30. 70
Mathematics. Department of . . . . . . . . 90
Medical Staff . . . . . . . . . . . . . . . . . . . . 106
Medical Technology . . . . . . . . . . . .13. 48
Medicine. Pre-Medic Courses . . . . . . . 51
Membership in Educational Associations 9
Ministry. Preparation for the . . . . .42. 95
Minors . . . . . . . . . . . . . . . . . . . . . . . . . .
40
Missionary Work. preparation for . . . 43
Museum. The ..................... 1 1
Music. Department of . . . . . . . . . . . . . . 68
Music Fees . . . . . . . . . . . . . . . . . . . . . . 15
Music. Organizations .......... .30. 70
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . . . . . .
New Testament (Seminary)
Norwegion. Courses in ..........
Numbering of Courses . . . . . . . . . .
Nursing. Pre-Nursing Courses
Nursing. Affiliation with Schools of
......
....
Old Testament (Seminary) .......
Oratory
..................... .30. 64
Organ . . . . . . . . . . . . . . . . . . . . . . . . . .
70
Organizations. Student ............ 29
Orientation ................... .25, 77
Parish Work. Preparotion for ....... 43
Pastoral Theology ................. 101
Payment of Accounts . . . . . . . . . . . . . 16
Personnel Services. Student
23
Philosophy. Department of .......... 57
Physical Education. Department of
Health and . . . . . . . . . . . . . . . . . . . . 91
Physical Sciences. Department of ..... 87
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Piano ...........................
70
Placement Service for Graduates
26
Plant
10
Political Science
74
Polity, Worship. and Parish Work ..-102
Practical Theology ................ 101
.........
.....
...........................
...................
p
w
95
18
rre-seminary Curriculum ........ 4 2
Prizes. Scholarships and ............
Probation . . . . . . . . . . . . . . . . . . . . . . . .
Psychology . . . . . . . . . . . . . . . . . . . . . . .
Publications . . . . . . . . . . . . . . . . . . . . . .
Purpose .........................
*
76
28
5'
.............
Recreational Activities
22
Records . . . , . . . . . . . . . . . . . . . . . . . . . 25
Refunds . . . . . . . . . . . . . . . . . . . . . . . . . 17
Registration . . . . . . . . . . . . . . . . . . . . . . 35
Registration, Change of
35
Religion and Philosophy, Division of . . 55
Religious Program . . . . . . . . . . . . . . . . 21
Residence Requirement . . . . . . . . . .,
41
Eomance Languages, Department of .. 67
Room Costs . . . . . . . . . . . . . . . . . . . . . . 14
............
..
Scandinavian Language and Literature 66
Scholarships and Prizes . . . . . . . . . . . . 18
Secretarial Studies . . . . . . . . . . . . . . . . 82
Secretarial Work Curriculum ........ 52
Seminary. Admission .............. 94
Seminary. Faculty .................107
Seminary. Courses of Study . . . . . . . . . 97
Seminary. Expenses . . . . . . . . . . . . .14. 95
Seminary. Graduation and Degrees . . 97
Seminary Internship . . . . . . . . . . . . . . 96
Social and Recreational Activities . . . . 22
Sociology. Department of . . . . . . . . .
Social Sciences. Division of the .....
Social Work Curriculum . . . . . . . . . . .
Span . . . . . . . . . . . . . . . . . . . . . . . . . . .
Spanish . . . . . . . . . . . . . . . . . . . . . . . .
Special Programs of Study . . . . . , . .
Speech, Department of . . . . . . . . . . .
Student Activities, Coordination of . .
Student Community Life . . . . . . . . . . .
Student Government
27
Student Personnel Services . . . . . . . . . . 23
Student Society. The . . . . . . . . . . . . . . 27
Systematic Theology . . . . . . . . . . . . . . . 100
...............
Table of Contents . . . . . . . . . . . . . . . . . 4
Teacher's Certificate . . . . . . . . . . . .44. 77
Teaching Curriculum . . . . . . . . . . . . . . . 44
Testing . . . . . . . . . . . . . . . . . . . . . . .25. 37
Theology. College Preparation' for 42. 95
Theological Orientation Courses . . . . . 97
Theological Seminary. Augsburg
94
Transfer and Advanced Standing 34. 95
Trustees. Board of ................ 104
Tuition and Fees
14. 15
....
..............
University Courses ................
Upper Division Requirements ........ 40
.............
Veterans. Admission of
34
Voice ........................... 71
Augsburg College is located on Twenty-first Avenue South between
Seventh and Eighth Streets South with administrative offices located in
Science Hall on Seventh Street at Twenty-first Avenue South.
The college may be reached, via public transportation on the following lines:
1. The Franklin bus to Twenty-first Avenue South and Franklin
2. The Minnehaha Falls or Fort Snelling bus to Twenty-first Avenue
South and Riverside
3. The Plymouth-East Twenty-fifth Street bus to Seventh Street and
Cedar Avenue
4. The Olson Highway bus to Seventh Street and Cedar Avenue
Main Switchboard-Science
Hall
*
,
*
*
Hours: Monday through Friday-7:55
Saturday-8:30
Dormitories
Memorial Hall:
-
, ,
.
,
,
,
a.m. to 5:00 p.m.
a.m. to 12:30 p.m.
.
.
.
Alpha House ...............................................................................
Beta House
EE 8.0501
F
............
3.9143
3.9052
Gamma House ................................................................................ I
? 3.91 12
Delta House .................................................................................... FE 2,9949
Miriam House
-FE 2.9229
Morton Hall ....................................................................................E
2.9590
Residence for Women .......................................................................... E
2-9161
Library ......................................................................................................
E
8.0505
Health Office .........................................................................................
E
6.2468
ADMISSION TO THE COLLEGE-Requests for bulletins, application blanks, application for employment blanks, information regarding registration and admission procedure
and requirements for admission.
OFFICE OF ADMISSIONS
ADMISSION TO THE SEMINARY-Information
for admission to the Theological Seminary.
and requests
SECRETARY OF THE THEOLOGICAL FACULTY
EVALUATION OF CREDITS--Transcripts of credits, requirements for graduation, transfer of credits, scholastic progress, and withdrawal of matriculated students.
OFFICE OF THE REGISTRAR
HOUSING OF STUDENTS-Questions pertaining specifically
to housing and dormitory life.
DEAN OF STUDENTS
For information that does not appear to be covered above
AUGSBURG COLLEGE AND THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
-
CALENDAR
1956
1957
SEPTEMBER
S M T W T F S
............ 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 1 9 2 0 2 1 22
23 24 25 26 27 28 29
30
OCTOBER
.. 1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 2 2 2 3 2 4 2 5 2 6 2 7
28 29 30 21 . . . . . .
JANUARY
S M T W T F S
.... 1 2 3 4 5
6 7 8 9 1 0 1 1 1 2
13 14 15 16 17 18 19
2 0 2 1 2 2 2 3 2 4 2 5 26
27 28 29 30 31 . . . .
NOVEMBER
.... ,... 1 2 3
4 5 6 7 8 910
11 12 13 14 15 16 17
18 1 9 2 0 2 1 2 2 2 3 2 4
25 26 27 28 29 30 . .
DECEMBER
............ 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 1 9 2 0 2 1 22
23 24 25-26 27 28 29
30 31 . .', . . . . . . . .
MARCH
............
FEBRUARY
JUNE
.........- 1 2
3
10
17
24
4
11
18
25
5 6 7
12 13 14
192021
26 27 28
8
15
22
..
5 6 7 8 9
12 13 14 15 16
1 9 2 0 2 1 22 23
26 27 28 29 30
APRIL
1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 2 2 2 3 2 4 2 5 2 6 2 7
28 29 30 . . . . . . . .
4
11
18
25
..
1957
NOVEMBER
JANUARY
S M T W T F S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 3 0 3 1 . .
FEBRUARY
............ 1
2 3 4 5 6 7 8
9 1 0 1 1 12131415
16 17 18 19 20 21 22
23 24 25 26 27 28 ..
2
9
16
23
30
3
10
17
24
4
11
18
25
5 6 7
12 13 14
192021
26 27 28
1
8
15
22
29
............
JULY
1 2 3 4 5 6
7 8 910111213
14 15 16 17 18 19 20
21 2 2 2 3 2 4 2 5 2 6 2 7
28 29 30 31
AUGUST
. . . . . . . . -1 2 3
4 5 6 7 8 9 1 0
11 12 13 14 15 16 17
18 1 9 2 0 2 1 2 2 2 3 24
25 26 27 28 29 30 31
..
......
1
8
15
22
29
MAY
S M T W T F S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31 ..
JUNE
............ 1
2 3 4 5 6 7 8
91011 12131415
16 17 18. 19 20 21 22
23 24 25 26 27 28 29
30 . . . . . . . . . . . .
JULY
.. 1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 22 23 2 4 2 5 2 6 2 7
28 29 30 31 . . . . . .
.. 1 2 3 4 5 6
........ 1 2 3
7 8
14 15
21 22
28 29
4
11
18
25
......
MARCH
3
10
17
24
4
11
18
25
1
8
15
22
29
2
9
16
23
30
1
8
15
22
29
DECEMBER
2 3 4 5 6
9 10 11 12 13
16 17 18 19 20
23 24 25 26 27
30 31 . . . . . .
7
14
21
28
5 6 7
12 13 14
192021
26 2 7 2 8
............
1958
SEPTEMBER
S M T W T F S
1 2 3 4 5 6 7
8 91011121314
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 . . . . . . . . . .
OCTOBER
.... 1 2 3 4 5
6 7 6 9 1 0 1 1 1 2
13141516171819
20 21 22 23 24 25 26
27 28 29 30 31 . . . .
..........
9
16
23
..
.......... 1 2
3
10
17
24
MAY
S M T W T F S
...... 1 2 3 4
5 6 7 8 9 1 0 1 1
12 13 14 15 16 17 18
19 2 0 2 1 2 2 2 3 2 4 2 5
26 27 28 29 30 31 . .
............
2
9
16
23
30
3
10
17
24
4
11
18
25
5 6 7
12 13 14
192021
26 2 7 2 8
............
APRIL
..
9
16
23
30
10
17
24
..
11 12 13
18 19 20
25 26 27
......
......
AUGUST
5
12
19
26
6
13
20
27
7
14
21
28
8
15
22
29
9
16
23
30
10
17
24
31
A
Show less
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1956
-
1957
and
1957
-
1958
ANNOUNCEMENTS FOR
1958
- 1959
and
1959
VOL. XX, NO. 1
-
1960
CATALOG NUMBER
JANUARY-FEBRUARY, 1958
THE AUGSBURG BULLETIN
Published bimonthly and one... Show more
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1956
-
1957
and
1957
-
1958
ANNOUNCEMENTS FOR
1958
- 1959
and
1959
VOL. XX, NO. 1
-
1960
CATALOG NUMBER
JANUARY-FEBRUARY, 1958
THE AUGSBURG BULLETIN
Published bimonthly and one additional
issue in April
by Augsburg College and
Theological Seminary at Minneapolis, Minnesota. Enfered as second-class matter March
21. 1947, at the post osce at Minneapolis, Minnesota, under the act of August 24, 1912.
LMLLNUAK
1957
1958
SEPTEMBER
S
M
T
W T
F
MAY
JANUARY
S
S
M
T
W
T
F
S
S
M
T
W
T
F
S
1 2 3 4 5 6 7
1 2 3 4
1 2 3
8 91011121314 5 6 7 8 91011 4 5 6 7 8 9 1 0
15161718192021 12131415161718 11 121314151617
29 23 24 25 26 27 28 19 20 21 22 23 24 25 18 19 20 21 22 23 24
99 30
95 26 27 28 29 30 31
26 27 28 29 30 31 -
OCTOBER
FEBRUARY
1 2 3 4 5
1
6 7 8 9101112 2 3 4 5 6 7 8
13141516171819 9 1011 1213 1415
2021 2223242526 161718192021 92
93 24 25 26 27 28
27 28 29 30 31
JUNE
1 2 3 4 5 6 7
8 91011121314
15161718192021
22232425262728
29 30
MARCH
NOVEMBER
1
1 2
2 3 4 5 6 7 8
3 4 5 6 7 8 9
1011 1213141516 9 1011 1213 1415
1 7 1 8 1 9 2 0 2 1 2 2 ~ 161718192021 22
24 25 26 27 28 29 30 $: 32; 25 26 27 28 29
JULY
1 2 3 4 5
6789101112
13141516171819
20912223242526
27 28 29 30 31
DECEMBER
1 2 3 4 5 6 7
8 9 1011 1 2 1 3 1 4
15161718192021
29 23 24 95 26 27 28
29 30 31
APRIL
AUOUST
1 9
1 9 3 4 5
6 7 8 9 1011 751 3 4 5 6 7 8 9
13141516171819 I011 1P13141516
20 21 22 23 24 25 96 t J 10 1990 21 29 23
27 28 29 30
g 2526Q7282930
M
T
W T
F
MAY
JANUARY
SEPTEMBER
S
S
S
M
T
W
T
F
S
1 2 3
1 2 3 4 5 6
7 8 910111213 4 5 6 7 8 9 1 0
14151617181920 11 121314151617
91222324252627 18192021222324
35 26 27 28 29 30 31
28 29 30
S
M
T
W
T
F
S
1 2
3 4 5 6 7 8 9
1011 12131415 16
17181920212223
$: 25 26 27 28 29 30
FEBRUARY
JUNE
OCTOBER
1 2 3 4 5 6
1 2 3 4 5 6 7
1 2 3 4
5 6 7 8 9 1011 8 9 1011 191314 7 8 9 1011 1213
12131415161718 15161718192021 14151617181920
19 20 21 22 23 24 25 19 23 24 25 26 27 28 21 22 23 24 25 26 27
98 29 30
96 27 28 29 30 31
NOVEMBER
MARCH
JULY
1 2 3 4 5 6 7
1 2 3 4
1
9 3 4 5 6 7 8 8 9 1011 121314 5 6 7 8 9 loll
9 1011 12131415 15161718192021 12 1314151617 18
161718192021 22 92232425262728 192021 22232425
96 27 28 29 30 31
24 25 26 9 7 28 29 99 30 31
::
DECEMBER
APRIL
AUGUST
I 2 3 4 5 6
1 9 3 4
1
7 8 9 1011 1213 5 6 7 8 9 1011 4 3 4 5 6 7 8 ,
1415 161718 1920 19 13 1415161718 9 1011 1 2 1 3 7 4 1 5
21222324252627 192021 22232425 u 1 7 ' I 8 1 9 9 0 1 1 22
9 8 29 30 31
2627282930
g i g 9596372%29
TABLE OF CONTENTS
PAGE
4
Academic Calendar
-
General Information
5
----
Financial Information
14
Student Community Life The College -
-
Academic Administration
-
21
34
--34
-
42
Curriculums
-
Courses of Study
53
Division of Religion and Philosophy
55
Division of the Humanities ....-.
59
--
Division of the Social Sciences
Division of the Natural Sciences and Mathematics
General Requirements
96
-.--.
Courses of Study
.
96
1
0
0
-----
Board of Trustees
Administration
86
...........-...-----
--
The Theological Seminary
107
-
,.--lo8
-109
Committees of the Faculty
The Faculty
--
Graduates
Student Enrollment
Index
72
1
D
-m
-
1
0
-
-120
1
2
3
.--.I26
,
CALENDAR
1958 - 59 and 1959 - 60
FIRST SEh4ESTER
Sept. 11-16
Freshman Days
Sept. 10-15
Sept. 11, 16
Registration
Sept. 14, 15
Sept. 17
College classes begin
Sept. 16
Sept. 17
Seminary convenes
Sept. 16
s p t . 17
Late registration fee
Sept. 16
Oct. 24-26
Homecoming
Oct. 23-21
Nov.
End of first half of semester
Nov.
Nov. 27, 28
Thanksgiving recess
Nov. 26, 27
Dec. 19, 4:zo p.m.
Christmas ,recess begins
Dec. 18, 4:zo p.m.
Jan. j, 8:00 a.m.
Classes resume
Jan. 4. 8:00 a.m.
Jan. 19-23
College examinations
Jan. 20-26
Jan. 20-23
Seminamry examinations
Jan. 21-26
Jan. 23
First Semester ends
Jan. 26
Jan. 16-29
Registration for Second
Semester
Jan. 18-Feb.
12
I2
I
SECOND SEMESTER
Feb. 2, 8:00 a.m.
Classes begin
Feb. 3. 8:00 a.m.
Feb.
2
Late registration fee
Feb. 3
Feb.
12
Lincoln's Birthday
Washington's Birthday
April 3
End of first half af semester
Feb.
22
April
I
Maroh 2j, 4:20 p.m. Easter recess begins
April 13, 4:zo p.m.
March 3 I , 8:oo a.m. Easter recess ends
April 19, 8:00 a.m.
May
Seminary Commencement
May 27
May 25-29
Collage Examinations
May 27-June 3
May 30
Memorid Day
May 30
May 31
Bac,cala.ureate Service
June 5
June
College Commencement
June 6
22
I
GENERAL INFORMATION
PURPOSE
Augsburg College is a four-year liberal arts college sponsored by
the Lutheran Free Church for the purpose of giving young people
an opportunity to obtain a broad education in a Christian en\''Ironment. In addition to securing a general education at the college level,
students may prepare themselves for such vocations as high school teaching, business administration, social work, medical technolog!-, secretarial work, parish work, and missions. They may prepare for further
study in the fields of dentistry, engineering, law, medicine, nursing, and
theology, as well as for graduate study in various fields.
Augsburg Theological Seminary, with its facilities on the same campus, offers a three-year course of study leading to a Bachelor of
Theology degree. Its chief purpose is to prepare pastors and missionaries for the Lutheran Free Church.
LOCATION
Augsburg College and Theological Seminary is located in the Riverside Park area of hlinneapolis. rrithirl t r a l k i ~ pJ i s t a n c ~uf the main
I~usir~ess
section 01 tl~rcil!. Science Hall. containing the administration cifficeh. is located at lhe corner nf 5 e ~ e n t hStreet and Twenty-first
A\eriue South. .Iugshurg studenb have tlic a d r a ~ ~ t a gofe getting their
~ o l l t : ~ ceducalion
:
i n a metropolitan renter pulsating with industrial.
social. and cultural activitira. They hare acre33 to libraries. museums.
a11tl art ccrllcctiarls. The! m a v hear the best in music and lectures.
Minneapolis is recognized throughout the nation as a vital center of
relieil~ui life and nctitily. Out5ta11dii1gleaders in many Gelds both
from ,,her part9 of hrncrica and from fureipri ct~untriesare frequent
vi~iit~rb.
College students iu t l ~ r . Twill Cities have abundant opportunity tn contact conternporar?- :llnerican life a t one of its foc:aI points.
ACCREDITATION
Augsburg College is accredited by the North Central Association
of Colleges and Secondary Schools, the regional accrediting agency
for colleges and universities. It is approved by the Minnesota Department of Education for the training of secondary school teachers. The
teacher education program in home economics has been approved for
the preparation of teachers of federally aided high school departments
in this field.
AUGSBURG
COLLEGE
AND
THEOLOGICAL
SE~ARY
HISTORICAL SKETCH
Augsburg was begun as a seminary in 1869, at Marshall, Wisconsin.
It was the first theological seminary founded by Norwegian Lutherans
in America. Through an arrangement with a private institution known
as Marshall Academy, the Seminary was at first housed in the academy
building. Students who needed further preparation in academic subjects were to obtain this in the academy. This arrangement failed to
work out satisfactorily; so the seminary moved to a private dwelling,
where classes continued until 1872. In the autumn of that year Augsburg Seminary was removed to Minneapolis, Minnesota, where a
building had been erected for its use. In the same year the school was
incorporated under the laws of Minnesota. The aim of the institution
was to train ministers for the Lutheran congregations which were being
organized in growing numbers in the pioneer settlements that were
spreading rapidly over the Northwest.
The college was established when it became evident that in order
to get students who were adequately prepared for theological study
a college department was needed. In 1874 a college curriculum was
planned which provided for one year of preparatory studies and four
years of college work along two lines, a classical course to prepare
students for theology, and a scientific course to prepare for other
professions. The latter course, however, was later discontinued, partly
for lack of funds and partly because too few students selected the
course. The first college students were enrolled in 1874 and the first
class was. graduated in 1879.
In 1900 a high school course covering three years was established
which in 1910 was expanded to a standard four-year course. This
was discontinued in 1933. In the years 1916-1919 the college course
was thoroughly revised. As a result of this and of subsequent growth,
the earlier classical course was greatly modified and supplemented by
social and scientific studies and a more general emphasis upon the
study of the humanities. In recent years there has been continuous
study and modification of the curriculum including the introduction
of a number of new majors to meet the developing needs of the students. The Divisional organization was adopted in 1945. At the present
time majors are offered in 17 fields.
Coeducation was introduced in the College in 1921.
Recent years, especially since the close of World War 11, have witnessed a greatly increased enrollment and a corresponding expansion of
physical facilities both in campus area and in buildings.
In the Theological Seminary there has likewise been a continuing
revision of the curriculum and the addition of new courses to meet
changing needs. The requirement of a six-month period of internship
was added in 1939. Standards of admission have been raised so
that a bachelor's degree or equivalent is now the required scholastic
preparation.
While the Theological Seminary has its own organization, the Seminary and the College continue to function in close cooperation and as
integral parts of one institution.
Five presidents have served Augsburg during the course of its history. The terms of office of two of these cover a span of over half a
century. The first president was August Weenaas, who served from
1869 to 1876. He was succeeded by Georg Sverdrup, 1876 to 1907.
Sven Oftedal served from 1907 to 1911 and was followed by George
Sverdrup, whose term extended from 1911 to 1937. H. N. Hendrickson
served as acting president from 1937 until 1938. Bernhard Christensen,
the present president, has served since that time.
FUNDAMENTAL AIMS
The educational purposes of Augsburg College and Theological
Seminary spring from the conviction that in the Christian religion
there are revealed the most basic truths concerning both man and
God, and that Christianity is the fundamental force for good in human
life and society. All the aims of the College, as well as those of the
Seminary, are integrated with this principle.
Students who enroll at Augsburg are invited to take up their college
work with the distinct understanding that the Christian spirit is determining in all things. They are expected to cooperate wholeheartedly in
the program of the school towards that end. The entire program of the
school, curricular and extra-curricular, and the discipline necessary to
make possible the carrying out of this program, spring from the aim
"to see all things through the eyes of Christ."
To express more distinctly some major aspects of its program of
Christian higher education, the following statement of aims has been
formulated by the college faculty:
T o lead the student to a deeper understanding; and personal experience of the truth and power of the Christian Gospel, to the end
that he may become both an effective participant in the work of
the Christian Church and an earnest adirocate of the Christian way
of life.
AIJGSBURGCOLLEGE
AND THEOLOGICAL
SEMINARY
T o familiarize the student with the culture of our own and other
civilizations, not only for the enjoyment this knowledge affords
but also for the development of a more sympathetic understanding
of our fellow men throughout the world.
T o develop the student's interest in the attainment of the common
purposes of our country, so that he may work for the welfare of
our institutions and for the preservation of our liberties in community and nation, and also develop an enlightened interest and
participation in human affairs throughout the rest of the world.
T o cultivate in the student a Christian social spirit, in order that
he may realize in his life a right balance between what he expects
of others and the service he will render his fellow men.
T o teach the student to discipline his own urges, interests, ambitions, and demands in a way that will effectively contribute toward
the development of good character.
T o train the student i n scientific methods of study and also develop his understanding of the relations of science to the welfare of
humanity.
T o stimulate intellectual interest and develop scholarly insight,
so that the student may learn to think with accuracy and comprehension at the same time as he experiences an understanding of
truth which will help him to integrate the findings of science with
the deepest spiritual reality.
T o awaken and foster i n the student an intelligent appreciation
and enjoyment of the best in-the fields of the fine arts.
T o guide the student in the understanding of social relatio'nships
in order that he may take his place in groups and gatherings with
propriety and grace, motivated in his conversation and conduct by
the principles of Christian courtesy and sincerity.
T o provide guidance for the student in the discovery and clarification of his aptitudes and his life purposes so that as early as
possible he may plan his educational program wisely.
T o train students in vocational and professional lines, giving full
preparation for high school teaching, business administration, home
economics, and parish work; furnishing partial training towards
the study of medicine, dentistry, nursing, engineering, law, and
social service, and offering a four-year college course preparing
for the study of theology.
T o help the student develop certain skills, as in language, music,
physical activities, use of the library, laboratory work, and typewriting, together with other skills, which will increase his efficiency
in the various relationships of life.
To afford the student wholesome recreational experience which
will contribute toward an effective use of leisure time and develop
such qualities as leadership, sportsmanship, and self-control, with
good recreational habits, thus providing a constant source of social
and personal satisfaction.
To instruct the student in principles, attitudes, and ideas pertuining to health, and also to train him in practices and skills which
will promote his physical and mental well-being and make him
better fit to meet the responsibilities of life.
FINANCIAL SUPPORT AND CORTTROL
From 1870 to 1890, Augsburg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body with
two others, in 1890, resulted in the affiliation of Augsburg with the
newly created United Norwegian Lutheran Church. Due to differences
concerning the control of Augsburg, a division arose, and in 1897 congregations whose sympathies were deeply rooted in Augsburg formed
the Lutheran Free Church. The resulting close association, in educational and spiritual activity, of Augsburg and the Lutheran Free Church
has been marked by unity of purpose and ideals for more than half a
century.
The control exercised by the Lutheran Free Church is indirect. The
Annual Conference of the Church nominates the members of the
Augsburg Corporation and the Board of Trustees. The Corporation
through the Board of Trustees exercises direct control over property,
finance, and personnel. Academic control is vested in the President
and the Faculty.
In addition to the income from student tuition and fees, which has
materially increased with the growth and development of the College,
the chief financial support of the institution comes from the congregations of the Lutheran Free Church. In recent years a growing circle
oI friends also outside the Lutheran Free Church, both alumni and
others, have contributed financially to the school. Since 1951, business
and industry have given significant support through the Minnesota
Private College Fund. Augsburg welcomes and invites support on the
part of all who believe in her program of vital Christian education.
MEMBERSHIP IN EDUCATIONAL ASSOCIATIONS
Augsburg College is fully accredited by the North Central Association of Colleges and Secondary School as a degree-granting institution.
It is a member of the American Council on Education, the Association
of American Colleges, the National Lutheran Educational Conference,
the Association of Minnesota Colleges, and the Council of Minnesota
Private Colleges.
THE ALUMNI ASSOCIATION
The Augsburg Alumni Association has as its goal to enable the
graduates of the College and Seminary to maintain effective contact
and cooperation with one another and with their Alma Mater. The
annual meeting is held at Commencement time each year. Local Augsburg clubs are promoted, and a bi-monthly bulletin is published. The
affairs of the Association are under the leadership of the Board of
Directors. The Alumni Office is located in Science Hall.
THE AUGSBURG FOUNDATION
The Augsburg Foundation is an association of alumni, former students, and other friends of Augsburg, having as its purpose to give
united and systematic support, both spiritual and financial, to the
school. The Foundation was established in 1941 by join,t action of the
Board of Trustees and the Alumni Association. Since 1956 its activities
have been closely coordinated with the development program of the
college.
EDUCATIONAL PLANT
BUILDINGS
The Main, erected in 1900, ,contains a large number of classrooms
and offices, the Chapel, and the museum.
Science Hall, erected in 1948-49, is a large and completely modern
building. It includes the general administration offices, well-equipped
laboratories for Chemistry, Physics, Biology and Home Economics; the
student organization offices and the student center; a small auditorium,
and several classrooms and faculty offices. On the fourth floor is the
Tower Prayer Chapel.
The George S v e r d r u ~Library, named in honor of Augsburg's fourth
president, was erected and dedicated in 1955. Adjacent to Science Hall
and of similar contemporary architectural design, it contains spacious
reading rooms, seminars, work rooms, a visual-education center, the
Augsburg Archives, and a number of classrooms and faculty offices.
There is stack space for approximately 100,000 volumes.
The classrooms and offices of the Theological Seminary are located
in one section of the Librarv building.
Sverdrup-Oftedal Memorial Hall, erected in 1938, is a modem, fireproof dormitory affording living quarters for about 150 men. On the
ground floor of this building is the college cafeteria and dining hall.
Sivertsen Hall, acquired in 1939, and remodeled in 1955 as a wing
of Gerda Mortensen Hall, provides comfortable modern housing for 45
women students.
The beautiful new Gerda Mortensen Hall located at 6th Street and
24th Avenue, was erected in 1955. It provides excellent and completely
modern housing for 125 women students, as well as apartments for the
resident 'head and her assistants.
Morton Hall and Miriam House are smaller dormitory houses, each
accommodating about 20 students.
The Gymnasium, a temporary structure, was erected in 1947 for the
College of the Federal Works Agency as a part of a program providing
educational facilities for veterans.
The Music Hall was acquired by purchase, also in 1947, and ha?
been remodeled to serve the needs of the music and drama departments.
A large number of dwellings have also been acquired in recent years
in the expanded campus area, and are in use for faculty, staff, and
married student housing.
The President's Home, a residence of modern architectural design
located at the south of the Square, was erected in 1949.
The Museum is located on the ground floor of the Main. Members
of the Alumni Association have presented many valuable gifts. There
are several collections: a Madagascar Collection, a Santal Collection,
and a considerable collection of rare minerals, curios, etc. Contributions
to the Museum are invited. Professor Landa is the curator.
AUGSBURG
COLLEGE
AND THEOLOGICAL
SEMINARY
THE ARCHIVES
Archive Society was organized in 1929, for the purpose of gathering documents, books, and other articles of historical
value. For a number of years a fire-proof room in the Main housed the
archives collections. With the erection of the George Sverdrup Library
in 1955, adequate, fire-proof quarters for the achives were provided.
Here are now found a large collection of periodicals, old and rare
books, manuscripts, letters, and pictures, and also about 1,000 volumes
of Norwegian-American literature, affording extensive resources for
scholarly research. Contributions to the Archives should be sent to Prof.
Iver Olson, Archivist.
The beautiful and spacious new George Sverdrup Library provides
a central study-workshop for both faculty and students. It contains
about 30,000 volumes, exclusive of pamphlets, all available on open
stacks. The two large reading rooms have book stacks and reading
tables arranged in such a way that a place for study is always close
.to the books one may need. Additional conveniences include conference rooms, where from 2 to 6 students may study together, and
seminar rooms for larger groups or small classes. A typing corner is
provided in the ground floor reading room.
The library subscribes to about 325 of the best periodicals dealing
with a large variety of subjects, as well as a number of serials devoted
to the interests of special fields.
In the Twin City area other libraries are located which make their
holdings available to Augsburg students, notably, the St. Paul and
Minneapolis public libraries, the latter of which issues library cards to
out-of-town students for each school year; the James Hill Reference
Library in St. Paul, which has one of the finest reference collections
ir! the Northwest; and the University of Minnesota Library, which is
within walking distance of the Augsburg campus. Augsburg students
make extensive use of all these libraries.
The laboratories of the Natural Sciences are located in the Science
Hall. Three laboratories and two storerooms for Biology are located on
the second floor; three laboratories and a large storeroom for Chemistry, and a laboratory and two storerooms for Physics are located
on the third floor.
To facilitate instruction the college provides many excellent visual
and auditory aids. The audio-visual center is located on the ground
floor of the Library. Varied equipment is available for classroom use
and other college activities. This equipment includes: movie projectors,
slide and filmstrip projectors, a sound amplification system, a tape
recorder, an Episcope, phonographs, and a microcard reader. Records,
slides, maps, filmstrips, and microcards are also housed in this center.
Science Auditorium, as well as several classrooms, is equipped with
facilities for projection.
SPECIAL PROGRAMS OF STUDY
Evening classes are held as a community service for adults not enrolled in the day school. Announcement of courses to be offered are
made in the fall. Information about the evening school may be obtained from the office of the Dean.
Student nurses in the Schools of Nursing at the Lutheran Deaconess
and Swedish Hospitals in Minneapolis receive much of their first
semester of instruction at Augsburg College. Application for admission
to the Schools of Nursing should be made to the hospitals directly.
In cooperation with the Minneapolis General and Swedish Hospitals,
Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first three years of
this work are taken at Augsburg and a final twelve-month program is
completed at the hospitals.
SPAN
Augsburg participates in the SPAN (Student Project for Amity
among Nations) program. This is a joint venture of the University of
Minnesota and several colleges in the state. Qualified students are
selected to spend a summer in informal study abroad. Applications are
made in the spring of the Sophomore year.
FINANCIAL INFORMATION
A considerable part of the income on which Augsburg operates is
derived from endowment and from gifts, a major part of the latter
coming from the supporting church. Therefore, the fees charged the
student do not constitute the whole cost of his education, for he enjoys
the benefits of the gifts of those who believe in and support the work
of the school. For theological students, the church assumes the full
cost of tuition; a statement of other expenses in attending the seminary
is given in the Seminary section of the catalog.
GENERAL EXPENSES PER SEMESTER1
Tuition (Covers instruction, library, etc.) ..................................$250.00
Student activity fee (Covers school paper, annual, and other
.
9.00
student projects)
Health fee
6.00
5.00
Matriculation fee (for those registering the first time) .....
Key deposit (refundable)
1.00
Locker (optional)
1.00
Mail box fee
..
.
.50
.
Total
.$272.50
Books are estimated at $25.00 to $M.00.
Students registered for more than the maximum number of credit
hours (17 in the College) are charged at the rate of $12.00 for each
additional credit hour a week per semester.
Special students will pay at the rate of $22.00 per credit hour up
to 11credits. Those who register for 12 or more credit hours will pay
the regular tuition charge.
The fee for auditing a course is one-half the fee charged when it is
taken for credit.
Students and auditors enrolled for 7 to 11credit hours of class work
per week pay one-half of the student activity, and health fees.
ROOM AND BOARD PER SEMESTER1
Room
Board (estimate)
1
Subject to change.
..-$68.00 to 85.00
- 180.00
A limited number of rooms are available at the lower cost.
Men students are required to buy and use a minimum of
$150.00 of meal book coupons per semester. women students
$125.00.
SPECIAL FEES
Late registration fee per day (after classes begin) ......................
Change of registration after the beginning of the second week
of classes .
....
Registration with the Placement Bureau
Placement fee, depending upon the method
of placement ....
$3.00 to
Graduation fee, for seniors in both the College and Seminary..
Final examinations taken at another hour than the one
.......
scheduled -....
..........
.......
Examination making up an incomplete or a condition ............
Comprehensive examination -. . .
Transcript of credits (after first one which is free) ....................
MUSIC FEES PER SEMESTER
Piano
$35.00
Voice
35.00
.40.00
Organ
40.00
Brass or Wood wind (private instruction) Private instruction, per lesson
.
..
3.00
..........
14.00
Brass or Wood wind (class instruction)
. 8.00
Piano studio rental (one hour per day)
20.00
Qrgan rental (one hour per day)
4.00
Voice studio rental (one hour per day)
Choir ................................................................................................ 5.00
Concert Band
5.00
COURSE FEES PER SEMESTER1
4.00
Art 1. 2
2.00
Art7, 8 .3.00
Home Economics 2, 36, 75
.
5.00
Home Economics 39, 40
Biology 60 ....................................................................................1.OO. 2.00
2.50
Biology, 1, 2, 3N, 4, 52, 53, 56 -........
.
.
5.00
Biology 7N, 13, 14, 25, 26, and 54
.
1 Subiect ta change
AUGSBURG
COLLEGE
AND THEOLOGICAL
SEMINARY
1
Chemistry, 3N, 4
Chemistry 5, 6, 53, 54, 61, 62, 66, 71, 91, 92
Physics 3, 5, 6, 6 , 73, 74 .
.
Secretarial Studies 2, 8, 51, 52
Secretarial Studies 1, 53, 54
Education 97
A
5.00
7.50
5.00
.. 2.50
1.50
15.00
..
.
,
Note: These fees cover cost of material and repair of equipment but
not breakage.
ESTIMATED EXPENSES PER SEMESTER1
Resident students
General expenses .......................................................................$272.50
Room and Board ......................................................$ 2 . 0 0 to 265.00
Special, music, course fees, and books .................... 27.50 to 75.50
Total, approximately ............................................. 548.00 to 613.00
Off-campus students
-General expenses .
Special, music, course fees, and books --A
Total, approximately -
$ 2 7 2 . 5 0
27.50 to 75.50
300.00 to 348.00
These estimates do not include transportation, clothing, or
personal expenses.
PAYMENT OF ACCOUNTS
Student accounts are due in full at the time of registration in September and February. Parents may deposit money in advance at the
school or the student may make the payment when he registers. Recognizing that payment of fees in full at registration poses a financial
problem in some cases, the college has instituted a "deferred payment
plan." In this plan the college will accept, at the time of registration
in September and again in February, a payment of $200.00 in the
case of resident students and $100.00 for off-campus students. The
balance may be paid in monthly installments during the semester. To
defray the cost of the plan a charge of $1.00 is made for each payment
on the student's account after registration.
The college reserves the right to with-hold transcript of record or
diploma until all college bills have been paid.
1
Subiea to change.
REFUNDS
Tuition and fees for a student cancelling his registration before the
middle of any semester will be charged at the rate of 10 per cent per
week or fraction thereof, except for matriculation and special fees,
which are not refundable. There is no fee refund after the middle of
the semester.
Payments for board and room are refunded in proportion to the
time students have been in residence. Students who move out of dormitories but do not cancel out of school are charged the full semester
room rent.
FINANCIAL ASSISTANCE
Financial aids in the form of loan funds, scholarships, grants-in-aid,
and employment assistance are available at Augsburg. Students must
complete an application form and meet certain requirements to qualify
for financial aids. The college gives assistance to students in securing
work both on and off the campus.
LOAN FUNDS
Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time.
The General Student Loan Fund, established through the gifts of
many individual donors, is chiefly maintained by contributions from
the Augsburg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance to
students in the Seminary.
The Charles and ~lloraCrouch Student Loan Fund, established in
1954, extends assistance to members of all classes.
The Senior Loan Fund, established by the class of 1955, is available
to selected graduating seniors.
T h e John and Anna Jorgine Gregory Theological Student Loan Fund
is available to students who are preparing for the ministry.
T h e Student Aid Fund of the Zion Lutheran Hour, established by the
Zion Lutheran Church of Minot, North Dakota, likewise extends loans
to students preparing for the ministry.
Arrangements for the loans are made through a conference with the
Dean of Students, chairman of the faculty committee on student loans.
In addition to arranging loans, the committee counsels students on
financial matters with the objective in mind of helping the student work
out a satisfactory plan for his finances.
SCHOLARSHIPS AND PRIZES
Forty Freshman Scholarships of $300 each are available to outstanding high school graduates. Half of the $300 is applicable on the tuition
for the second semester of the Freshman year. The remainder is divided
between the Sophomore and Junior years provided the student's scholastic record is 2.0 or better.
The American Indian Scholarship was established in 1955 by Spring
Lake Park Lutheran Church, Minneapolis. It is a scholarship of
$200.00 to be applied on tuition at Augsburg College. It is to be
awarded to an American Indian student selected on the basis of
scholarship and economic need.
The Henry P . Opseth Music Scholarship was established in 1953 in
memory of Henry P. Opseth, former head of the Music Department
and director of the Augsburg College Choir. It is awarded annually
to a sophomore or junior student of outstanding promise or achievement in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from 1950
until the time of her death in 1953, was established in 1955 by her
parents, Mr. and Mrs. Iver Solberg and her brother, Dorvan. It is
awarded to an Augsburg student who has music as a major or minor
and who s h w s outstanding promise or achievement i-n -the -a-rt of
singing.
The George Sverdrup Graduate Fellowship was established by the
Board of Trustees of Augsburg in 1947 to honor the memory of
George Sverdrup, President of Augsburg from 1911 to 1937. It is
awarded annually to an Augsburg graduate of outstanding character
and ability who plans to prepare further for the vocation of teaching.
The amount of the Fellowship is five hundred dollars.
The Keith E . Hoffman Memorial Scholarship was established in
1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory
of their son who gave his life in the conquest of Okinawa. The scholar-
ship is awarded annually to a student selected on the basis of academic
achievement, personal character, and ability in the field of athletics.
T w o Luthran Brotherhood Scholarships of $300 each are provided
by the Lutheran Brotherhood Life Insurance Society and awarded each
fall to outstanding Lutheran college seniors. The students are selected
by the college in the spring of the junior year on the basis of religious
leadership and scholastic standing.
The Augsburg College Women's Club Scholarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Adolph Paulson Memorial Prize, from a fund established by
members of the Paulson family in memory of Professor Adolph Paulson who taught Social Science at Augsburg from 1930 to 1935, is
awarded annually to a college student for the best essay written on an
assigned subject in the field of Christian Sociology. The amount of
the prize is $50.00.
The Iver and Marie Iversen Scholarship was established in 1957
through a grant from Mr. Iver Iversen of Brooklyn, New York. It is
awarded annually to a student in the College or Seminary. The award,
in the amount of $250, is made on the basis of need, scholarship, and
interest in Christian service.
The Celiu Fredrickson Scholarship consists of the income from a
fund of one thousand dollars. It is awarded annually to an Augsburg
student from the Lamberton, Minnesota, parish of the Lutheran Free
Church.
The Greater Augsburg Alumni Association Scholarship of $500 is
awarded annually to an outstanding alumnus of Augsburg in order to
encourage and assist promising students in the carrying out of projects
of graduate study.
The Women's Missionary Federation Scholarship is awarded by the
Federation to returned missionaries or to Lutheran students of recognized Christian character and good scholastic records who are making
preparation for mission work. The scholarship varies from $50.00 to
$250.00 per year. Higher awards are possible for graduate work or
rrledical study.
20
AUGSBURG
COLLEGE^
AND
THEOLOGICAL
SEMINARY
GRANTS-IN-AID
A few grants-in-aid are made to students in good standing who are in
special need of financial assistance. To qualify for a grant, a student
must make application, providing information about his own and his
family's resources and anticipated expenses.
EMPLOYME!NT SERVICE
The employment service, located in the Placement Office, has been
successful in placing hundreds of men and women students in parttime positions. The types of work secured are of many kinds, including recreational leadership, restaurant work, domestic service, sales
work, and secretarial and clerical work.
Students are employed by the college in many activities. For these
positions preference is given to upper-class students who have maintained a good scholastic average.
Assistance in securing summer employment is also provided each
spring by the Employment Service.
Application forms for part-time employment on or off campus may
be secured from the Admissions or Placement Offices.
STUDENT COMMUNITY LIFE
The influences which mould life and character on a college campus
are of many kinds. While the exercises of classroom, laboratory, and
library form the organizing basis of college activity, they need to
be supplemented by other than academic forces. These intangible but
very real supplementary influences have much to do with creating the
spirit of an institution. At Augsburg definite emphasis is placed upon
the maintenance of a wholesome spirit of Christian community living.
Students are urged to give conscious attention to this personal and
spiritual side of their development and thus contribute toward the
prevalence of a vital and happy Christian atmosphere on the campus.
It is the earnest desire of those who direct the policies of Augsburg
that the institution may constantly be permeated by an atmosphere in
which the quest for Truth as it is in Christ is prayerfully fostered in
each life.
All students are required to register for two class hours per week
in one of the courses offered in Religion. There are numerous voluntary religious activities in which students are encouraged to participate. Spiritual Emphasis Week is held twice each year. It is assumed
that every Augsburg student will find a church home in Minneapolis
and attend its services regularly.
It is expected of each student that his life, conduct, and influence,
both on and off campus, shall be worthy of a member of a Christian
College. Those who do not feel drawn to this quality of life and to the
fellowship in which it is nourished should not seek to be enrolled at
Augsburg. A truly Christian spirit and environment must be the
product of the united effort and prayer of faculty, students, and
administration.
The heart of Augsburg's program of Christian education is the daily
Chapel Service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
The Religious Life Committee, composed of students and faculty,
endeavors to promote a religious program' that will stimulate growth
of Christian life in the Augsburg community. Co-chairmen of this
'
council are the student Director of Religious Activities and the College
Pastor. Areas for which this committee carries primary responsibility
are the Mid-Week services, Spiritual Emphasis Weeks, prayer meetings, and informal group meetings.
This committee also serves as a coordinating agency for all volunteer
Christian organizations on campus. The two principal organizations
are the Lutheran Student Association and the Mission Society.
The Mission Society promotes interest in missions through a program of study, fellowship, worship, and serdice. A highlight of the
year is the Mission Festival, a week-end conference devoted to the
study of missionary activity, and recruitment of workers. The Lutheran
Student Association seeks to serve as a stimulus and outlet for Christian faith and life. Students participate in regional and national LSA
Conferences, and conduct a schedule of meetings on campus.
The Concordia Society is an organization for all the students in the
Theological Seminary.
Regular convocation programs are held at Augsburg throughout
the year. These programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is
covered, including the scientific, political, social, religious, and artistic.
Students at Augsburg are given many opportunities for social training and recreation. The Student Council through the Chairman of
Social Activities, assisted by a Comlnittee on Social Education, sponsors each month an all-school social activity which all students may
attend. Most of these are informal. The Sophomore and Junior classes
sponsor semi-formal banquets. The Associated Women Students and
a number of other organizations sponsor teas, dinners, and social
affairs on and off campus. Social dancing is not approved of at
Augsburg.
"No man is a hypocrite in his pleasures." To learn to enjoy the
right form of recreational activities is an important aspect of preparation for life. At Augsburg there is a definite attempt to encourage the
formation of helpful recreational habit-patterns, not only with regard
to the planned play program supervised by the Director of Recreation
and the Department of Physical Education, but also with regard to
the use of leisure time in general.
STUDENT
COMMUNITY
LIFE
'C
MUSICAND THE FINEARTS
Augsburg's location in Minneapdis gives its students unique oppqrtunities to make use of some of the finest educational and cultural
advantages which the Northwest has to offer. Excellent art collections
are to be found in the Minneapolis Institute of Arts and the Walker
Art Center. The Twin City libraries are .extensive in their services.
The Historical Museum in St. Paul gives access to large collections of
historical material. The Minneapolis Symphony Orchestra programs
and other concerts afford rich opportunity for the enjoyment of music.
Many students and faculty attend Minneapolis Symphony Orchestra
concerts by virtue of a special college season ticket arrangement.
Season tickets are available also for other University concerts and
the University Theater drama programs.
A bi-weekly bulletin, Events of Interest in Minneapolis, listing programs, concerts, art displays and exhibitions is compiled and issued
from the Student Personnel Office.
STUDENT PERSONNEL SERVICES
Institutional services to students are organized and administered
in accordance with plans and policies established by the Student Personnel Committee. Included are such services as Counseling, Testing,
Freshman Orientation, Student Records, The Student Health Service,
Housing and Food Service, Placement, Student Employment, and Coordination of Student Activities. The administration of these services
is centered in the Office of the Dean of Students.
Under the counseling program at Augsburg each student is assigned
a faculty counselor to assist him in the planning of his total college
program. All faculty members participate in counseling. The broad
intellectual interests of the faculty member are combined with the
professional skill and techniques of trained counselors to provide
counseling- at various levels, and in many areas of student needs. Personal, social, and spiritual problems as well as vocational choice and
financial needs are given consideration.
As far as possible, the work of obtaining the necessary data about
the individual student and organizing the total program of counseling
is carried out by the Office of the Dean of Students in accordance with
the plans and policies established by the S t d e n t Personnel Committee.
These plans include testing, assignment of counselors, scheduling of
group conferences and counseling periods. Each new student is assigned a faculty member who is his counselor for two years. When
a student enters the Upper Division, he chooses a major field of study.
The major adviser then becomes his counselor. Faculty counselors
confer with their counselees at regular intervals throughout the year
and at other times as the needs of the individual student appear. If a
serious problem develops which demands professional skill and more
time than the professor has to spend in counseling, the student is referred by way of the Office of the Dean of Students to professionally
qualified counselors. The Dean of Women and the Dean of Students
are special counselors to the women and the men, respectively.
- -
Students receive vocational counseling in conference with their
counselors, and have frequent opportunities to confer with persons who
are eminently successful in the particular professions selected by
students as their tentative occupational choices. An Occupational Information file in the college library provides materials for a study of
vocations. The Orientation course, required of all freshmen, includes a
unit on vocational planning. The results of a vocational interest test
are available for all students.
Students who have various personal problems are encouraged to seek
help through counseling conferences. Often students have been able
to solve problems of finances, social adjustment, and personality
through counseling sessions.
Those who have spiritual problems may confer with the College
Chaplain, or with members of the Department of Religion as well as
with their faculty counselor. By a system of referral, students may
receive counsel from any member of the faculty, or from qualified
persons beyond the college community. The Personnel deans are available at all times for special counseling conferences.
The collegt physician is consulted in regard to all problems pertaining to physical and mental health.
Counselors and major advisers strive to help students develop their
latent ability. Students who distinguish themselves acad'imically are
named on the Dean's List, and are thereby qualified to participate
in a study program designed to develop their special talents to the
highest degree. Honor societies such as the Augsburg Guild o j Honor
and Lambda Iota T a u recognize students who have excelled in several
areas.
All new students are given a battery of tests during Freshinan Days.
College aptitude scores, English, and reading ability scores are used
by counselors to help students plan their initial programs. Personal
adjustment scores and the vocational interest test profile help the
students learn to know more about themselves, in order to make the
best choice of subjects and occupational goals. Sophomores participate in a nation-wide testing program. Seniors also take a nationally
standardized test.
Freshmen and other new students participate in Freshman Days
before the beginning of classes each semester. The students take tests,
inspect the college facilities, and become acquainted with their fellow
students, with the faculty, and especially with their own faculty counselors. The faculty counselors and students have several conferences
during which they plan the student's program of study.
All freshmen enroll in a class in Orientation. In this course, the
students learn about standards and requirements of various areas of
college life. Methods and habits of study and related techniques are
explored. Personal health, social adjustment, personal finances, and
vocational aims are discussed.
Individual student records are kept in the Records Office under the
supervision of the Registrar. These records include admissions data,
academic achievement, student participation and achievement in nonacademic activities, test scores, reports of counseling and other information.
The Student Personnel Office maintains a file of clubs and societies,
including the constitutions, activities, schedules, and membership roster.
The Student Health Service provides campus dispensary service
with a registered nurse in charge. The college physician has daily office
l~ours on campus for consultation and for emergency treatment.
Physical examinations are given all entering students and seniors.
Corrective treatment is prescribed where needed, including psychiatric
referral. Infirmary rooms are adjacent to the dispensary. The Health
Service is housed in a first floor section of Memorial Hall, the men's
residence hall.
Students, faculty, and staff have chest X-rays taken semi-annually
through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit. The Department of Physical Education conducts a
program of recreation for all students. All freshmen are required to
take a course in personal and community health.
-
-
In its residence program, the college aims to develop in the students
Christian character, self-control, and thoughtful consideration of others.
All students not living at home must live in college operated or college
approved housing and take their meals in the college dining room.
Under certain conditions students may make other arrangements after
consultation with the Dean of Women or the Dean of Students. Single
students are not permitted to live in apartments.
Residence halls are open to students a day before regular schedules
become effective, and they close a day after. the term closes. Students
who wish to stay in residence during vacations must apply for the
privilege. Rooms are furnished except for bed linen, towels and blankets.
Laundry facilities are available in each residence. Bed linens and towels
may be rented with laundering service at a reasonable cost. This service
is required of all women students. An optional linen service is available
to men students.
Gerda Mortensen Hall, the residence for women, located at Sixth
Street and Twenty-fourth Avenue South, houses 160 women and provides a lounge, recreation facilities, and a room with grill service available to all students. Sverdrup-Oftedal Memorial Hall houses 150 men
and also contains the college dining rooms and the student health
service.
Students engage a room at the beginning of the fall semester for
the entire school year. Room reservations with deposit of $15 are required of all single students residing outside the Twin Cities. This
deposit is applied to the first semester's room rent. For new students it
should accompany the Admissions Deposit. Rooms for new students are
assigned in the late summer according to the date of application. Present
students must make room application and submit the deposit by May
15. After May 15 reservations for present students are assigned on
the same basis as for new students. Students who find it necessary to
cancel their room reservation will receive full refund of the deposit
if the cancellation is received by August 1, and half refund if it is
received by September 1.
City or suburban students may make application for residence housing. Their names will be placed on the waiting list, and they will be
assigned to rooms in regular order as vacancies occur. The room
deposit of $15 is required and is refundable in full should no room
become available.
PLACEMENT
GRADUATE
The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental,
welfare, and educational institutions and organizations at the local
as well as the state and national levels. Interviews are arranged both
on and off the campus. A registration fee and a small placement
fee are charged.
EMPLOYMENT
STUDENT
An employment service, located in the Placement Office, assists students in obtaining part time remunerative work.
OF STUDENT
ACTIVITIES
COORDINATION
The Coordinator of Student Activities assists student officers to
maintain effective functioning of student activities, and keeps on file
the club constitutions, rosters, and schedules of meetings. Faculty
sponsors are approved by the Coordinator.
The program af student activities is a primary responsibility of the
Student Council, legislative and executive body of the Augsburg Student Society. Faculty concern and responsibility for all student activities and the co-curricular program is assigned to the Faculty Council.
Liaison between the Student Council and the Faculty Council is the
function of the Student-Facdty Committee, whose special responsibility it is to promote student activity, and to keep the college activities
calendar. The Calendar is kept in the office of the Coordinator of Student Activities.
A weekly bulletin of events is furnished all college personnel by
the office of Student Personnel.
COMMUNITY STANDARDS AND DISCIPLINE
The Christian life implies an intimate relation to the person of Christ.
Although the claims of this life may not be indentical to, in fact may
go far beyond, the claims of any particular community, every community operates under some standards of life and conduct that give
character to it. Out of the religious and cultural traditions of Augsburg
has grown a way of life which is approved by the college and which it
regards as helpful in the development of its particular type of community. Those who elect to enroll at Augsburg are expected to be
guided by these general standards of conduct.
Confidence is placed in the individual student, but his habits and
conduct are matters of sincere concern and attention. It is the aspiration
of Augsburg to strengthen in each student the highest standards of
honesty, integrity, and charity in all his relationships and activities. Although the college does not accept full responsibility for the enforcement of all regulations as they pertain to the off-campus life of the
student, it is concerned about his behavior in every situation. It also
recognizes the original jurisdiction of the parent in the home.
Disciplinary problems are first dealt with through counseling. Those
not solved in this way are channeled to a faculty-student Committee on
Discipline through the office of the Dean of Students. In all such cases,
careful investigation and the privilege of a hearing precede any disciplinary action. The college reserves the right to dismiss any student whose
continuation in college is deemed undesirable.
In dealing with the alcohol problem, Augsburg seeks to have its students refrain from all use of alcoholic beverages. It specifically forbids
the possession or consumption of alcoholic beverages in dormitories, in
any college-approved place of residence, or at any college-sponsored
event. Any student who appears under the influence of alcohol is subject
to severe disciplinary action.
Every student is expected to know the college regulations, those
stated in the catalog as well as any additional ones that may be issued
for a given year.
STUDENT GOVERNMENT
The Augsburg Student Society, comprising the whole student body
of Augsburg College and Theological Seminary, is organized to conduct student affairs, develop student initiative and leadership, and
provide opportunity for practical experience in the democratic processes of group activity.
The administration of student government is delegated to the Student
Council, a representative group elected by the Student Society and the
various classes. Each of the college classes has its own officers and participates in student government through its representative on the
Council.
Augsburg is a member of the National Student Association.
The Student Council directs several projects of interest to the college
community. These projects include the annual One Appeal Campaign,
Leadership Training workshops, Courtesy Week, and Political Action
Week.
Counseling of freshmen by upper class students is conducted through
a College Brother-College Sister program.
Associated Women Students, composed of all the women students,
provide.; opportunity for the women to develop a degree of seIf government. It aims to create a sense of harmon? and fellowship, to promote and maintain high standard5 of honor and integrity in personal
conduct, and it encourages participation in all college activities. It is
affiliatd with the Intercollegiate Associated Women Students, a national
organization.
The Student Council office and the Council Room adjoin the Augsburg Echo and Augsburgian offices on the ground floor of Science
Hall. The student post office and Student Center occupy a prominent
place on the same floor, and serve as a focal point for student activities.
PUBLICATIONS
The Augsburg Echo, the college newspaper, is published by a student
stsff. The Faculty adviser teaches courses in journalism. Staff members
enrolled in the class earn academic credit.
Augsburg's yearbook, the A u g b u r g h , pra~-idesa pictorial record
of the activities of the year. Work on the annual provides opportunity
for creative expression in artietic dwign a5 we11 as in photography.
The top staff members of the Augsburg Echo and the Augsburgian
constitute the Board of Publication.
A student editor, named by the Board of Publications, with the
assistance of the Registrar, compiles the annual S t u d e ~Handbook
a r ~ dDirectory.
CO-CURRICULAR PROGRAM
The enthusiasm and energy of students motivate them to pursue
their interests beyond the classroom. For most effective participation,
students with similar interests have united to form clubs. Several of
these are extensions of courses beyond the class room. Others are
devoted to interests not offered in the curriculum. New clubs are
formed as the occasion demands.
r
AUGSBLJRG
COLLEGE
AND THEOLOGICAL
SEMINARY
STUDENT
CLUBS
The Alpha Delta Theta, Sigma Chapter, is a professional sorority
open to students preparing for medical technology. Membership is
based upon scholarship, character and professional potential.
The Aristotelian. Society unites those who have a common interest
in scientific knowledg,e and experimentation. Thus they may develop
their interest in the various branches of science and perhaps infuse
some of that spirit of interest throughout the college.
The Art Club is organized to satisfy the student's creative urge in
the field of art, to educate members, as well as others, in the field of
art and all that it contains, and to promote an interest in art among
the student body.
The Business Club draws membership from the Business and Secretarial Studies classes. The development of professional interests is
the major objective.
The Camera Club is composed of camera fans who meet regularly
to exchange ideas about their hobby and to develop skill in photography.
The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the culture, language and people
of the various countries.
The Augsburg Society for Dramatic Arts provides for its members an
opportunity to learn from participation in stage presentations and from
field trips, as well as from reading and seeing plays produced. Membership is open to all students.
The F ~ u r eTeachers of America, Martin Quanbeck Chapter, offers to
its members associate membership in professional education associations
and strives to acquaint future teachers with the importance of teaching
as a profession. Interest in education or in the teaching profession is
the only requirement for membership.
The Home Economics Club, open to all students in the Home Economics Department, aims to promote professional attitudes toward all
aspects of home and community life.
The Public Aflairs Federation aims to stimulate interest in public
affairs and give students opportunity to participate actively in local,
state, and national politics, and in other human relations activities.
The Social Service Club is an organization of students preparing for
professional work in the field of Social Service.
The Writers Club includes students who enjoy creative expression
in various forms of writing. The members share their literary efforts
in an informal atmosphere, and benefit from mutual criticism.
THE AUGSBURG
COLLEGECHOIR
The Choir has about sixty members selected from all classes. In
addition to local concerts, the choir goes on tour each year to various
parts of the United States and occasionally to Canada.
The band meets for rehearsal at a regularly scheduled period four
times per week. The concert band makes an annual tour and presents
public concerts in Minneapolis. There are also a Varsity Band and
Imstrumental Ensembles.
THE AUGSBURG
COLLEGECANTORIANS
This Women's Chorus participates in school programs and concerts
and makes short tours annually.
THE MALECHORUS
The Chorus sings at various churches in the Twin City area and
makes short tours in the vicinity.
FORENSICS
Augsburg College participates in intercollegiate debating, both in
Minnesota and in the neighboring states. Students may also participate
in local and intercollegiate oratorical contests.
THE 'A" CLUB
Membership in the "A"- Club is limited to men who have won a
major A at Augsburg. The aim of this organization is "to bind the 'A'
men of the past, present, and future into a more intimate bond of
fellowship, and to keep the athletics of Augsburg on the highest possible
plane."
WOMEN'SATHLETICASSOCIATION
Membership in the Women's Athletic Association is gained by participation in individual and group recreational activities with awards
given on a point basis. The Augsburg W.A.A. is a member of the
Minnesota Athletic Association of College Women.
PHYSICAL
EDUCATION
AND RECREATION
Under the direction of the Department of Physical Education, a
wide range of recreational activities is arranged for general student
participation. Every student is urged to participate in some activity
for his own recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well as individual performance activities. Climaxing the intramural program is the Extramural Meet, a tournament for the winners
of intramural schedules in various colleges.
INTERCOLLEGIATE
ATHLETICS
Augsburg is a member of the Minnesota Intercollegiate Athletic
Conference. The college is represented annually by teams in football,
basketball, hockey, wrestling, baseball, track, tennis, and golf.
PURPOSE AND PHILOSOPHY OF INTERCOLLEGIATE
ATHLETICS
It is the purpose of Augsburg College to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy.
This philosophy is to be reflected in the conduct and outlook of both
the players and the spectators. The educational program of the college.
recognizes that recreation and play are a fundamental part of human
life, and that this phase of life needs to be cultivated if physical,
mental, and emotional health are to be maintained. Intercollegiate
athletics, as a phase of that program, gives recognition to the fact that
competitive pIay can contribute to the development of student interests,
skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The student participating in athletics should acquire and exhibit, both in and
out of athletics, such basic qualities of character as self-discipline,
honesty, sense of fair play, and cooperation. (2) The participant
should develop the knowledge, interests, and skills which will be of
special use to him in such vocations as teaching and coaching or re-,
creational leadership, or in his own recreational activities. Far from
being set apart from his educational goal or in. any way competing
with it, the student's participation in intercollegiate athletics must
either contribute directly to this goal or be complementary to his
other educational activities. ( 3 ) The student spectator should acquire
and exhibit some of the finer qualities of Christian character, such
as self-restraint, sense of fair play, appreciation of high grade performance on the part of both opponents and fellow-students, and respect for individual personality. (4) The intercollegiate athletic program should contribute to the development of a unified and healthy
"school spirit." Enthusiasm for intercollegiate athletics or other cocurricular activities should not overshadow pride in high scholastic
achievement, nor can it take the place of a well-rounded and effective
intramural and general recreational program.
HONORS AND AWARDS
The 1925 Class Cup i n Athletics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A . Johnson Trophy, presented by Gerald L. Johnson
in 1943, is awarded annually to the student who is judged to be the
most valuable player on the -basketball team.
The Class of 1918 Oratorical Cup was presented to the college as a
prize t o arouse interest in oratory. The name of the winner of the
annual contest ishengraved upon the cup, which is to remain in the
possession of the college and is placed on exhibition in the Science
Hall.
The 1927 Class Cup for Scholarship is awarded to the senior student
of highest scholastic standing who has attended Augsburg for at least
two years.
Omicron Chapter of Lambda Iota Tau, a national honor society, is
open to English majors who have attained a high scholastic average
and have presented a paper on a literary topic before a public audience.
The Augsburg Guild of Honor is an organization to recognize and
honor those members of the senior graduating class who have shown
themselves to be individuals excelling to an outstanding degree in
scholarship, leadership, and participation in extra-curricular activities.
-
-
The Dean's List includes students who have achieved an honor point
ratio of 2.5 or better in the previous semester of work at Augsburg
College.
AUGSBURG COLLEGE
ACADEMIC ADMINISTRATION
ADMISSION PROCEDURE
Application for admission should be made on the regular admission
form, which can be secured from the Office of Admissions. This
form is generally available also in Minnesota high schools. The application, together with the high school record, previous college record,
if any, two letters of recommendation, a small photograph, and an
admissions deposit of 815.00 should be sent to the Office of Admissions.
The deposit, which will be applied on first semester tuition, is partially
refunded if the application is not accepted or if it is withdrawn by the
applicant before August 1. A student seeking admission in the fall
semester should apply not later than September 1 and for the spring
semester by January 15.
REQUIREMENTS FOR ADMISSION
Augsburg College admits as students, men and women of good
moral character and sound health who appear to have the ability to
succeed in college. Estimate of ability is determined by rank in the
high school graduating class and college aptitude tests, and by the
high school record or previous college record.
The normal basis for admission is the completion of the courses of
grades nine to twelve in an accredited high school. No definite pattern
of subjects is required, but it is recommended that the last four years
of high school include four units of English, or three units of English
and two of a foreign language, two units of social studies, one
uuit of mathematics and one or two units of science. A unit is defined
as a course covering one academic year and equivalent to at least 120
hours of classwork. Graduates of unaccredited high schools are considered for admission on the basis of their rank in high school and
their achievement in a college aptitude examination and an English
achievement test.
Applicants who are not high school graduates but who give evidence
of sufficient maturity are considered for admission upon recommendation and on the basis of achievement in a college aptitude test, English achievement test, and General Educational Development Tests on
literary materials, social science materials, and natural science materials.
For most graduates of Minnesota high schools the results of the
college aptitude and English achievement tests are available in advance if they have been taken in the state-wide testing program. The
General Educational Development tests are available to service men
through the Armed Forces Institute. All tests may, however, be taken
at Augsburg by arrangement with the Registrar.
The College reserves the right to reject the applications of students
whose previous records or aptitudes, as measured by tests, indicate
they may have difficulty in doing college work.
TRANSFER AND ADVANCED STANDING
Students are accepted by transfer from other institutions if they
did satisfactory work and were otherwise in good standing there. If
their previous work was unsatisfactory, they are admitted to Augsburg
only under special circumstances.
Advanced standing, that is, credit for courses completed, is granted
to students who present satisfactory transcripts from accredited institutions. In certain cases advanced standing is granted on the basis of
comprehensive examinations.
ADMISSION OF VETERANS
Veterans, qualified for educational benefits under any of the government programs, may study at Augsburg and receive these benefits.
The veteran must secure a certificate of eligibility from the regional
office of the Veterans Administration. Application for benefits must
be made in advance of registration, except that veterans who are
eligible for assistance under Public Law 550 may make application
for entitlement when they enroll at the college.
In order to receive credit for experience in the military services,
the veteran must present a photostatic or certified copy of his Separation Record at the Registrar's Office. Evaluation is made according to
the recommendation of the American Council on Education. Some
college credit is given for the completion of the work in certain service
schools and for some courses taken through the Armed Forces Institute.
REGISTRATION
Students who have been accepted for admission should regi..qter on
the days designated in the Calendar for this purpose. Students who
register late are charged a late registration fee of $1.00 per day after
classes begin. No student may registe~f o r OF enter a course later than
two weeks after the beginning of classes.
In registering, care should be taken to include the Lower Division
requirements during the first two years. However, if such registration
is delayed beyond the second year, a student will neither be required
nor permitted to register beyond the allowed number of credit hours
per semester in order to make it up.
No credit will be given a student for any subject for which he has
not registered. The college reserves the right to cancel any course for
which there is not sufficient registration.
Registration means that the student accepts all the rules and regulations established by the school.
The normal registration is 16 credit hours. A credit hour is defined
as one recitation period a week throughout a semester.
The privilege of registering for more than 1'7% credit hours may
be granted only to students who have gained an average record of B,
or two honor points per credit, in their previous college studies. Exceptions to this rule may be made under certain conditions determined
by the Admissions and Scholarship Committee. No student is permitted to carry work for more than 20 credits per semester.
Students working part-time are urged to arrange the amount of
their registration accordingly.
CHANGE OF REGISTRATION AND CANCELLATION
In case a student desires to make any changes in his registration,
he must obtain a form from the Registrar's office on which he may
make application, stating clearly his reasons for desiring the change.
Approval of the teachers concerned and the student's adviser and the
Registrar must be obtained before a change will be permitted. A
course which is abandoned without being cancelled through the Registrar's Office will result in a grade of F.
No course may be added after the first two weeks of classes. A course
may not be cancelled after the first six weeks of classes. A fee of $1.00
is charged for each change of registration after the first week of classes.
A student who finds it necessary to leave school before the end of
a semester must cancel his registration at the Registrar's office in
order to remain in good standing.
UNIVERSITY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registration will not
be allowed unless the student has a grading of C average, or 1 honor
point per credit, in his courses at Augsburg. Also, the combined number of credits in any semester must not exceed 17. The credits thus
gained at the University may be transferred to Augsburg College and
counted towards graduation.
CLASSIFICATION
In order to be classified in one of the college classes, a student
must be carrying a minimum of twelve hours of work in which college
credit is given. Classification is based on the attainment of the following number of credit hours together with an equal number of
honor points: Sophomore, 24; Junior, 58; Senior, 92. Students are
classified by this regulation at the time of their registration each
school year.
PROBATION AND ELIMINATION
The Admissions and Scholarship Committee meets at the end of each
semester to consider the status of students who are doing unsatisfactory work. Freshmen who obtain honor point ratios of .5 or below,
Sophomores .6 or below, and Senior College students .8 or below, as
well as students with 6 or more credits of F, at the end of a semester
are placed on probation during the semester that follows. They remain
on probation until an honor point ratio of 1 is attained. A student is
not allowed to remain in college on probation for more than two semesters consecutively, except by special permission. He is dropped for low
scholarship if he fails to maintain a satisfactory scholastic record.
CLASS ATTENDANCE
Regular attendance in class is required. Students who find it necessary to be absent because of illness or for other reasons should confer
with their teachers.
Students are expected to arrange the hours of part-time employment so that work does not conflict with classes. Any exception to this
rule must be agreed to by the teacher of the class affected and must
be approved by the Dean of the College.
A record of attendance is kept by each teacher, and periodic reports
are submitted to the Registrar. At the end of the semseter, a record
is made of the total absences of each student for the semester.
Absences for tours, field trips and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants,
with information as to exact periods absent, are issued by the Dean
to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving in
class late must assume responsibility for reporting their presence to
the teacher.
EXAMINATIONS
Tests are given periodically throughout the semester. In the course
of each semester, reports of the grades attained are made to the
Registrar who forwards them to the counselors and students. Final
reports are sent at the close of each semester to the parents and
students.
Written examinations are regularly scheduled at the close of each
semester. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination without a sufficient reason will
result in a grade of failure in the course concerned.
A student who has to be absent from a final examination because
of a conflict with outside work from which he cannot obtain an excuse
may arrange to take such an examination during some period after
the time on which the subject is scheduled.
If a student has obtained permission from the Dean of the College
to take a final examination at another hour than that scheduled, he is
charged
a fee of two dollars for such an examination. Before the student takes the examination, he must obtain a statement from the Registrar's office and bring it to the teacher concerned. The teacher will
give no examination before he has this statement.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of the semester
must be removed before the end of the following semester or within a
year if the student has not re-enrolled. If incompletes and conditions
are not removed within the time allowed, the condition automatically
becomes a failure and the incomplete may be changed to a passing
grade only when the average of the previous work is sufficiently high.
The final grade after the condition examination is taken may not be
higher than D. A fee of $2.00 is charged for an examination making
u p an incomplete or a condition received at the end of a semester.
COMPREHENSIVE EXAMINATIONS
Compre)lensive examinations may be permitted in courses in which
the Admissions and Scholarship Committee feels the student has adequate preparation or background. Students who wish to take a comprehensive examination must apply in writing to this committee.
When permission is granted, the necessary approval forms may be
secured at the offiee of the Registrar. A fee of $5.00 is charged for
each examination and must be paid in advance. Examination questions and the answers will be filed in the Registrar's office.
GRADE VALUES
3 honor points per credit
A-Superior,
&Very
good, 2 honor points per credit
C-Satisfactory,
D-Passable,
F-Failure,
1 honor .point per credit
no honor points per credit
minus 1 honor point per credit
GRADUATION REQUIREMENTS
In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courses, and grades. A
student who plans to graduate from Augsburg is urged to study the
requirements as outlined in this section of the catalog and in the
department in which he plans to major. It is the responsibility of the
student to see that he includes the required subjects at the right time
in his program of studies. The faculty advisers, the Dean, and the
Registrar will gladly assist him in planning his program.
Lower Division Requirements
1:or a general college education and as a basis for study in professional
fields, students are required to complete the following credits in lower
division courses:
Religion
Each semester, 2 credits
English
6 credits
Course 1-2. Students exempted from
Freshman English must earn 6 credits
above Freshman English.
3 credits
Course 11.
Fine Arts
2 credits
H.Ec. 3, 64, Mu. 7, 3, Phil. 60, Sp. 29,
or any literature course satisfies this requirement.
Foreign Langzmge
8 credits
Students who have studied a foreign language for three years in high school and
students with majors in Home Economics
are exempted from this requirement.
Social Sciences
Hist. 1-2; 21, 22; or Soc. 1, 2.
6 credits
Natural Sciences
8 credits
Health and Physical Education
3 credits
Courses 2, 3 and 4. Students with majors
in Home Economics will substitute H. Ec.
63 for P. E. 2.
Orientation is required of all Freshmen.
Major and Minors
A student is required to complete a major and one or more minors
for graduation. The major subject is determined by the student's
aims as well as by his particular interests and aptitudes as shown in
the quality of work he does in the Lower Division.
It is well for the student to know in his Freshman year what major
line of study he will pursue. Students who are still undecided as to
their major choice when they appear for registration in the junior
year, should, before they register, consult with a faculty counselor
and with heads of the various departments to determine their field
of major work. In planning the major, a student is required to consult with the Head of the Department offering the major. Majors are
offered in the following areas: Religion, Philosophy, English, Speech,
Music, History, Sociology, Social Science, Business Administration,
Business Education, Secretarial Studies, Home Economics, Biology,
Physics, Chemistry, Natural Science, Mathematics, and Physical Education.
For major and minor requirements as to hours of credit see devartmental statements.
Electives
Electives are planned with the purpose of properly distributing a
student's choices among the fundamental fields of knowledge and culture, as well as among the correlatives of the major. Juniors and
Seniors should, as a rule, choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or
above. At least thirtv credits in Upper Division Courses must be completed for graduation.
Total Credits and Honor Points
The amount of work required for graduation comprises a minimum
of 128 credits with an average grade of C, or one honor point for each
c:.edit. A credit equals one recitation period a week throughout one
semester.
Honor points are computed at the rate of one honor point for each
credit with a grade of C, two honor points for each credit with a
grade of B, and three honor points for each credit with a grade of A.
English Proficiency
In order to qualify for the A.B. degree a student must demonstrate
2 proficiency in the writing and speaking of English.
Residence Requirement
To receive the A.B. degree the candidate must spend at least the
concluding year for such a degkea in residence.
DEGREE WITH DISTINCTION
The A.B. degree with distinction is conferred as follows:
Distinction
Honor point n&
Summa Cum Laude
Magna Cum Laude
Cum Laude
To be eligible for these honors, the student must have completed
at least two years of work at Augsburg, and his record at Augsburg,
as well as his total record must meet the requirements as given above.
CURRICULUMS
The following courses of study are outlined as guides for the student
and his adviser in plann,ing a program which will prepare him for the
vocation of his choice.
THE CHRISTIAN MINISTRY
Completion of the pre-seminary curriculum qualifies the student for
admission into the three-year course in the Theological Seminary,
which prepares students for the Christian ministry as pastors or missionaries. The following program gives the approximate pre-seminary
course. It does not include a major or a minor. The student should seek
the counsel of the Seminary adviser as early as possible since the major
selected by the student may affect the choice of courses even in the
Freshman year.
The Seminary adviser for candidates for Augsburg Seminary is Mr.
Stensvaag; for candidates for other Seminaries, Mr. Helland.
Sophomore
Freshman
.
Basic Bible
Orientation
. .
Freshman English .
Foreign Language
..
Healcth .
European Civilization
Physical Education
.
Electives
4
I
6
8
z
6
I
4
Junior
New Testament Greek
Speech
. .
.
History
.
Sociology or Economics or Political
Science or Education
.
Electives
. ..
Natural Science
Psychology
Foreign Langua,ge .
Typewriting .
New Testament Greek
Electives .
8
4
6
I
8
6
Senior
6
6
6
6
8
32
.... .
Religion
Youth Work in the Church
Philosophy
. .... ....
English Li,terature
..
Electives
. . . . . .
z
2
6
6
16
32
The foreign language requirement includes 14 semester credits in
Greek, and 14 smester credits in Latin, German, or Norwegian.
PARISH
AND
MISSIONARY WORKERS
The purpose of this course is to train men and women for effective
service in the Church at home or abroad; that is, as teachers in vacation, week-day and Sunday schools, as youth leaders, and as parish
workers. The course is so arranged that the student will, upon its satisfactory conclusion, receive the A.B. degree and also a certificate
indicating that he is a qualified parish worker.
Students interested in becoming parish workers should consult with
Mr. Stensvaag, parish work adviser.
The suggested schedule provides for a minor in Religion and makes
it possible to plan for a major in Home Economics, History, English
or Sociology. It is also possible to plan for a major in Religion with a
minor in some other field. The courses essential for the securing of the
Parish Worker's Certificate are italicized in the outline below.
Freshman
Basic Bible . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . .6
Natural Science . . . . . . . . . 8
Typewriting . . . . . . . . . . . . . 3
Principles of Sociology
..... . 3
Social Problems . . . . . . . . . . . . . . 3
Orientation
................. I
Physical Activities . . . . . . . . . . . . . I
Electives . . . . . . . . . . . . . . . .3
-
Sophomore
Religion . .
. . . . .
Beginning Speech . . . . .
Types of Public Speech .
Foreign Language . . . .
General Psychology . .
Health
. . . . . . . . . .
First Aid . . . . . . . . . .
Electives
..........
32
Junior
The Missionary Enterprise . . . . . . z
Principles of Christian Education . 2
The Christian Churches
. . . . z
The Lutheran Church . . . . . . . r
Social Psychology or Urban Sociol......... 3
OgY - Actiltg
, ,
, , . .
. 3
Story Telling . .
,
. . . .I
Elementary Shorthand . . . . . . . . 6
Recreational Activities
. . . I
Electives
. .
.
10
Senior
Parish Work
............ z
Youth Work in the Church
. .
z
Edt~caticmal Psychology . . . . . . . 3
Hymns and Music of the Church
z
Fzindamentals of Jozrmalism . . . . . z
Crafts . . . . . . . . . . :', . . . . . . . . s
Fields of Social Work . . . . . . . 3
Secretarial Practice . . . . . . . . . . . . 3
Fine Arts
, ,
........ 2
Electives
. . . . . . . . . . . . 11.
-
HIGH
SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a certificate for teaching in Minnesota at the junior and senior high school
level. The same program will meet the demands set by most of the
neighboring states. The student should apply to the Department of
Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis
of scholarship and other qualifications. Students should usually prepare
for competency in at least two subject-matter fields in which high
schools offer work. In addition to departmental majors, broad majors
for teaching may be secured in natural science, social science, and
business education.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
European Civilization . . . . . . . - . . . 6
Foreign Language or Natural
Science . . . . . . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . .
.2
Electives . . . . . . . . . . . . . . . . . . . . . . 4
Religion . . . . . . . . . . . . . . . . , .
Speech . . . . . . . . . . . . . . . . . . . . .
Foreign Language or Natural
Science . . . . . . . . . . . . . . . . . .
Psychology . . . . . . . . . . . .
Fine Arts . . . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . .
Junior
Religion . . . . . . . . . . . . . .
Educational Psychology . . . . .
Teaching in High School
.
,
Philosophy . . . . . . . . . . . . . . .
Group Activity . . . . . . . . . .
Electives in Major or Minor . . .
Senior
............... 4
Religion
Principles of Guidance . . . . . . . . . . 3
Issues in Contemporary Education. 3
Student Teaching . . . . . . . . . . . 4 or I
Special Teaching Methods . . . . . . . . 4
Electives . . . . . . . . . . . . . . . . . . 1 4
Sophomore
VOCATIONS IN HOME ECONOMICS
f o r k in the Deparhent of Home Economics is intended to prepare
students for homemaking, ta e q i p them for the teaching of home
economics in high school. and to give them the first two years of the
training required for such vocations as dietetics. institution manage~ e n t home
.
economics and journalism, and home manomics in business.
Each student who plans for a vocation in this field should consult
members of the home economics staff about the details of the program
when she begins her college work. X curriculum for a home economics
education major is given below. A graduate who completes this curriculum qualifies for certification by the Minnesota State Board for
Vocational Education to teach in federally aided secondary school home
economics departments. Courses in italics are not required for a general
home economics major.
Freshman
Religion . . . . . . . . . . . . . . . . . .4
Orientation
. . . . . . - - - . . . - . . .I
P.hysica1 Education . . . . . . . . . I
English . . . . . . . . . . . . . . . . . .6
Sociology . . . . . . . . . . . . . . . 3 or 6
Zoology* or Anatomy . . . . 8 or 4
Art in Daily Living . . . . . . . . . 3
Clothing Selection . . . . . . . . . . . 3
Nutrition . . . . . . . . . . . . . . . . . . 3
Clothing Constraction . . . . . . . 2
-
3 4 or 33
Junior
Religion . . . . . . . , . . . .
4
Educational Psychology . . . . . . . 3
Group Activity . . . . . . . . . . . 2
Tefiching in Secondary Schools . . . . 3
Bacteriology . . . . . . . . . . . . . . . 4
Textiles . . . . . . . . . . . . . . . z
Color and Design . . . . . . . . ., . . . . . 3
Home Planning . . . . . . . . . . . . . . 3
Family Health . . . . . . . . . . . . z
Sociology or Elective . . . . . . . . . . . . 3
Principles of Economics . . . . . . . . 3
Sophomore
Religion
.................... 4
Pspcholagy . . . . . . . . . . . . . . . . . . . 4
Marriage and Family Relations . . 3
Principles of Physiscs . . . . . . . . - - 4
Chemistry 5-6* or
Chemistry 4 . . . . . . . . . . . . . 8 or 4
Child Development . . . . . . . . . z
Foods . . . . . . . . . . . . . . . . . . . . . . 6
Speech . . . . . . . . . . . . . . . . . . . . . . . 3
Elective . . . . . . . . . . . . . . . . . o or z
-
Senior
Religion
. . . . . . . . . . . . . . . . , .. 4
Special Methods . . . . . . . . . . . . . . 4
Student Teaching . . . . . . . . . . . . . 4
Principles of Guidance . . . . . . . . . . 3
Issues in Contemporary Education . 3
Home Management Problems . . . . . 2
Home Management La'bora.tory ... 2
Advanced Clothing Construction . . 2
Electives . . . . . . . . . . . . . . . . . . . . 8
Electives must be in the minor field which the student selects.
*Strongly recommended for students who contemplate graduate study
in home economics or work in the areas of nutrition, foods or textiles
research.
BUSINESS
The program in business administration is intended for students
who are planning to work in the fields of business and industry. In
addition to giving preparation for a business vocation the following
suggested course of study leads to the Bachelor of Arts degree.
Sophomore
Freshman
Religion
Freshman English
Foreign Language
Principles of Accounting
Introduction to Business
Orientation
Henlrh
Physical Education
Elective
Junior
.
Religion
United States History
. ..
Business Law
Public Finance or Money and
.
. . .
Banking
Taxation or Cost Accounting
Electives
Religion
Psychology
. . ,
Speech
. .
....
Principles of Economics
Introduction t o Statisti,cs
Natural Science . .
Electives .
.
3
3
13
Senior
Religion
. . .
4
Business Finance or Marketing . . 3
Industrial Mana)gement or Labor3
Management Relations . . .
Seminar in Business Administration . 3
Fine Arts
,
. . 3
Electives
. .
. 16
32
32
4
6
3
-
-
LAW
The following two-year program is suggested for students who plan
to study law.
Freshman
Religion
.
. .
Freshman English
Principles of Accounting
. .
Sociology .
European Civilization
. .
Orientation
General Psychology
Pihysical Aotivities
Sophomore
Reli,gion
Christian Ethi,cs
.
Principles of Economics
American Government .
Logic
.
. . ... .
Introduction to Philosophy
History or Literature
..
Natural Science
.
.
SOCIAL WORK
A rapid expansion of the field of social work during the past twenty
years has created an acute need for trained social workers. Positions
are available in pubIic agencies an federal, state, county, and municipal
levels; in private agencies sponsored by churches or other community
organizations; in goup work, case work, or community organization.
In response to this need, Augsburg College has developed a curriculum designed to do two things: (a) equip graduates for immediate
employment in social work positions that do not erequire post-graduate
training, and (b) prepare students for further study in graduate schools
of social work.
Augsburg College is an active member of the Minnesota Conference
on Social Work Education. During recent years graduates of Augsburg
have secured positions in both public and private welfare, in probation work, child welfare, group w o ~ k ,and case work.
The following courses are recommended for students interested in
Social Work. The courses which are italicized should be taken by all
such students.
Sophomore
Freshman
Religion . . . . . . . . . . . .
Freshman English . . . .
European Civilization
American Government . . . . . . . . . . 6
Natural Science . . . . . . . . . . . . . . . 8
Psychology . . . . . . . . . . . . . . . . . . . . 4
Principles of Sociology
Social Problems . . . .
...........
Foreign Language . . . .
Orientation . . . . . . . .
Physical Education . . .
Health . . . . . . . . . . . .
Elementary Statistics
Junior
Religion . . . . . . . . . . . . . . . . . . . . 4
Principles of Economics . . . . . . . . . 3
Senior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Fields of Social Work . . . . . . . . . . .
History of Philosophy . . . . . . . . . .
Criminology . . . . . . . . . . . . . . . . . . .
Public Welfare . . . . . . . . . . . . . . . .
Electives
3
Rural Sociology . . . . . . . . . . . . . . . . 3
Urban Sociology ...............
3
Speech . . . . . . . . . . . . . . . . . . . . . . . 3
3
6
3
3
. . . . . . . . . . . . . . . . . . 10
Introduction to Methods of Social
Work . . . . . . . . . . . . . . . . . . . . . . 3
Social Psychology . . . . . . . . . . . . . 3
Abnormal Psychology . . . . . . . . . 3
Fine A ~ t s . . . . . . . . . . . .
. 3
Electives . . . . . . . . . . . . . , . . . . . . .16
32
MEDICAL TECHNOLOGY
Students may complete a course leading to the Bachelor of Arts degree with a major in Medical Technology by completing three years
of work at Augsburg College and twelve months at General Hospital
or Swedish Hospital, Minneapolis. This course prepares them for
examination for certification in Medical Technology. It is recommended
that students in this curriculum choose a minor in an unrelated field.
The following program is suggested.
Sophomore
Freshman
................ 4
Religion
Freshman English . . . . . . . . . . . . . 6
Chemistry $-6 . . . . . . . . . . . . 8
Social Science . . . . . . . . . . . . . . .6
Orientation
. . . . . . . . . . . . . . .I
Physical Education . . . . . . . . . . I
Foreign Language - . . . . - . . . . . . . . 8
Junior
Religion . . . . . . . . . . . . . . . . . .
Onganic Chemistry . . . . . . . . .
General Psychology . . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . . . . . . . .
General Zoology
..............
Health . . . . . . . . . , . . . . . . . . . . . .
Elective . . . . . . . . ., . . . . . . . . . . . .
4
.8
4
3
8
2
3
Senior
Religion . . . . . . . . . . . . . . . . . 4
Chemistry 61 . . . . . . . . . . . . . . . . 5
Bacteriology . . . . . . . . , . . . . . . . . 4
Fine Arts . . . . . . . . . . . . . . . 3.
Electives . . . . . . . . . . . . . . . . . . 1 6
-
Lectures, lzboratory and ~ractical
work at General or Swedish Hospita1 for twelve months . . . . . . 3 2
-
Students taking this program must register at Augsburg as well as at
the affiliated hospital in their senior year.
DI ACONATE
A program whereby a Deaconess candidate can prepare for service
in the areas of parish work, social service, high schod teaching, missionary work, nursing, or secretarial work may be arranged in consultation with the Directing Sister of the Lutheran Deaconess Home, the
Dean of Women and the Registrar.
NURSING
Most hospitals prefer that applicants to their school of nursing have
at least one year of college. In many instances two or more years of
college work are desirable. The following pre-nursing curriculum is suggested for those planning to enter a four-year school of nursing. Those
who plan on a three-year nursing program should try to select courses
in college which will not duplicate the courses they will study in the
school of nursing which they plan to attend.
Freshman
,
~
,
Religion . . . . . .
4
Freshman English
. . . . . . . . .6
General Zoology
. . . . . . 8
Health . . . . . . . . . . . . . . . . . .2
sociology . . . . . . . . . . . . . . . . . . . . . 6
Elements of Nutrition .
- 3
Orientation . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . I
Electives . . . . . . . . . . . . . . . . . 2
-
,
~
Religion
. . . . . . . . . . . .4
History or Political Science . . . . . . 6
Psychology . . . . . . . . . . . . . . .4
Child Care . . . . . . . . . . . . . . . . . . . 2
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . 8
Physical Education . . . . . . . . . . . . . 3
Electives
................7
-
33
34
The following courses of the School of Nursing of the Lutheran
Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg
College. This is a part of the three-year course offered by the hospital.
Application for admission to the School of Nursing should be made to
the Lutheran Deaconess Hospital, Minneapolis, Minnesota.
First Year
Anatomy and
Bacteriology
Chemistry .
Psychobgy .
Second Year
Physiology . . . . . . . . 4
. . . . . . . . ., . 3
. . . . . . . . . . . . . 3
. . , . . . . . . . . . .2
I2
Sociology
.
.
-
. . . . . .
2
2
Students enrolled in the School of Nursing at Swedish Hospital, Minneapolis, take courses in Chemistry, and Human Anatomy and Physiology at Augsburg College. Applications for admission to this program
should be made directly to Swedish Hospital.
ENGINEERING
A student may take two full years of pre-engineering at Augsburg
before transferring. The course outlined below applies 'to the fields of
aeronautical, electrical, agricultural, civil, and mechanical engineering
and engineering mathematics at the University of Minnesota. The
chemistry and chemical engineering programs will be slightly different. Students planning to enter this program should complete higher
algebra and solid geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . 10
Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6
General Physics . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
-
Sophomore
Reli3gion . . . . . . . . . . . . . . . . 4
Elementary Calculus and Differential Equations . . . . . . . . . . . . .. l o
Introduction to Atomic and Nuclear
. . . . . . . . 4
Physics . . .
Electricity and Magnetism
..
4
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . 8
Psychology or Sociology I , 2 . 4 or 6
-
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the courses in civil and mechanical engineering, in which case it may be taken in evening school or
summer session.
DENTISTRY
Preparation for the study of dentistry can generally be completed
in two years. The following schedule will meet the requirements for
admission to most dental schools. Students planning to enter this curriculum should take higher algebra and plane geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . .
. 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis
. . .lo
Orientation
.............. I
Health . . . . . . . . . ., . . . . . . . . z
Physical Education
. . . . . , .. I
Sophomore
Religion
.......- European Civilization . . .
Zoology . . . . . . . . . . . . . . . . . . .
Organic Chemistry . .
...
General Physics
. . . .
4
6
8
8
8
MEDICINE
Most medical schools require a minimum of three years of college
education, but premedical students often find it advantageous to complete their college work before entering the medical school. The following program will meet the requirements of most medical schools,
but it is advisable for the student to study the requirements of the
medical school to which he plans to apply.
Students who have not had higher algebra in high school will need
to add Second Course Algebra to the curriculum given below.
Sophomore
Freshman
Religion . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . . 10
Orientation . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . . I
Religion . . . . . . . . . . . . . . . - . . . . - 4History or Philosophy , , ,
,
6
Zoology . . . . . . . . . . . . . . . . . . . 8
General Psychology . . . . . . . . . . . 4
0r.ganic Chemistry . . . . . . . . . . . 8
Speech . . . . . . . . . . . . . . . . . . . . 3
35
33
-
Junior
Religion . . . . . . . . . . . . . . . . . - - 4
Social Science . . . . . . . . . . . . . . .6
German . . . . : . . . . . . . . . . . . . . . . 8
Quantitative Analytical C,hemisrrg j
General Ph,ysics . . . . . . . . . . . 8
Electives . . . . . . . . . . . . . . . . . . . . . 3
34
-
Senior
Religion . . . . . . . . . . . . - - 4
Sociolagy . . . . . . . . . ,. . . . . . . 3
Fine Arts . . . . , . . .- . . , . . . . . . . . 3
Physical Chemistry . . . . . . . . . . - . - 4
Genetics . . . . . . . . . . . . . ., . 4
Electives . . . . . . . . . . . . . . . . . . ..1 4
32
SECRETARIAL
WORK
The first year of the following program provides preparation for
certain office positions. Completion of the second year provides more
advanced training. A student who has had similar courses in high
school may be admitted to advanced classes on the basis of his proficiency in the subject. An outline of the requirements for teaching business subjects in high school appears under Secretarial Studies.
First Year
Religion . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . 6
Elementary Shorthand . . . . . . . . . . 6
Elementary Typewriting . . . . . . . . I
Intermediate Typewriting . . . . . . . 2
Principles of Accounting . . . . . . . . 6
Orientation . . . . . . - . . . . . - . - . . . I
Physical Education . . . . . . . . . .I
Health . . . . . . . . . . . . . . . . . . . . . . . 2
Electives . . . . . . . . . . . . . . . . . . . . . 3
-
Second Year
Religion . . . . . . . . . . .
Speech . . . . . . . . . . . .
Advanced Typewriting
Advanced Shorthand .
Psychology . . . . . . .
Secretarial Practice . .
Offi,ce Machines . . .
Consumer Education .
Electives . . . - , . . . . .
COURSES OF STUDY
COURSES OFFERED
Descriptions of the courses offered in 1958-60 are given on' the
following pages. Unforeseen circun~stances may necessitate making
changes. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine definitely the
current course offerings.
NUMBERING OF COURSES
Odd numbers are used for first semester courses and even numbers
for second semester courses. The Roman numerals I, I1 after the
descriptive title also indicate the semester in which the course is to
be offered.
Numbers 1 through 49 indicate lower division courses which are
primarily for freshmen and sophomores. Numbers 50 through 99 are
upper division courses intended for juniors and seniors.
Two course numbers joined by a hyphen (1-2) indicate that the
course is a continuation course and both semesters of it must be
completed before credit is given. Course numbers separated by a
comma (1,2) indicate that it is a year course, but students may receive
credit for one semester without completing the other.
CREDITS
Credits shown are in terms of semester credits. For continuation
courses, the total credits for the year are given. A two-credit course
generally meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting per week
are more than the credits given. A semester is approximately 1 8 weeks
in length. The normal load for a student is 16 credit hours per semester.
DIVISIONAL ORGANIUTION
The college courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative
aims more easily achieved. A chairman is appointed for each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISIONOF RELIGIONAND PHILOSOPHY
Religion
Philosophy
DIVISIONOF THE HUMANITIES
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
DIVISIONOF THE SOCIAL
SCIENCES
History, Political Science, Geography
Sociology
Psychology, Education
Library Science
Business Administration and Economics
Secretarial Studies
Home Economics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
DIVISION OF RELIGION AND PHILOSOPHY
MR. STENSVAAG,
Chairman
the individual is apprised of
Through the study of religion and
the central realities of life and encouraged to build on the certainties of the
Christian faith. The work proceeds on the assumption that Christianity alone
can furnish a unifying principle which gives meaning to human existence. The
student is challenged to accept this point of view-to
relate himself to Christ
as the center, to evaluate all his studies and experiences in the light of revealed
truth, and to make consistent use of all his talents and training. The goal to
be desired is the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth.
Department of Religion
The courses in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the history, doctrines, and ethics of the
Church, and to prepare him for effective service in the congregation. The fundamental aim in instruction is to lead as many as possible to personal faith in
Christ, and to nurture the Christian life.
All full time students are required to register for two class hours per week
in one of the courses offered in religion during each semester of their studies.
Registration in New Testament Greek satisfies this requirement.
Major, 28 credits. Minor, 2 2 credits. Credits in New Testament Greek, except the first semester, Course I , may be applied toward a Religion major or
minor.
I, 2.
BASICBIBLE. Fr. I, 11.
2, 2 Cr.
A brief introduction to the Bible followed by the study of the Gospel of Mark
and of one or two books in the Old Testament. The second semester is devoted
to the study of two or three books in the New Testament, including Romans,
and of ;brief portions from the Old Testament. Reading assignments include the
emire New Testament.
CHURCHHISTORY.I.
2 Cr.
A brief survey of the main events in the history of the Church for the purpose of developing a more intelligent and appreciative church membership.
3.
z Cr.
4. THE CHRISTIANFAITH IN THE MODERNWORLD.II.
A study of the Christian faith in its relationship to the secular movements and
rival .faiths of modern Western civilization. The course is designed to give to
the student an understanding, from the standpoint of the Christian faith, of
the present conflicts and crises in Western culture.
5. THEMISSIONARY
ENTERPRISE.
I.
2 Cr.
The missionary motives, means, and results are studied as these are seen in their
varied emphases in the history of missionary work in heathen lands. (Offered
1959-1960.)
7. PRINCIPLESOF CHRISTIANEDUCATION.
I
z cr.
Seeks to develop a fundamental understanding of Christian Education, its history,
objectives, and methods, especially as applied to Sunday School and Vacation
Bible School teaching.
2 Cr.
8. GREATMEN AND WOMENOF THE CHRISTIAN
CHURCH.11.
The lives of outstanding Christian men and women from the days of Christ
until the present are studied. Special reports, class discussion.
g. CHRISTIAN
ETHICS.I.
z Cr.
The problems of human duty are studied in the light of various human philosophies of morals. Validity is determined by reference to the Word of God.
The main emphasis is on the new life in Christ, its creation, development and
presemation, and its manifestation in the various phases of life.
lo. HYMNSAND MUSICOF THE CHURCH.11.
See Course l o under the Department of M&c.
2
cr.
23. GROUPACTMTY.
See Course 53 under Education.
I
Cr.
Upper Division Courses
5 I , 52. COMPARATIVE
RELIGION.I, 11.
2, z Cr.
A study of the origin, growth, teachings, and social results of some ten or
twelve of the great non-~hristian religions of the world.
5 3. THECHRISTIAN
CHURCHES.I.
z Cr.
This course aims to give the student an insight into the origin, development,
doctrinal position, and practices of the vafious branches of the Christian Church.
54. THE LUTHERANCHURCH.TI.
2 Cr.
A study of the Lutheran Church, its doctrines and practices. Attention is
given to Lutheranism in America and to the basic principles of the Lutheran
Free Church.
2 Cr.
56. YOUTHWORKIN THE CHURCH.11.
A study of ~rinciples,methods, and materials in youth work for the purpose
of developing effective Christian leadership in this sphere.
57.
QROBLEMS
IN CHRISTIANL.IVING. II.
2
Cr.
A consideration of some of the fundamental questions connected with living
the Christian life: such as, the assurance of salvation, the devotional life,
standards of conduct, the use of the Bible, stewardship, choice of vocation, life
in the local congregation. The Epistle to the Philippians is studied.
5 8.
PARISHWORK.I1
s Cr.
This course seeks to familiarize the student with the work of parish organization and visitation. It ranges in scope from soul-care to surveys. Class lectures
are supplemented by actual field work.
I. Sr.
2 G.
59. GODAND MAN IN THE OLDTESTAMENT.
The rich and varied aspects of the Hebrew life with God discovered and made
significant for our day through the study of a number of great passages, including selections in Isaiah and the Psalms.
60. THE MESSAGE
OF THE NEWTESTAMENT.
11. Sr.
2 cr.
A discovery of the essence of the Christian Faith through a careful study of
representative sections, including passages in the Gospel of John and the Letters
to the Ephesians and the Hebrews.
Department of Philosophy
The courses in philosophy seek to assist the student in becoming familiar with
the thoughts of the great men and intellectual movements in the history of
Western civilization, to create an understanding of the principles of sound
reasoning, and to develop a Christian philosophy of life.
Major, 24 credits. Minor, 16 credits. Courses 2 5 , 26, 41,42, 58 are required
for the major. Courses 41,42 are required for the minor.
35. 'LFrmo~ucm
TO ~ I L O S SO.
~ I.
.
3 Cr.
By means of reading selected scarce materiaf, supplemented bp cIassroom lecture
and discussion, zhe srudmc is acquiinted with rhe terminology of philosophical
discussion. Selected phitowphkal problems are rreated, including the of
ethics, mer*ph~sics, and theory of knowledge.
26. LOGIC.SO. 11.
3 Cr.
A study of the formal rules governing valid inference. Topics considered include: immediate inference, syllogism, scientific method, and a brief introduction
to the notation of symbolic logic.
41, 42. HISTORY OF PHILOSOPHY. I, n.
3. 3 Cr.
!in historical survey of the outstanding men and movements in the development
of philosophical thought from the Greeks through Kant.
U,pper Division Courses
2.
$2
n.
RELIGION.I,
under Department of Religion.
COMPARATIVE
See course 5 I,
2, 2
Cr.
j 5. CONTEMPORARY
PHILOSOPHY.Prereq. 42. I.
3 fie
An historical survey of the main currents of philosophical thought since Kant.
Topics dealt with include: German idealism and romanticism, existentialism,
Marxism, ,positivism, and pragmatism. (Offered I 9 5 8- 5 9.)
n.
56. KIERKFGAARD.
Prereq. 41 or 42.
3 Cr.
A study of selected writings of the Danish existentialist with emphasis on his
ccntribution to theory of knowledge as it relates to philosophy of religion and
theology. (Offered 1958-59.)
cr.
5 8. PLATO.Prereq. 41. 11.
3
A careful study and analysis of a number of the dialogues of Plato, including
selected portions of the Republic. (Offered 1959-60.)
3 Cr.
60. FORMSAND PHILOSOPHYOF ART. 11.
The spirit and substance ofi art and the art experience in their various forms
through demonstrations, lectures, and readings in the philosophy of art. (Offered 1959-60.)
3 Cr.
61. PHILOSOPHY
OF RELIGION.Prereq. 3 credits in Philosophy. I.
An inquiry into the nature of religious faith and the religious experience from
the viewpoint of philowphy and psychology. (Offered 1959-60.)
Jr., Sr. 11.
74. HISTORYOF POLITICALTHOUGHT.
See course 74 under Political Science.
3 Cr.
I , I Cr.
81, 82. SEMINARIN PHILOSOPHY.
Jr., Sr. I, 11.
An advanced discussion of a thinker or topic chosen by the instructor and
students. Arranged when there is sufficient demand. (OfEered 1918-59.)
DIVISION OF THE HUMANITIES
MR. THORSON,
Chairman
It is the purpose of the Division of Humanities to transmit to the students
a knowledge of and interest in the cultural heritage of mankind, and to assist
the student in &ding his place within this culture. The Division seeks to
stimulate the student's desire to acquaint himself with the cultural treasures
as chese are found in language, literature, and the fine arts, and to seek an expression of these upon the basis and within the framework of the Christian faith.
Department of Ancient and Classical Languages
The courses in classical and ancient languages aim to give the students a real
insight into our classical heritage. Hebrew and New Testament Greek are tools
by which a student may gain a more complete understanding of the Scriptures.
A knowledge of New Testament Greek is a standard ,prerequisite for adrnission to most theological seminaries.
N e w Testament Greek
Minor, I 6 credits.
I-Z? ELEMENTS
OF NEW TESTAMENT
GREEK.I, 11.
8 Cr.
111 adldition to the theoretical and practical study of the grammar of the Greek
language of the New Testament, the course will cover the manuscript transmission of ,the Greek text of Ithe New Testament with the description of the
main uncial manuscripts and ancient versions.
5 r, 52. ADVANCED
NEW TESTAMENT
GREEK.I, 11.
3 , 3 Cr.
Selections from the Synoptic Gospels and Acts. Special emphasis is given to
parsing and syntax ai the Greek text.
53, 54. GREEKEXEGESIS.
I, 11.
I , I Cr.
Selections from the Pauline and Catholic Epistles. Special emphasis is given to
the syntactical and exegetical approach to the Greek text.
?Continuation course. To receive credit for this course, a student must complete
both semesters.
Latin
8 Cr.
I-2.t BEGINNING LATIN.
Fr. I, II.
Grammar, easy prose, composition.
3, 4. GSAR, AND ST. AUGUSTINE.
SO. I, n.
3, 3 Cr.
Continuation of grammar and syntax. Reading from Caesar's Gallic War and
Sr. Augusthe's Confessims. (Offered I 9 5 9-60.)
Hebrew
E3-E4.1
HEBREW
FOR BEGINNERS.I,
n.
6 Cr.
See Course 9-10 under Theological Sminary.
S f , 86. HEBREW
EXEGESIS.
I, 11.
See Course 17, I 8 under Theological Seminary.
2,2
cr.
Department of English
The Department of English aims to train students in the proper use of
English in oral and written expression; to increase proficiency in reading and
in analyzing literary texts; to acquaint the students with the development of
the literature of England and America; and to instill a deeper understanding
of the fundamental truths and realities of life revealed in great literature.
The department prepares specifically for the teaching of English in secondary
schools and for graduate study.
Freshman English is required of all students. The department annually may
exempt a few well qualified students from this requirement. Those exempted
from Freshman English must register for 6 credits above Freshman English.
Major: 27 credits pbove Freshman English, including courses 31, 32, 51, 52,
61, 62, 74, and one of the ,following: 59, 81, 83, or 85.
Minor: zo credits above Freshman English, including courses 31, 32, 51, $2,
61, and 62.
Teaching major: 27 credits a'bove Freshman English, including courses
listed for the non-teaching major plus 71.
Teaching minor: 2 0 credits above Freshman English, including courses listed
for the non-teaching minor plus 71.
A minor in speech, library scien.ce, or a foreign language is recommended for
those who plan to teach English in high school.
Students who plan to do gaduate work in English should include courses 76,
78, and 92.
$Continuation course. To receive credit for this course, a student must complete
Loth semesters.
A. IMPROVEMENT
OF READING.
I, 11.
o Cr.
A developmental program for students who wish to improve speed and
comprehension in reading. Open to all students.
I-2.f
FRESHMANENGLISH.I, 11.
6 Cr.
A study of language, composition, and literature. Themes and a reference paper.
Required of all students. Students who do not meet the minimum requirements
in the entrance English tests are 'placed in special sections meeting five hours a
week.
21.
MASTERPIECES
OF WORLDLITERATURE.
Prereq. 2. I.
2 Cr.
Reading, analysis, and discussion of some of the world's great classics. Recommended for non-English majors.
25. EXPOSITORY
WRITING.Prereq. 2 . I.
r Cr.
Practice in the writing of exposition and argumentation. Reading and analysis
of models.
26. CREATIVE
WRITING.Prereq. 2. 11.
2 Cr.
Writing of description and narration. Study of techniques in the composition
of fiction, poetry, and drama. Individual and group projects.
31. F O U N D A ~ OOF
N SLITERATURE.
Prereq. 2. I.
3 Cr.
Study of Greek and Roman masierpieces, tracing the influence of the classical
tradition in modern British and American literature.
MEDIEVALAND RENAISSANCE
LITERATURE.
3 Cr.
Prereq. 3 I or consent of instructor. 11.
English literature from Beowulf through Shakespeare. Some attention paid to
non-English works.
3 2.
Upper Division Courses
50. CORRECTIVE
WRITING.hereq. 2. Offered both semesters.
I Cr.
Designed to develop correctness in writing and usage. Required of all students
who rank low in the sophomore Cooperative English Test.
AMERICAN
LITERATURE.
2, 2 Cr.
Prereq. 3 1 or consent of instructor. I, 11.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
5 I, 5 2.
5 7. THEMODERNSCANDINAVIAN
NOVEL.1.
See course 5 5 under Scandinavian Language and Literature.
z Cr.
icontinuation course. To receive credit for this course, a student must complete
both semesters.
L
AUGSBURG
COLLEGE
rn
DRAMA.
11.
5 6. THEMODERNSCANDINAVIAN
See course 56 under Scandinavian Language and Literature.
2
Cr.
Prereq. 3 I or consent of instructor. I.
z Cr.
57. THEBRITISH NOVEL.
The development of the novel in England. A study of the major novelists and
their novels. (Offered I 9 59-60.)
POETRY.Prereq. 3 I or consent of instructor. I.
59. CONTEMPORARY
Analysis of: the techniques of modern poetry. (Offered 19y 8-59.)
z Cr.
BRITISH LITER~TURE
OF THE SEVENTEEN^ AND EIGHTEENTHCENTURIES.
3 Cr.
Prereq. 3 I . I.
The principal authors from John Donne through Samuel Johnson. Discussion
of literary movements and historical backgrounds.
61.
OF THE NINETEENTH
CENTURY.
Prereq. 3 I . 11. 3 Cr.
Gr. BRITISHLITERATURE
Romantic and Victorian literature in England. Stress placed on major writers of
prose and poetry.
TO MODERN
ENGLISH.Prereq. z. I.
z Cr.
71. INTRODUCTION
The study of American English vocabulary, sounds, and grammar. Designed to
give prospective high-school English teachers an introduction to the study
of language.
t Cr.
72. LITERARY
CRITICISM.Prereq. 2 . 11.
A study of basic :texts, winh emphasis on principles and issues which have
special relevance for modern thought. (Offered I 9 5 9-60.)
74. SHAKESPEARE.
F r e q . 3 2 . 11.
3 Cr.
Reading of some of the plays. Attention given to the principles of drama and
the historical background.
76. MILTON. Prereq. 61. H.
z Cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of the seventeenth century. (Otfered
1959-60.)
78. CHAUCER.Prereq. 3 2 . 11.
2 Cr.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Cmterbu~yTales. (Offered 1958-59.)
z Cr.
8 I. MODERNDRAMA.Prereq. 3 I . 11.
A survey of the chief dramatists from the time of Ibsen. Representative plays
studied as literature and as theater. (Offered 1958-59.)
8 3 . MODERNBRITISHLITERATURE.
Prereq. 3 I. I.
2 Cr.
The irmpo~tantli,terary movements of the present century in England, concentrating on leading authors and nota'ble productions. (Offered 1959-60.)
AMERICAN
LITERATURE.
Prereq. 5 I, 5 2 . 11.
85. CONTEMPORARY
Major writers since World War I. (Offered 1959-60.)
2
Cr.
2 Cr.
92. ENGLISHSEMWAR.Prereq. Sr. and English major or minor. 11.
Methods and problems of bibliography and research. Selected topics in American
and British literature. Intended for students preparing for graduate study in
English.
TEACHING
OF ENGLISH. I.
See course 93 under Education.
93.
2
Cr.
Journalism
I.
FUNDAMENTALS
OF JOURNALISM. I.
2 Cr.
An introduction to the theory and practice of journalism, with emphasis on
reporting and writing. Some attention given to editing and headline writing.
2.
EDITING THE SMALLPAPER.I1
2 Cr.
The mechanics of newspaper production. Designed especially for prospective
advisers of high-school publications. (Offered 1959-60.)
5 . Echo STAFF MEETINGS.I, 11.
I, I Cr.
Students who are regular members of The Augsburg Echo stag and who may
receive credit for their work must register for the weekly staff meetings. These
meetings are also open to members of Course I. Hour arranged.
A,
Augsburgian STAFF MEETINGS.I, 11.
I , I Cr.
Students who are regular members of the Augsburgian staff and who may receive credit for their work must register for the schduled weekly stag meetings.
5, 7 .
Department of Speech
This department aims to foster in students those speech skills whidh contribute to meaningful self-expression and effective leadership. It seeks to
develop platform skills, intelligent speech compositions, and critical listening
habits. It aims, through courses in interpretative reading and drama, to stimulate an appreciation of h e literature and drama.
The department offers a major in general speech which prepares the student
teach speech in the secondary schmls and to take graduate work in speech,
radio, theater, or speech pathology.
ta
All students are required to earn 3 credits in speech
is designed especially for this requirement.
Major: 21 credits above Speech I I , including courses
Also required is Phil. 26. English is recornmenKed as a minor.
Minor: 1 5 credits above Speech I I. For Education students courses 66 and 76,
and st least one course f r m each of ~ h following
e
groups: 12,5 1 ; 31, 32; 61, 62.
II
Students needing help with speech problems such as stuttering, lisping, foreign
dialect, and excessive stage fcight should contzct the head of rhe department
for individual attention.
i I. BEGINNING
SPEECH.Fr., So. Offered both semesters.
3 Cr.
A study of basic problems of effective speaking and critical listening, with
emphasis on informative speaking.
I z. TYPES
OF PUBLICSPEECH.Prereq. I I . Fr., So. 11.
3 Cr.
An introduction to argumentation and persuasion, discussion, debate, interpretative reading, and parliamentary procedure. Participation in various speaking
activities.
I 5.
STORYTELLING.
I.
I Cr.
Selection and preparation of stories for various age groups. Observation and
practice in story telling. (Offered I 9 5 8- J 9.)
21-2z.t INTERCOI-LEGIATE
DEBATE.I, 11. Open to all students.
2 Cr.
Practice in debating the intercollegiate debate question of the year. Participation
in intercollegiate debate tournaments.
ZJ, 26. PUBLICSPEAKING
SEMINAR.Open to all students. I, 11.
I, I Cr.
Advanced work in public speaking. Participation in collegiate oratory contests.
Arranged.
TO DRAMATIC
ARTS.Open to all students. I.
3 Cr.
zg. INTRODUCTION
An introduction to the history of the theater and to the theories of drama and
dramatic production. (Offered I 9 J 8- 5 9.)
3 I. INTERPRETATIVEREADING.SO. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
kinds of prose, .poetry, and drama. (Offered 1959-60.)
32. ACTING.SO. 11.
3 Cr.
An introduction to the art of .acting. Practical work in pantomime and improvisation; participation in dramatic presentations.
Upper Division Courses
5 I. GROUPDISCUSSION.
Jr., Sr. I.
z Cr.
Principles and types of discussion. Practice in group discussion techniques. (Offered 1958-1959.)
5 j. RADIOSPEECH.Jr., Sr. I
2 Cr.
Exercises and projects in preparation and prodnction 04 radio programs. (Offered 19j9-60.)
+Continuation course. To receive credit for this course, a student must conlplete
both semesters.
61. ARGUMENTATION
A N D DEBATE.Prereq. I I . Jr., Sr. I.
2 Cr.
Applications of logic in public address. Preparation and delivery of argumentative speeches and participation in debates. (Offered 1959-60.)
62.
PERSUASION.
Prereq. I I . Jr., Sr. I.
2 Cr.
Applications of psyahology in public address. Preparation and delivery of persuasive speeches. (Offered 195 8-59.)
2 Cr.
64. STAGECRAFT.
Jr., Sr. 11.
A stu'dy of stage design, scene construction and theatrical lighting, with emphasis on the problems of the amateur stage. Laboratory exercises. (Offered
1559-6b.)
3 Cr.
66. STAGEDIRECTION.
Prereq. 3 2 . Jr., Sr. 11.
Theory and ,practice of stage direction with laboratory exercises in planning
anmd conducting rehearsals. (Offered I 9 5 8-59.)
76. SPEECHPATHOLOGY.
Jr., Sr. I1
3 Cr.
Physical and psychological factors underlying normal and abnormal speech. An
introduction ,to principles and methods of speech correction.
OF SPEECH.Sr. I.
95. TEACHING
See course 95 under Education.
2
Cr.
Department of Modern Languages
This ~ e ~ a r t m e n
aims
t to impart to the student the knowledge of a modern
language as a factor in stimulating a sympathetic interest in the people for whom
it is the main channel of expression. It also aims to aid the student in developing
an understanding of the idiom of a particular language and' a mastery of tshe
rules of grammar and rpronunciamtion. It furthermore seeks t o develop an interest
in the histony, literature and life of the people whose language he is learning,
and to transmit to American life the best of their cultural and religious
heritage. A special ai,m is to provide language facility and technical training
for such a plan to teach, study theology or become candidates for higher
academic degrees.
German
Minor, so credits.
I-2.t
BEGINNINGG E F ~ A NI, . 11.
8 Cr.
A study of the grammar and vocabulary of the German language so that the
student attains a reading knowledge.
3,4. MODERNGERMANPROSEAND POETRY.I, 11.
3, 3 Cr.
This course continues to build up the vocabulary of the student through the
study of easy prose and poetry.
fantinuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
5 I, 1Z. GERMANLITERATURE.
I, 11.
3, 3 Cr.
Reading of standard authors. Brief survey of German literature. (Wered
1919-60.)
Scandinavian Language and Literature
24 credits.
I-2.t BEGINNINGNORWEGIAN.Fr. I, 11.
8 Cr.
Reading, translation, spelling, and exercises in writing and in pronunciation.
j, 4. INTERMEDIATE
NORWEGIAN.
SO. I, 11.
3, 3 c r .
Further study of grammar. Reading of standard authors. Brief survey of
Norwegian literature. Composition. (Offered I 9 18 - 5 9.)
I I. SCANDINAVIAN
HISTORY.I.
3 Cr.
A !brief survey of the history of the Scandinavian peoples, with history of
Norway as the core. (Offered 1919-60.)
r 6. MODERNSCANDINAVIA.
11.
3 Cr.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered I 9 19-60.)
Upper Division Courses
5 5 . THEMODERNSCANDINAVIAN
NOVEL.Jr., Sr. I.
2 Cr.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma La.gerl@f,
and others. Knowledge of a Scandinavian language not required. (Offered
1958-19.)
DRAMA.Jr., Sr. 11.
z Cr.
56. THE MODERNSCANDINAVIAN
The course includes dramas 'by Bjgirnson, Ibsen, and Strindberg. Knowledge of
a Scandinavian language not required. (Offered 19 18-19.)
French
Minor, zo credits.
I-2.t
BEGINNING
FRENCH.I, 11.
8 Cr.
The course includes the study of French sounds and their spelling, the essentials
of grammar, oral and written work, and the reading of suitable selections from
French literature. (Offered 1919-60.)
3, 4. INTERMEDIATE
FRENCH.I, 11.
3, 3 Cr.
One half of the time is devoted to the further study of grammar, composition,
and oral work. The other half is spent in reading representative types of French
literature. ( m e r e d 195 8-59.)
+Continuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
y I. SURVEY
OF FRENCHLITERATURE.
I.
3 Cr.
A study of the authors and literary movements of the seventeenth, eighteenth,
and nimeteenth centuries. (Offered only as an honors course for selected
students.)
FRENCH PHONETICS,CONVERSATION,
AND COMPOSITION.
11.
3 Cr.
A thorough study of French sounds, phonetic symbols, drill on pronunciation,
honet tic readings, various types of oral work, memorization, dictation and
composition. (Otfered only as an honors course for selected students.)
52.
Spanish
Minor,
20
credits.
I-2.i
BEGINNINGSPANISH.I, 11.
8 Cr.
Stresses pronunciation, the essentials of grammar, elementary conversation,
and background reading in Spanish on the Latin American countries.
3, 4. INTERMEDIATE SPANISH.I, 11.
3, 3 Cr.
Includes further study of grammar, oral and written work, and the reading of
short stories, novels, and plays in the Spanish language.
Upper Division Courses
5 I. SURVEY
OF SPANISHLITERATURE.
I.
3 Cr.
A study of Spanish literature from the Poema del Cid to modern times. Lectures in Spanish, reading of representative works and reports. (Offered 1959-60.)
52. SPANISHCONVERSATION
AND COMPOSITION.
11.
3 Cr.
A course aiming to facilitate free expression in Spanish through conversation
2nd composition, including original themes. Laboratory, including audio-visual
aids, in'tegrated with classroom work and instruction. (Offered 1959-60.)
TEACHING
OF MODERN
LANGUAGES.
Sr. I.
See course 73 under Education.
73.
z Cr.
+Continuation course. To receive credit for this course, a student must complete
both semesters.
Department of Music
The Department of Music offers training to students who wish to become
teachers of music, soloists, and directors of choral and instrumental ensembles,
as well as preparation for those who expect to pursue specialized study in the
field of music. General instruction is aflorded students who are interested in
the appreciation and understanding of the music of the masters. Emphasis is
laid upon (the rich musical heritage of the Christian Church.
Graduation Major, 36 credits, including courses I , 2, 7, 8, I 5-16, 55-56,
57, 58, 61-62 or 63-64;4 credits from 10, 77, 78; and 8 credits in applied
music, 2 of which must be in piano or organ.
Teaching Major, 3 2 credits in addition to 88, 89; including courses I, 2, 7,
2 credits from 77, 78; and 6
credits in applied music, 2 of which must be in piano or organ.
8, 15-16, 55-56, 57, 58, 61-62' or 63-64';
Two public recitals, at least one of which must be in the junior or senior
year, is required of all music majors.
Graduation Minor, 26 credits, including courses I, 2, 7, 8. I 5-16, 78; 4
credits from 10, 15-56,57, 58, 77 and 2 elective credits; and 6 credits in applied
music, 2 of which must be in private lesms in either vocal or instnunend
music.
Teaching Minor, 22 credits in addition to 88, 89; including courses I, 2,
15-16,55, 57, 58, 61-62 or 63-64;and 4 credits in applied music.
Two credits are given for membership for one year in the Choir or the
Concefit Band. One credit is given for membership for one year in the Women's
Chorus or Male Chorus. Credit in Choir is not granted for less than two
com(p1ete semesters within an academic year.
One credit per semester is granted to studeqts taking a minimum of sixteen
thirty-minute lessons per semester in either voi'ce, #piano,organ, brass, or woodwinds. Occasional lessons are available without credit.
For statement of fees see under Financial Information.
3 , 2. THEORY,
I, 11.
2, 2 Cr.
A 'basic course in the fundamentals of music, including the prinoiples of
notation, major and minor scales, intervals, triads, rhythms: aural skills: sight
reading, dictation, and part singing. Should be taken ,concurrently with I 5-1 6
whenever possible.
.
*A student wirh a major for teaching should 'be prepared for both vocal
and instrumental work. Unless he takes 'bo& technique courses, his work in
applied music, excepting the required credits in piano, must be in instrumental
music if he registers for Choral Technique, and in vocal music if he registers
for I n s t m e n t a ~ lTechnique.
AND LITERATURE
OF MUSIC.I, 11.
2, 2 Cr.
;, 8. HISTORY
,4n historical approach to the appreciation of the world's greatest musi,c.
Supplemented by musical scores and record illustrations. For students with or
without a musical background. Students should complete 7 before regisrering
&or 8, or have consent of instructor.
10. HYMNSAND MUSICOF THE CHURCH.11.
2 Cr.
A survey course dealing with the development of the music of the Christian
Church, with special attention to Protestant hymnody. Designed for the
ginera1 student, the course also will prove helpful to organists, choir directors,
and pre-~heologicalstudents. The course is accepted as fulfilling the requirements
of a course in religion.
15-16.? HARMONY.I, II.
4 Cr.
Application of the study of scales, intervals, and chord formation in written
exercises. Written work includes harmonization of figured bass and given
melodies as well as opportumty for simple creative writing.
Upper Division Courses
HARMONY.
Prereq. z, I 6. I, 11.
2, 2 Cr.
5 5, 56. ADVANCED
Continuation of the work begun in Course 15-16,with advanced work in harnlonization of figured bass and given melodies. Thorough study of modulation,
advanced ,chord formations, #theuse of suspensions, retardations, and ornaments
of music.
Prereq. z, or z Cr. in piano, organ, or equivalent.
57, 58. CONDUCTING.
Jr. I, 11.
2, r Cr.
course designed for students planning to enter the field of public school
music, as directors of vocal or instrumental music or both, and for those who
wish training in church choir administration and direction. Students in music
education are advised to take the course in their junior year.
61-64.? INSTRUMENTAL
TECHNIQUE.
Prereq. z. I, II. Sr.
4 Cr.
Class instruction in string, reed, brass, and percussion instruments, preparing the
prospective public school music teacher an,d director for work in band and
orchestra.
65-64.? CHORALTECHNIQUE.
Prereq. 2. I, 11.
4 Cr.
Class instruction in the fundamentals of voice as related to singing, preparing
the prospective public school music teascher and director for work in vocal music.
77. COUNTERPOINT.
Prereq. 5 5. I. Sr.
2 Cr.
Strict counterpoint in one, two, three and four-part writing in all the species.
-
f(=ontinuation course. To receive credit for this course, a student must complete
both semesters.
78.
MUSICALANALYSIS.Prereq.
2,
$5,
and 7 7 or consent of instructor.
TI. Sr.
2
Cr.
A detailed study of the structure and form of music, together with the study
of the harmonies constituting any musical composition.
88. TEACHING
OF GRADESCHOOLMUSIC.
Jr. TI.
See course 888 under Education.
t
Cr.
OF HIGH SCHOOLMUSIC. Sr. I.
89. TEACHING
See course 89 under Education.
2
Cr.
I,
z Cr.
cr.
I
%. % c r .
%, %, Cr.
o Cr.
These organizations exist not only for fihe benefit of the music student but
for anyone enrolled as a student who wishes to ,participate in groups affording
opportunity for musical expression.
I , I Cr.
PREPARATORY
PIANO.I, 11.
Keyboard fundamentals. Major and harmonic minor scales, sight reading, hymns,
and simple repertory.
I , I Cr.
INTERMEDIATE
PIANO.Prereq. Prep. Piano or equiv. I, 11.
Melodic minor scales, chords, and arpeggi. Repertory including Bach-Carrol,
Burgmuller Opus 100, and Sonatina album.
I , I Cr.
ADVANCED
PIANO.Prereq. Interm. Piano or equiv. I, 11.
Technique as needed, using Cramer, Loeshorn, Bach Two-Part Inven,tions,
Sonatas of Haydn, Mozart, Beethoven, etc. Repertory from Classical, Romantic,
and Modern Composers.
I , I Cr.
ELEMENTARY
ORGAN.Prereq. Prep. Piano or equiv. I, 11.
General coordination and technique of playing the organ. Study of the Baoh
Eight Little Preludes and Fugues, Dupre's 79 Chorales, and hymn playing.
I , I Cr.
ADVANCED
ORGAN.Prereq. Elem. Organ or equiv. I, II.
Technique as needed. Repertory from pre-Bach, Baroque, Romantic, and modern
organ composers.
I'OICE.
I, 11.
I , I Cr.
Voice instruction includes correct habits of pronunciation and articulation,
brea,th control, flexibility, ear training in some cases, and interpretation of song
classics, both sacred and secular. One thirty-minute lesson per week.
:Continuation course. To receive credit for this course, a student must complete
both semesters.
%
BRASSINSTRUMENTS.
I, TI.
or
% or
WOOD-WIND
INSTRUMENTS.
I, 11.
I
Cr.
I
Cr.
Private or class instruction in these instruments is offered as follows:
a) Private instruction+nk
per semester. I credit.
thirty-minute lesson per week (or its equivalent)
b) Class instruction-ne
thirty-minute lesson per week (or its equivalent)
per semester, in groups of not less than three pupils. f/Z credit.
Opportunities for participation in Brass, String, and Woodwind ensembles are
offered each year on a non-credit basis.
Art
I . 2.
MODELING
AND SCULPTURE.
I, 11.
2, z Cr.
Design in three-dimensional form. Modeling of portraits, human figures and
animal Iforms. Plaster casting.
3. ART IN DAILYLIVING.I.
See course 3 under Department of Home Economics.
3 Cr.
7, 8. PAINTING.I, 11.
2 , z Cr.
Still life and landscape painting. Theory of composition and color. Problems
in line, form, space, color mixing, and practic,al problems.
Upper Division Courses
AND APPRECIATION
OF ART. 11.
64. HJSTORY
!ke course 64 under Department of Home Economics.
3 cr.
tcontinuation course. To receive credir. for this course, a student must complete
both semesters.
DIVISION OF THE SOCIAL SCIENCES
It is the general purpose of t h e work in this division m improve rhe student's
understanding of human relationships and his appreciation 0: rheir imporeance
2nd value, especially in their Chrktian interpretation. T h e work pmceeding
under the guidance of the faculty in this division i s therefore mwldsd to
develop a higher grade of citizenship and to improve the individual's adaptation to his vocation.
Department of History and Political Science
The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations of
the phenomena in the fields of History and Political Science. It affords preparation for graduate study and for .teaching in secondary schools.
History
Major, 30 credits; minor, 21 credits. Students with a major or minor in
history x p l a n to teach in this field must include History 21 and 22. For
non-majors, prerequisites may be waived on consent of the instructor.
I-r.? EUROPEAN
CIV~IZATION.
Fr. I, 11.
6 Cr.
This course is a rapid survey of European history from ancient times and up to
the present. Desfgned to lay the foundation for future work in History.
I I.
SCANDINAVIAN
HISTORY.
I.
See Course I I under Scandinavian Language and Literature.
3 Cr.
UNITEDSTATESHISTORY.
SO., I, TI.
3. 3 Cr.
A survey of the life of the American people, and the development of their
ideas and institutions. First semester to 1865, second semester to present.
2 1 , 22.
Upper Division Courses
3 Cr.
AND THE REFORMATION.
Prereq. 1-2. Jr. I.
5 I . THE RENAISSANCE
A study of the economic, social, political, cultural, and religious movements
that marked the transition from medieval to modem civilization and culture.
(Offered 1959-60.)
3 Cr.
TO 1800. Prereq. 1-2. Jr., Sr. 11.
52. ENGLAND
Emphasis placed upon the constitutional development of England and the
factors which shaped the background of U. S. History. (Offered 1958-59.)
f-Continuation course. To receive credit for this course, a student must complete
both semesters.
53. LATIN-AMERICAN
HISTORY.
Prereq. 1-2. Jr., Sr. I.
A swdy of Latin America and its development. (Offered lr58-59.)
3 Cr.
$4. MODERNRUSSIA.Prereq. 1-2. Jr., Sr. 11.
3 Cr.
Particular emphasis on the period since Peter the Great. (Offered 1958-59.)
UNITEDSTATES.Prereq. 21, 22. Jr., Sr. I.
3 Cr.
5 5 . CONTEMPORARY
The United States drom about 1900 to 'the present. Seminar offered in connection with this course may be taken for one additional credit on approval
of instructor. (Offered 1959-60.)
DIPLOMACY.
Prereq. 6 cr. in Hist. or Pol. Sci. Jr., Sr. 11. 3 Cr.
56. AMERICAN
A consideration of foreign relations of the United Sta,tes from the Revolutionary
War to ,the :present. Seminar offered in connection with .ahis course may be
taken for one additional credit on approval of instructor. (Offered 1959-60.)
61. ANCIENTHISTORY.Prereq. 1-2. Jr., Sr. I.
3 Cr.
A cu1,tural and political history of ancient civilizations and their contributions
to modern cultures. (Offered I 9 5 8 - 59.)
62. HISTORY
OF CANADA.
Jr., Sr. I.
3 Cr.
The development of Canada from early exploration to the present, with
emphasis on Canadian-United States relations. (Offered
I 9 59-60.)
64. MEDIEVALHISTORY.Prereq. 1-2. Jr., Sr. 11.
3 Cr.
The medieval period of Europe and the Mediterranean area. (Offered 1958-59.)
71.
FRENCH REVOLUTIONAND EARLY NINETEENTH CENTURY EUROPE.
3 Cr.
Prereq. 12 credits in Hist. Jr., Sr. I.
Poli,tical, economic, social, and cultural developmen,t in Europe from 1789 to
I 850. The French Revolution, Napoleon, the Restoration, *he Revolution of
1848. (Offered 1959-60.)
credits in H i t . Jr. Sr. 11.
3 Cr.
Politi,cal, economic, social, and cultural ,deveIopment in Europe from I 848 to
1914. The national unification of Germany and Italy, che rise of imperialism,
and the ,background of World War I. (Offered 1959-60.)
72.
LATENINETEENTHCENTURY
EUROPE.Prereq.
74.
HISTORYOF POLITICAL
THOUGHT.
Jr., Sr. 11.
12
3 Cr.
Sec course 74 under Political Science.
CENTURY.
Prereq. 1 2 cr. in Hist. Sr. I, 11. 3, 3 Cr.
8 I , 82. THETWENTIETH
A survey of recent developments in (the world, extending from che ourbreak of
Vorld War I to vhe present. Seminar offered in connection wich this course
may 'be taken for one ~d~ditional
credit ,per semester on approval of instructor.
(Offered 1958-59.)
SEMINARIN NORTHWESTHISTORY.Jr., Sr. I. Prereq. consent of instructor.
2 Cr.
A st,udy of various areas of the history of Minnesota and the Northwest. A
research paper is required of each member of the class. (Offered 1958-59.)
99.
Political Science
Minor,
I1
credits.
I, 11.
6 Cr.
41-42.t AMERICANGOVERNMENT.
A study of the Constitution; civil rights; federal, state, and local governments;
citizenship; and popular control of government. Contemporary issues are
stressed.
Upper Division Courses
S THE UNITEDSTATES.Jr., Sr. I.
53. POLITICAL P A R ~OF
3
American parties, their organization, methods, functions, pressure groups. (Offered 1958-59.)
&=r.
16. AMERICAN
DIPLOMACY.11.
See course 56 under History.
3 Cr.
6 I.
PUBLICFINANCE.Prereq. 4 1-42 or Econ. I 5 for Political Science minors.
Jr., Sr. I.
3 Cr.
See course 61 under Business Administration and Economics.
74. HISTORY
OF POLITICAL
THOUGHT.
Jr., Sr. II.
3 Cr.
-4 study of .political philosophy and its influence and historical signi,ficance
from ancient Greeks to the present. (Offered I 959-60.)
OF THE SOCIALSTUDIES.Sr. I.
81. TEACHWG
See course 85 under Education.
2
Cr.
Geography
14. HUMANGEOGRAPHY.
Fr., So. II.
A study of geographical factors affecting mankind.
3 Cr.
Combined Major in Social Sciences for Teaching
Requirement: 21 credits in History (including History 21 and 22) and
Geography; Sociology I, 2; Economics 15, 16; Political Science 41-42.
Minor in Social Science
Requirement: 6 credits each in History and Sociology; Political Science 41-42;
and 3 credi,ts in Economics.
-'Continuation Course. To receive credit for this course, a student must complete
both semesters.
Department of Sociology
The objectives of this Department are to help students attain a better understanding of society and its social problems, as well as to prepare students for
social service, for graduate training in social work, and for graduate study in
Sociology. Beyond understanding of society and its problems and beyond
academic competence, the Department aims to explore the relevance of' Christianity to effective social service.
Major, 24 credits including Sociology I , 2. Required in addition are History
1-2, or 21, 22.
Minor, 1 5 credits including k i o l o g y I , z. Required in addition are History
1 - 2 , or 21, 22.
Introduction to Statistics is re~om~mended
for majors and minors in k i o l o g y .
For other recommended courses see under Social Work curricu1,un.
I.
PRINCIPLES
OF SOCIOLQGY.
Fr., So. I.
3 Cr.
fin introduction to the field of Sociology, examining its methods, techniques,
and general concepts as they apply to an analysis of American society.
2. SOCIALPROBLEMS.
Fr., So. 11.
3 Cr.
The dynamic processes at the root of contemporary problems. Problems of
personal, family and community disorganization are selected for special study.
TO STATISTICS.
Fr., So. 11.
4. INTRODUCTION
See course 4 under Business Administration and Economics.
YN. SOCIOLOGY.
I.
4 course in general sociology for nurses.
16. MODERNSCANDINAVIA.
11.
See course 16 under Scandinavian Language and Literature.
3 Cr.
2
Cr.
3 Cr.
2I.
RURALSOCIOLOGY.
SO. I.
3 Cr.
Structure, function and change of rural society with special attention to the
problems of contemporary rural America.
22. URBANSOCIOLOGY. SO. n.
3 Cr.
Study of the city as to historical background, causes of growth, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
AND FAMILYRELATIONSHIPS.
11.
42. MARRIAGE
See course 4 2 under Department of Home Economics.
3 Cr.
Upper Division Courses
51. CRIMINOLOGY.
Prereq. I . Jr., Sr. I.
3 Cr.
A study of the nature of delinquency and crime in our contemporary world. An
examination of causal factors, methods of apprehension, treatment, and prevention of delinquency and crime.
RACERELATIONS
A N D MINORITY
PROBLEMS.
Prereq. I . Jr., Sr. 11. 3 Cr.
5
The dynamics of prejudice, racism, and discrimination, together with an examination of social action programs. (Offered I 9 5 8-5 9.)
56.
RELATIONS.
Jr., Sr. 11.
LABORAND MANAGEMENT
3 Cr.
An analysis of the socio-economic roles of labor and management in a dynamic
society. (Offered 1959-60.)
57. FIELDSOF SOCIALWORK.Prereq. I. Jr., Sr. I.
3 Cr.
An introductory course to acquaint the student with the scope, nature, and
fanctions of social work. A survey of private and publjc social agencies in
the field of family welfare, child welfare, medical social work, group work,
and other community agencies.
60. PUBLICWELFARE.Prereq. I . Jr., Sr. 11.
3 Cr.
An introduction to the historical development, basic concepts, legislative policies,
organizational structure, and institutional functions of social welfare, including
a survey of c o n t e m p o r a ~public welfare and social security. (Offered 1958-59.)
61. SOCIALPSYCHOLOGY.
Prereq. I , Psy. 5, 6. Jr., Sr. I.
3 Cr.
Society and the individual, the socialization process, the development of personality, the impact of group norms. Selected forms of collective behavior
such as crowd, rumor, and audiences.
62. ABNORMAL
SSYCHOLOGY.
See course 62 under Psychology.
3 Cr.
64.
INTRODUCTION
TO METHODS
OF SOCIALWORK. Prereq. consent of in3 Cr.
structor. 11.
Principles and procedures of case work and group work designed especially for
students who anticipate entering the field of social, work. (Offered 1959-60.)
Department of Psychology and Education
Psychology
Courses in orientation are offered to freshmen as a part of the total program
to assist in the adjustments tha* the in-coming student needs to make. The
work in psychology is designed to aid the student in more ,adequately understanding, p r e d i c ~ g ,and modifying his own behavior as well as that of his
fellow men.
I.
ORIENTATION.
Required. Fr. Offered both semesters.
I Cr.
Designed to assist freshmen in making the proper adjustment to their work as
college students. I t includes units on orientation to the college, methods of
study, irnprovemeht of reading speed and comprehension, and vocational and
educational guidance.
5 , 6. GENERALPSYCHOLOGY.
I, TI.
2, 2 Cr.
A study of the basic processes underlying human behavior. The general prin-
ciples, metho& and problems of psychology are discussed. The second semester
emphasizes mental health and the application of the principles of psychology to
other problems of everyday life.
7N. GENERALPSYCHOLOGY.
I.
An introductory course intended for nurses.
2
cr.
Upper Division Courses
SOCIALPSYCHOLOGY.
I.
See course 61 under Department of Sociology.
61.
3 Cr.
3 Cr.
ABNORMALPSYCHOLOGY.
Prereq. f , 6. Jr., Sr. 11.
The sociological, psychological, and biological factors involved in neurotic and
psychotic behavior. Modem methods of diagnosis, treatment, and prevention.
Community organization for mental hygiene.
62.
Education
The education curriculum has been designed primarily for those preparing
to do high school teaching, although any student who is preparing to work
with youth is encouraged to study in this area. The work in this department
will qualify the teaching graduate for a Minnesota Teacher's certificate on the
junior and senior high school level, as well-as for further study in the field of
education.
Admission to the teacher education curriculum requires an application to be
approved by the Committee on Teacher Edu,cation. Application must be made
during the second semester of the sophomore year if the student is to complete
the program in the regular time of two years. Approval is granted on the
basis of a satisfactory health report, favorable personality characteristics, and
a minimum in scholastic achievement of 1.5 honor point ratio in the major, a
1.0 ratio in the minor, and a 1.0 ratio for the over-all average. The applicant
should be preparing for competency in at least two subject-matter fields that are
also taught on the high school level.
All students admitted to the teacher education curriculum must secure
two credits of Group Activity usually to be taken in connection with Ed. 5 1
and $ 2 . I n addition to the regular lower division requirements, students in
teacher education are required to have four semester hours in general psychology, these credits to be ,completed before taking Ed. 5 I .
N o student will be permitted to modify the two-year teacher education
curriculum in his program unless that change is approved by the Committee
on Teacher Education. All questions regarding the teacher education curriculum
should be referred to the Committee on Teacher Education.
3 Cr.
PSYCHOLOGY.
Prereq. Psy. 1, 6. Jr. I.
y I. EDUCATIONAL
.4 study of human development, learning, and adjustment in order to better
understand human behavior, especially the behavior of adolescents in a school
context.
$2.
TEACHING
IN SECONDARY
SCHOOLS.Prereq. I . Jr. II.
3 Cr.
This course has three parts: a study of the purposes and programs of secondary
schools; developing personal competency in planning instructional activities;
and developing the ability to evaluate the outcome of instruction.
53, $4. GROUP ACTIVITY.
I , I Cr.
This is not given as a separate course, but offered in connection with Education
5 i , $ 2 ; Religion 7 , 57. $ 8 ; Physical Education 6 , I I , 1 3 , 1 4 , 8 1 , 8 2 . The nature
of the experience will vary with the course with which i t is associated, and
may include such activities as teaching, supervising recreation, and advising
clubs. The cooperation of the agencies involved is necessary, with reports from
the supervisor and the student to the teacher of the course with which the
work is connected. A student may not receive more than 2 credits in Group
Activity.
3 Cr.
56. PRINCIPLESOF GUIDANCE.Prereq. 5 I . Sr. 11.
A study of the guidance function of the classroom teacher, tools and techniques used in studying students, and methods appropriate .for student guidance,
including counseling.
58. ISSUES
m CONTEMPORARY
EDUCATION.Sr. II.
3 Cr.
The purpose of the course is to develop skill in perceiving and defining current
problems in education, to gain an understanding of possible solutions, and to
develop some ability to evaluate the various solutions proposed. The relation
of the problems to the development of American education and to a philosophy
of education is stressed.
73.
TEACHING
OF MODERNLANGUAGES.
Sr. I.
z Cr.
79.
TEACHING
OF NATURALSCIENCES.Sr. I.
z Cr.
8 I.
TEACHING
OF BUSINESS.Sr. I.
z Cr.
83.
TEACHING
OF MATHEMATICS.
Sr. I.
z Cr.
81.
TEACHING
OF SOCIALSTUDIES.
Sr. I.
67.
TEACHING
OF HEALTHEDUCATION
AND PHYSICAL
EDUCATION.
Sr. I. z Cr.
$8.
TEACHING
OF GRADESCHOOLMUSIC.Jr. 11.
z Cr.
89.
TEACHING
OF HIGH SCHOOLMUSIC.Sr. I.
z Cr.
91.
TEACHING
OF HOMEECONOMICS.
Sr. I.
z Cr.
92.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS. Sr. 11.
2
Cr.
53.
TEACHING
OF ENGLISH.Sr. I.
2
Cr.
y5.
TEACHING
OF SPEECH. Sr. I.
z Cr.
z Cr.
Courses 7 3 through 95 include the study of the materials, organization, and
teaching procedures of the field for which they are given; applications of the
principles of teaching are made in the specific field. Usually, each student is
required to take two of these courses to prepare for student teaching; this
means one course related to the major and one to the minor. Prerequisites are a
major or a minor in the field and Education 52.
4 to 5 Cr.
Prereq. $ 2 . Sr. I.
97. STUDENTTEACHING.
Observation, participation in teaching activities, and experience in actual control of the classroom situation. Direction of the program is shared by the
college supervisor and selected critic teachers.
Library Science
The dollowing courses prepare the student to meet the state requirements
for a minor in library science. They train him in making a wise choice of
bmks for the school library, in preparing books and other library materials for
circulation, in administering a school library, and in making intelligent and
effective use of library tools for his own needs as a teacher.
Minor,
I6
credits.
3 Cr.
OF THE SCHOOL
LIBRARY.
So., Jr. I, 11.
5 ~ - 5 6 . t BASICFUNC~IONS
Designed to &paint the student with the place of the library in the school
and community; local public, county, state, and national services; standards;
relations with school admin,istration, faculty, students, and community; the
budget; planning, housing, and equipment; library records; organization of
materials; school library administration. Two credits first semester; one credit,
second.
+Continuation course. To receive credit for this course, a student must complete
both semesters.
57-58.? ELEMENTARY
MATERIALS.
Jr., Sr. I, 11.
4 Cr.
Library materials for the elementary school library; book selection, prin,ciples
and standard lists; correlating the library holdings with the grade curriculum;
reviewing of individual titles. Sources. (Offered I 9 5 8- 5 9.)
59-60.? SECONDARY
MATERIALS.
Jr., Sr. I. 11.
6 Cr.
Introduction to book selection; book selection in subject fields, including reference books and related fiction;
and other non-book materials, standard dists for book selection; reviewing of individual titles. Sources. (Offered
1959-60.)
I Cr.
METHODS.Prereq. 5 6 . Sr. I.
6 1. PRACTICAL
Giving the student practice experience in school limbraries; teaching the use
of the library; weeding and withdrawal procedures.
2 Cr.
62. READING
GUIDANCE.
Prereq. 56. Sr. 11.
Remedial reading in the school as it relates to the school library, reading ladders;
student's personal library; professional literature in the field; lists, testing,
and records; guiding individual students in their recreational reading.
Department of Business Administration and Eccrnomics,
and Secretarial Studies
The objective of this department is to help students gain a broad knowledge
and sound perspective of business and our economic society. Such knowledge
and perspective are necessary for success in specific positbns in our complex
business world and .should provide the background to facilitate advancement,
with experience, to positions of respons2bility. A degree with a business major
is a common requirement of business firms and government agencies.
Together wich secretarial studies, the department also provides a teaching
major or minor, and it ,prepares for graduate work in business. Furcher, it
recognizes the need for trained people in &e social sciences and presently offers
a minor in economics.
Business Administration and Economics
Major in Business Administration, 36 credits, including courses I,
16, 53, 72.
2,
3, 4, 15,
In addition, History 21, z t and Psychology 5, 6 are required.
Minor in Business Administration,
21
credits, including courses I , 2, 3,
I 5,
16, and six credits in Upper Division courses.
Minor in Economics, I 5 credits, including courses
from 4, 51, 56, 6 1 , 62.
I
1, I 6,
and nine credits
I, 2.
P ~ C I P L EOF
S ACCOUNTING.Fr. I, 11.
3, 3 c r .
An introduction to the principles of accounting and their application to the
single proprietorship, partnership, and corporate forms of business; preparation
and analysis of financial statements; procedure in recording business transactions;
and an introduction to manufacturing and cost accounting. Two lectures and
one double laboratory hour per week.
3. INTRODUCTION
TO BUSINESS.
Fr. I.
3 Cr.
An introductory survey of business and business management including a study
of the variety, nature and interrelationsship of problems of business operation.
Finance, personnel, production, marketing, internal organization and control,
and governmental relationships are a few of the :topics covered.
4. INTRODUCTION
TO STATISTICS.
SO. 11.
3 Cr.
A course in scientific met,hods of dealing with the collection, organization,
comparison and interpretation of numerical data. The technique of constructing
gaphs and tables, as well as fin,ding measures of central tendencies, variability,
correlation and sound methods of sampling.
I 1: I 6. PRINCIPLESOF ECONOMICS.
SO. I, 11.
3. 3 Cr.
The foundations of economic analysis; production, employment and prices; and
public poli,cy. The objective is to promote interest in economic problems and
the ability to use economic analysis in reaching judgments about economic
poli,cy problems.
Upper Division Courses
3 Cr.
5 I . MONEY AND BANKING.Prereq. 2, 4, I 5, 16. Jr., Sr. I.
The influence of money and banking on economic activity and of monetary
and fiscal policies which might be adopted to yield a stable general price level
with high levels of output and employment. (Offered 1958-19.)
5 3 . BUSINESSLAW. Jr., Sr. I.
3 Cr.
Legal rules relating to contracts, agency, negotiable instruments, property and
business organizations.
54. MARKETING.
Prereq. z, 4, 15, 16. Jr., Sr. 11.
3 Cr.
Marketin,g :from a businessman's standpoint, winh emphasis on ways in which
management decisions are made con,cerning product .planning, merchandise
selection, channels of distribution, promotional activities, pricing and selling.
(Offered 1959-60.)
RELATIONS.
Prereq.
56. LABORAKD MANAGEMENT
See course 56 under Department of Sociology.
I
5, 16. Jr., Sr. 11.
3 Cr.
3 Cr.
MANAGEMENT.Prereq. I 5, 16. Jr., Sr. 11.
18. INDUSTRIAL
The more important production procedures commonly employed in progressive
manufacturing plants, and their relationship to the attainment of management
objectives. (Offered 1958-59.)
59. COST ACCOUN.I?NG.
Prereq. I , 2. Jr., Sr. I.
3 Cr.
Essential features of accounting for manufaoturing concerns with particular
reference to the securing of unit costs of manufactured products; order method;
process costs; and cost reports. (Offered 195 8-59.)
3 Cr.
61. PUBLICFINANCE.Prereq. 15. Jr., Sr. I.
Governmental taxation, spending and borrowing, and ,the impact of governmental finance on economic activit,~.
62. BUSINESSFINANCE.Prereq. 59. Jr., Sr. 11.
3 Cr.
The various objectives in financing of private businesses, with major emphasis
on administrative tools of finance and means of financing short-term, intermediate-term, and long-term asset requirements. (Offered 1958-59.)
6 3 . TAXATION.
Prereq. I , z. Jr., Sr. I.
3 Cr.
This course will cover several types of taxation, wich particular emphasis on
the income tax, attempting to give a knowledge of tax requirements, proced,ures and problems as they relate .to business and individuals. (Offered
1959-60.)
Sr. 11.
3 Cr.
72. SEMINARIN BUSINESSADMINISTRATION.
This seminar will cover special problems of concern to business majors which
are not considered in the regular curriculum. Lectures will be given by local
business leaders. The course will encourage advanced study by students in
areas of particular interest to them.
Secretarial Studies
These courses are pIanned to prepare students for stenographic =nd secretarial
positions in business o&ces, to assist in the preparation &or the teaching of
buiness edmcation in high schools, for parish secretarial work, and to provide an
opportunity for the development of business skills for personal use.
Graduation major, 31 credits above I , including z, 3-4, 8, 51, 52, 53-54,
Eusiness Administration I , z, 3, 53. Business education major, 37. credits above I
including courses listed f o r grad,uation major plus Business Administration I 5, 16.
Minor, 25 credits a~bove I , including 2, 3-4, 8, 51, 52, 53-54, and Business
Administration I , 2, o r I 5 , 16.
I.
ELEMENTARYTYPEWRITING.
Offered both semesters.
I Cr.
A course f o r the development of the fun.damental skills of typewriting. Three
hours per week.
2.
INTERMEDIATE
TYPEWRITING.
11
2 Cr.
Problems in typing tabulations, manuscript typing, use of carbons, addressing
envelopes, and in letter arrangements. Four hours per week.
SHORTHAND.I, 11.
6 Cr.
3- 4 . t ELEMENTARY
Fundamentals of Simplified Gregg Shorthand. Dictation and transcription. Four
hours per week.
i-.Gntinuation course. T o receive credit for this course, a student must complete
both semesters.
8. OFFICE MACHINES.Prereq. 2. Offered both semesters.
2 Cr.
The operation of the calculator, adding machine, mimeograph, mimeoscope,
spirit duplicator, and the transcription machine. Two hours per week.
Upper Division Courses
TYPEWRI~NG.
Prereq. 2 or equivalent. I.
2 Cr.
5 I. ADVANCED
Further development of typewriting technique in business letter qrrangernent,
billing, tabulating, and the typing of legal documents. Open to students having
attained a speed of 50 words per minute. Four hours ,per week.
52. SECRETARIAL
PRACTICE.Brereq. 2, 3-4,11.
3 Cr.
Dictation, business letterwriting, filing, telephoning, use of business and legal
forms, personality development, writing application letters, and making application for a job. Mimeographing also taught for those who include this as a
part of the parish worker's course. Four hours per week.
ADVANCED
SHORTHAND.
Prereq. 4 or equivalent. I, 11.
4 Cr.
5 3-54.f
Advanced study of Gregg shorthand. Rapid dictation. Open to students who
can take dictation at a minimum of 80 words per minute. Four hours per week.
81. TEACHING
OF BUSINESS.
Sr. I.
See course 8 I under Education.
z Cr.
Department of Home Economics
The objectives of .the department are threefold: first, to provide courses that
will help students to solve personal, home, and family living problems; second,
to offer training for homemaking; and third, to offer training for the teaching
of home economics. Graduates are qualified to teach in federally aided home
economics departments. Courses are open to all students and recom.mended for
general education.
Non-teaching major, 33 credits; courses are I, 2, 3, 8, 39, 40, 42, 44, 57,
66, 67-71, 73. Also required are Chemistry 4 or 5-6, Physics 3, Economics I 5,
k i o l o g y I, Biology 4 or 13-14,and 54, Psychology 5, 6, and 3 additional
credits in Social Science.
Non-teachin,g minor,
22
credits including courses
I,
2, 3, 7, 39,40, 42, and 44.
Teaching major, 3 8 credits; courses listed for n o n - t e a c h g major plus 3 3 and
75.
I. CLOTHINGSELECTION,
CARE, AND REPAIR.I.
3 Cr.
-4 study of the factors involved in the choice, care, and repair of clothing.
Beauty in design, becomingness, appropriateness, and some of the textile f2brics
suitable for different uses are topics considered.
'Continuation course. To receive credit for this course, a sudent must complete
both semesters.
n.
2.
CLOTHINGCONSTRUC~ON.
z Cr.
This course provides laboratory experience in making simple garments in cotton
and rayon. It includes experiences in planning, cutting, fitting, and suitable
techniques in making garments, the use of the sewing machine, alteration of
garments. Home Economics I prerequisite for Home Economics education majors.
Two double lrboratory periods, one lecture discussion period per week.
3 Cr.
3. ART IN DAILY LNING. I.
A study of art as it is met in the activities of everyday living. Open to all
students.
E. ELEMENTS
OF NUTRITION.11.
3 Cr.
Normal human nutrition applied to food selection for the promotion and
maintenance of health will be considered; student and recommended dietaries
will be analyzed.
3 3. COLOR
AND DESIGN.I.
3 Cr.
A study of the principle of design and color related to selecting, arranging,
and designing of household furnishings. Lettering and simple poster designing.
Some craft experience. Home Economics 3 prerequisite for Home Economics
majors. Three double laboratory periods per week.
11.
z Cr.
36. CRAFTS.
Laboratory experience in various crafts which can 'be done at home or at camps
with simple equipment. Principles of design and color in their application to
crafts will be studied. Two double lrboratory periods per week. (OfTered
1959-60.)
PRINCIPLESOF FOODPREPARATION
AND MANAGEMENT.
Prereq. 8 or
permission of instructor. I, 11.
3, 3 Cr.
Laboratory experience in menu planning, meal service, food purchasing, and
f m d preparation. Three double laboratory period9 a week.
39, 40.
42. MARRIAGE
AND FAMILY
RELATIONSHIPS.
11.
3 Cr.
A course applying principles of cultural living to everyday problems of home
life. Discussions of personal family relationships, preparation for marriage, the
Christian home and its influence in the community, and related subjects. Regular
lectures, talks by guest speakers, illustrated lectures, and tours.
11.
2 Cr.
44. CHILDDEVELOPMENT.
A study of the care and training of the young child as to his physical, mental,
and social development. One lecture period plus one double laboratory period
per week.
Upper Division Courses
57. TEXTILES.
I.
r Cr.
Study of textile fibers, fabrics, and finishes with special emphasis on selection,
use, and care of common household an,d clothing textiles. Two double laboratory
hours a week. (Offered 1959-60.)
64. HISTORY
AND APPRECIATION
OF ART. 11.
3 Cr.
A study of the historical development of archi,tecture, decoration, costume,
furniture, painting, and sculpture. Two regular hours scheduled and field trips
arranged. ( m e r e d 1958-59.)
66. HOMEPLANNINGAND FURNISHING.
11.
3 Cr.
This course includes a consideration of housing, an analysis of floor plans, a
study of the design of exteriors and interiors, and problems in selecting,
arranging, and conserving home furnishings. Home Economics 3 and 3 3 prerequisite for Home Economics Education majors. Three double laboratory periods per
week.
67. FAMILYHEALTH.
I.
r Cr.
Basic facts and practical application of home care of the sick. Problems relating
to environmental disease, prevention of illness and safety measures, as well as to
individual health problem within ,the family group.
HOMEMANAGEMENT
PROBLEMS.
I.
2 Cr.
Con~i~deration
of problems relating to planning, directing, guiding, and COordinating ohe resources of the home for happy, satisfying family living.
71.
73. HOME
MANAGEMENT
LABORATORY.
I.
2 Cr.
Actual experience in ,the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience
in various aspects of management met in home living such as management of
money, time, energy, and equipment.. Six weeks residence in a home management house with one conference hour per week. Food costs .to be detemined
by the group.
74. CONSUMEREDUCATION
AND INCOMEMANAGEMENT.
11.
2 Cr.
The wise choice of consumer goods and s e ~ i c e savailable on the market and
the necessity of a careful plan for spending are topics which will be considered
for the purpose of helping the student receive greater satisfaction from the use
of money income.
75. ADVANCED
CLOTHING
CONSTRUCTION.
Prereq. z. I.
2 Cr.
This course provides labrstbry experience in making garments in wool. More
advanced problems in fitting and construction are used than those in Course 2.
Some experience in planning and constructing garments for children is also
given. Two three-hour laboratory periods per week. (Offered 1958-59.)
Sr. I.
91. TEACHINGO F HOME ECONOMICS.
See course 91 under Education.
z Cr.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS.
Sr. 11.
See course gz under Education.
2
92.
Cr.
AUGSBURG
COLLEGE
DIVISION OF NATURAL SCIENCES
AND MATHEMATICS
It is the purpose of the division of Natural Science to provide training in
scientific methods and techniques; .to interpret Natural Science in t h e light of
the Word of God; to acquaint the student with the significance of Natural
Science in a modem, changing world; to emphasize a sound mind and a strong
body; to train for vocations in various fields of Natural Science; and to equip
the student with a scientific background which will enrich his life and the lives
of his fellow men.
Department of Biology
MR. NASH, MR. URDAHL,MR. MICKELBERG
The aim of this Department is to give the student a broader scientific background through the study of Biology, to further the use of leisure ,time, and to
prepare for vocations or graduate study.
Major, 24 credits, at least 8 credits in Upper Division courses; minor, 16
credits. Courses 1-2, 3 ~ 7~
, do not count toward the major or minor.
I-2.t THENATURALWORLDAND MAN. Fr. I, 11.
8 Cr.
The development of scientific foundations in the physical and biological sciences.
Five periods per week consisting of lectures, lecture demonstrations, laboratory
work, and discussions.
A N D PHYSIOLOGY.
Fr. I.
4 Cr.
3N. HUMANANATOMY
A professional course in human anatomy and physiology with special emphasis
on structure. Two lectures and two double laboratory periods per week. Students
who have credit for Biol. 4 will not receive credit for Biol. 3N.
4.
HUMAN
ANATOMY
AND PHYSIOLOGY.
Fr. 11.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
h t h structure and function.. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 3N will not receive credit for
Biol. 4.
I.
3 Cr.
7 ~ .GENERALBACTERIOLOGY.
'
1 course in general bacteriology for nurses. Two lectures and two double
laboratory periods per week.
8 Cr.
13-14.? GENERAL
ZOOLOGY.
Fr. I, II.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, ada~tarion,and reproduction of type animals. Biological ~rinciples
are emphasized. Two lectures and two double laboratory periods per week.
?Continuation course. To receive credit for this course, a student must complete
tmth semesters.
4. 4 Cr.
25, 26. GENERAL
BOTANY.SO., Jr. I, TI.
A study of the morphology and physiology of higher plants, followed by a
survey of the plant kingdom. Emphasis is also placed on botanical principles.
Fiowering plants are identified in the spring. Three lectures and two single
laboratory periods per week.
3 2. COMPARATIVE
ANATOMY
OF VERTEBRATES.
Prereq.
1 3 - 14.
11.
4 Cr.
A comparative study dealing with the taxonomy, morphology, and evolution
of the larger vertebrate ,phyla. Two lectures and two double laboratory periods
per week.
Upper Division Courses
4 Cr.
51. GENETICS.Prereq. 13-14,or 25, 26. So., Jr. I.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four le~turesper week.
(Ogered 1959-60.)
4 Cr.
Prereq. I 3-14 or 2 5 , 26. So., Jr. 11.
5 2. ECOLOGY.
A survey of local ecological communities, and a study of the general principles
of biological association and succession. Two lectures and one double laboratory
period or field trip per week. (Offered 1959-60.)
;Cr.
Prereq. I 3-14. Sr. I.
5 3. GENERALENTOMOLOGY.
A study of the habitat, morphology, physiology, reproduction, and classification
of insects. Two lectures and one double laboratory period per week. (Offend
1958-59.)
54. GENERALBACTERIOLOGY.
Prereq. Chem. 5-6. 11.
4 Cr..
A review of the general field of bacteriology, including the cause, control, and
prevention of important diseases. Training in modern laboratory techniques. TWO
lectures and two double laboratory periods per week.
3 Cr.
OF FLOWERING
PLANTS.Prereq. 25, 26. Sr. 11.
56. TAXONOMY
Taxonomy of flowering plants. Special emphasis is placed on systematic principles,
systems of classification, rules of nomenclature, etc. Two lectures and' one
double laboratory period per week. (Offered 1958-19.)
60. BIOLOGICAL
TECHNIQUES.
Sr. TI.
I or 2 Cr.
Practical work in mounting of microscopic slides, photography, and doing
projects useful to teachers. (Offered 195 8-59.)
OF NATURAL
SCIENCES.Sr. I.
79. TEACHING
See course 79 under Education.
z Cr.
Department of Chemistry
I t is the purpose of this department ,to give students an understanding and
an appreciation of the nature of matter and the ways (by d i u h this has {been
elucidated. The curriculum in chemistry provides an opportunity .to examine
the chemical aspect of ehe structure, the power and the beauty of one of the
great intellectual accomp1ishmen.t~of man-modern
science, and it provides
dramatic exa,ples of effective ways to handle certain types of ,problems.
Courses in this department are designed to prepare students for teaching
,chemistry in secondary schools, {to provide background for graduate study in
chemistry and f,uroher study in medicine, dentistry, engineerin,g, nursing,
pharmacy, ,medical technology, and other related fields.
Major, 25 credits; minor, 16 credits. Courses 1-2,3N and 4 do not count
tow,ard the major or! minor.
Pre-medical students are required to com,plete the following courses and
should take them in the order shown: Fr. 1-6;Soph. 53-54;Jr. 61, 66. Medical technologists should complete, in the order shown: Fr., 5-6; Soph., 53-14;
Jr., 61.Prospective teachers of chemistry in secondary schools should complete
5-6 and 53-54;61 and 66 are highly recommended, and may ,be substituted for
53-54.Prospective chemists and graduate students should complete 5-6, 53-54,
61,62, 71, 91-92.
1-2. THE NATURALWORLDAND MAN. Fr. I, 11.
For course description see Department of Biology.
8 Cr.
j ~ CHEMISTRY
.
FOR NURSES.
Fr. I.
3 Cr.
A lecture and laboratory course coverin'g subjects related to nursing in the
fields of inorganic, organic, physiological and pa~hola~ical
ohemistry. Designed
to meet 'the needs of the ,&hools of N'ursing of Lutheran Deaconess Hospital
and Swedish Hospital. Two lectures and two hours of laboratory ,per week.
4. INTRODUCTION
TO CHEMISTRY.
Fr. 11. Prereq. High School algebra (or
4 Cr.
permission of instructor).
A lecture and laboratory course designed for the non-major and to meet the
needs of students in home economics. A study of laws and theories of chernistq
with descriptive material selected from the fields of inorganic, organic, physiological and physical chemistry. Students who complete 1-6 may not receive
credit for Chem. 3N or 4. Students who had chemistry in high school may not
receive credit for Chem. 4 except by permission of instructor. Three lectures and
two hours of laboratory per week.
5-6. GENERALCHEMISTRY
AND QUALITATNE
ANALYSIS.Prereq. Math. I or
equiv., or concurrent registration in Math. I. Fr., So., I, 11.
8 Cr.
A study of laws and theories of chemistry and of non-metals and metals and
their compounds. Systematic semimicro qualitative analysis of cations. Three
lectures and four hours of laboratory per week.
Upper Division Courses
53-54.
ORGANICCHE~IISTRY.
Prereq. 5-6. So., Jr., Sr., I, 11.
8 Cr.
A discussion of the important classes of aliphatic and aromatic compounds.
Correlations based on elementary molecular orbital theory and modern concepts
of reaction meohanisms. Laboratory work in study of technique and in the
preparation and study of typical organic compounds. Three lectures and two
two-hour laboratory periods per week.
61.
Q U A N ~ T A T I VANALYTICAL
E
CHEMISTRY.
Prereq. 5-6,and ability t o use
logarithms. (Students receiving less than C in 5-6 may register with
y Cr.
,permission of instructor only.) So., Jr., Sr. I.
Classical methods of gravimetric and volumetric ana1,ysis. Study of ionic equilibrium. Three lectures, one hour of recitation and six hours of laboratory per week.
62.
INSTRUMENTAL
ANALYSIS.
Prereq. 61. (Students receiving less than C in
61 may register with permission of instrucmtor only.) So., Jr., Sr. 11. 4 Cr.
Modern menhods of anaNlysis. Electrochemical and optical met.hods; emphasis on
use of instruments. Recent developments in analytical methods. Two lectures
and six hours of laboratory per week.
66.
TO PHYSICAL
CHEMISTRY.
Prereq. Math. 14, Chem. 61 and
INTRODUCTION
Physics 6. Jr., Sr. 11.
4 Cr.
A course designed t o meet the needs of pre-medical students. A kinetic approach to gas laws, liquids, solutions, chemical equilibrium, rates of reactions,
colloids, and electrochemistry. Three lectures and one three-hour laboratory
period per week. Students completing 91-92 may not receive credit for 66.
71.
ORGANIC
QUALITATIVE
ANALYSIS.
Prereq. 5 3-54. Jr., S r I.
4 Cr.
Methods of q~alita~tive
analysis of organic compounds and mixtures. A study
of theories and mechanisms of substitution and elimination reactions. Two class
discussions and six hours of laboratory per week.
91-92.
PHYSICALCHEMISTRY.
Prereq. Math. $2, Chem. 61 and Physics 6;
Ghern. 53-54 is himghly recommended. Jr., Sr., I, 11.
8 Cr.
A course &or ,prospective graduate students and chemists. An advanced course
in ph'ysical chemistry emphasizin.g ,the thermodynamic approach to the properties of matter. Gas laws, liquids, solids, solutions, !phase rule, thermodyna,mics,
kinetics, and electrochemistry. Three lectures and two three-hour laboratory
periods per week. (Offered on demand, 1959-60.)
Department of Physics
Recent developments in the field of Physics make it imperative that more
than adequate training be provided for those who intend .to continue their
studies in graduate school 04 who intend to pursue a career in the teaching of
,physisics.It is the aim of this department to assure the needed training for both
of these groups and to provide the non-science major with sufficient background
to make i't !possible for him to fallow with some degree of comprehension the
developments in .the field of science as they come to hi,m from # h emedium of
semi-scientific publications.
Major,
28
credits, including courses 5 I , 52, 63, 64, 73, 74.
Minor, 16 credits.
1-2. THE NATURALWORLDAND MAN. Fr. I, 11.
For course description see Department of Biology.
3.
PRINCIPLESOF PHYSICS.Prereq. elementary algebra. Fr. I.
8 Cr.
4 Cr.
A lecture demonstramtion-laboratory course in the principles of physics including mechanics, fluids, heat, electrici.ty, magnetism, 1igh.t and sound. This
course is intended for students of home economia but may be taken by others
who wish. some basic information in ,the field of Physics. Three lectures, cwohour 'laboratory. Students with high school physics may nat receive credit for
Physics 3 except by ,permission of instructor.
5. GENERALPHYSICS.Prereq. Mach I 3 or concurrent registration in Macth I 3.
Fr., So. I.
4 Cr.
A general elementary course in mechanics, sound, and hea,t. Three lectures,
one quiz, and one two-hour laboratory period per week.
6. GENERALPHYSICS.Prereq. 5. Fr., So. 11.
4 Cr.
This course is a continuation of Phys. and covers electricity, magnetism, and
light. Three lectures, one quiz, and one ,two-hour laboratory period per week.
Uspper Division Courses
N ATOMICAND NUCLEARPHYSICS.Prereq. 6, and Math.
5 I. I N ~ O D U C T I OTO
5 I or concurrent registration in Math. 5 I. So., Jr. I.
4 Cr.
The hydrogen atom, optical and X-ray spectra determination of "e" and "eY'/m,
radioactivity, disintegration of nuclei, nuclear fission. Four hours lecture per
week.
~
MAGNETISM.Prereq. 6, and Math. 5 1 or concurrent
52. E L E C T R I C IAND
4 Cr.
registration in Math. 5 I.So., Jr. 11.
Electric and magnetic fields, potential, D.C. circuits, A.C. circuits, electrical
instruments, electmnics. Four hours lecture per week.
61.
OPTICS.Prereq. 6 and Math. 51 or concurrent registration in Math. 51.
Jr. I.
4 Cr.
Geometrical and physical optics dealing with topics such as reflection and refraction by both plane and spherical surfaces, less aberrations, interference,
diffraction, polarized light. (Offered 1958-59.)
62.
MECHANICS. Prereq. 6 .and Ma&. 5 I . Jr. 11.
4 cr.
Introduction to vector algebra and vector analysis, forces, motion of a particle,
motion o'f a rigid 'body, work, kinetic energy, vibra~tions in one dimension,
motion in a conservative field. (Offered 1958-59.)
63-64.
ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in an
upper division physics course. Jr., Sr. I, 11.
z Cr.
Experiments will be performed in electricity and ,magnetism, atarnic and nuclear
physics, optics, heat and mechanics. One three-hour period per week. (Offered
1958-59.)
71.
HEATAND THERMODYNAMICS.
Prereq. 6, and Math. 51 or concurrent
registration- in Math. 5 I . Jr., Sr. I, 11.
4 Cr.
A study of temperature, heat, expansion, change of state, ideal gases, first and
secon,d laws of thermodynamics, heat engines. (Offered 1959-60.)
72.
MATHEMATICAL
PHYSICS.Prereq. 6, and Math. 51. Sr. II.
4 Cr.
Discussion of the equations of mathematical physics wirh applications to various
fie1:ds such as mechanics, thermodynamics, heat flow, electricity and magnetism,
optics. (Offered 1959-60.)
73-74.
ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in an
upper division physics course. Jr., Sr. I, 11.
z Cr.
Experiments will be performed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week. (OSered
1959-60.)
OF NATURAL
SCIENCES.
Sr. I.
74. TEACHING
See course 79 under Education.
t
Cr.
Combined Science Major for Teaching
Requirement: 40 credits in Natural Science, including Chemistry 5-6 and
either 53-54 or 61, 66; Biology 13-14 and 25, 26; Physics 5 and 6.
Department of Mathematics
The Department of Mathematics aims to give students a working knowledge
of mathematics sugcient for solvi,ng the simpler problems of life, also to afford
studens in special fields the mathematical foundation needed for a fuller understanding of their subjects. It aims to open to those who major in the subject a
wider horizon with experience chat will make them e6cient workers in their
chosen fields and also give them confidence to pursue further study.
Major, 26 credits; minor,
20
credits.
Courses I, 2, 5 and 6 'do not count toward the major or minor in mathematics, but I and 2 must be completed as prerequisites to other ,courses.
I.
SECOND
COURSEALGEBRA.
Prereq. elem. algebra. Fr. I.
3 Cr.
Fundamentals of algebra continued and proper foundation laid for more advanced work in mathematics. Four hours per week. Students who had higher
algebra in high school may not receive credit for this course.
i . SOLID GEOMETRY.
Prereq. plane geometry. Fr. TI.
3 Cr.
Geometry applied to solids and planes. Area and volume ~hrmulas developed.
Spherical triangles and polygons introduced. Four hours per week.
5 . ENGINEERING
DRAWING.Prereq. 2. I.
3 Cr.
Elements of drafting with an i n t d u c t i o n to the use of graphs and formulas.
Eight hours o week.
3 Cr.
6. ENGINEERING
DRAWING
AND DESCRIP~VE
GEOMETRY.
Prereq. 5. TI.
Methods of representation. Graphical and algebraic solutions. Eight hours a
week.
13,
INTRODUCTION
TO MATHEMATICAL
ANALYSIS.Prereq. Math.
I or
equivalent. Fr., So. I, 11.
5. 5 Cr.
This is an integrated course including college algebra, trigonometry and plane
analytical geometry.
14.
Upper Divisi0.n Courses
ELEMENTARY
CALCULUS
AND DIFFERENTIAL
EQUATIONS.
Prereq. I 3,
14. so., ~ r I,
. 11.
5, 5 Cr.
Fundamental concepts are introduced. Formulas for differentiation and integration, and solutions for various types of ordinary differential equations are
developed and applications made.
5 I,
J 2.
53. SOLD ANALYTICAL
GEOMETRY.
Prereq. 14. Sr. I.
3 Cr.
Lines and planes in space are studied and their equations developed. Quadratic
surface and transformation are given their proper emphasis.
3 Cr.
OF EQUATIONS.
Prereq. Math. 51.Sr. ll.
54. THEORY
This course includes the study of complex numbers, determinants and other
topics that aid in the solution of equations of higher degree.
OF MATHEMATICS.
Sr. I.
83. TEACHWG
See course 83 under Education.
z Cr.
Department of Health and Physical Education
The aim of the Department of Heal,th and Physical Education is to promote
health and physical fitness through a well-rounded physical education program,
to develop character and good sportsmanship, to further the worthy use of
leisure time, and to provide an effective training program for prospective
teachers of health and physical education.
All students are required to take a physical examination by the college
physician as a part of the registration procedure before participating in any
phase of che physical education program.
One year of physical activities, courses 3 and 4, is required of all students.
Major for men, 32 credits, including courses 2, 3, 4, 5 , 6, 8, I I, 12, 23,
all upper division courses. Biology 4 also required.
Major for women, 29 credits, including courses 2, 3, 4, 5, 6, 8, 13, 14, 17,
I?,23, 17, $8,66, 73, 74, 84, 86. Biology 4 also required.
Minor,, 2 1 credits, includinmg courses 2, 3, 4, 1, 6, 8, 1 I, 12, y 1, 73, 74 for
men; 2, 3, 4, 5, 6, 8, 13, 14, 17, 18, 73, 74 for women.
2. PERSONAL
AND COMMUNITY
HEALTH.Fr. Offered both semesters.
2 Cr.
-2 study of modern concepts and practices of health and heakhful living applied
to the individual and the community.
ACTIVITIES.
(Men). Fr., So. I,
3, 4. PHYSICAL
II.
ACTIVITIES.(Women). Fr. I,
3, 4. PHYSICAL
n.
%, % Cr.
INTRODUCTION
TO HEALTHEDUCATION,
PHYSICALEDUCATION,AND
RECREATION.
Fr. I.
2 Cr.
P, brief preview of the three present day interrelated fields of heal,th education,
physical education, and recreation.
1.
6. RECREATIONAL
A c m m s . Fr. II.
I Cr.
Theory and practi,ce in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games. Two hours per week.
K. F ~ AID.
T Fr., SO. 11.
American Red Cross F i a t Aid Course.
I
Cr.
I I.
TEAMSPORTSAND LEAD-UPGAMES.(Men). So. I.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball,
and volleyball. Team Games: Touch football, softball, speedball, soccer, and
:rolleyball. Three hours per week.
I 2. INDIVIDUALAND DUAL
SPORTS.(Men). So. 11.
2 Cr.
Theory and practice in teaching badminton, shbffleboard, handball, Aerial darts,
table tennis, horsehoes, tennis, archery, golf, and bowling. Three hours per week.
2, 2 Cr.
13, 14. TEAMSPORTSFOR WOMEN.So. I, TI.
Theory and practice in the coaching and o6ciating of field hockey, soccer,
basketball, volleyball, and softball. Three hours per week. (OfTered 1959-60.)
17. SELF-TESTING
ACTIVITIES.
(Women). SO. I.
I Cr.
Theory and technique of t e a ~ h i n stunts
,~
and tumbling. Two .hours per week.
(Offered 1958-59.)
AND DUAL SPORTS.(Women). So. 11.
2 Cr.
18. INDIVIDUAL
Theory and practice in teaching skatin~g,skiing, badminton, table tennis, shuffleboard, acchery, tennis, golf, and bowling. Three hours per week. (Otfered
1958-59.)
23. RHYTHMS.So. I.
Folk games and gymnastic rhythms.
I
Cr.
(Men). So. I.
2 Cr.
29. OFFICIATING.
Instruction and application of technique and rules of ofliciating in football,
hockey, basketball, baseball, and track.
Upper Division Courses
5 I . SELF-TESTING
ACTIVITIES.
(Men). Jr, I.
2 Cr.
Theory and practice in teachin,g individual and dual stunts, apparatus, tumbling,
boxing, and wrestling. Three hours ,per week.
57. KINESIOLOGY.
Prereq. Biology 4. So. I.
2 O.
This is a study of ,body movements and the mechanics in the effectinlg of
eflicient movements.
PHYSICAL
EXAMINATIONS
A N D ADAPTEDPHYSICALEDUCATION.
Prereq.
2 Cr.
Biol. 4, and P.E. 57. Jr. 11.
Procedures and interpretation of physical examinations. Analysis of functional
and onganic abnormalities and suggested adapted activities for atypical cases.
58.
COURSEm FIRSTAID. Prereq. 8. Jr. 11.
66. INSTRUCTOR'S
I Cr.
Methods and materials in .teaching ahe American Red Cross First Aid Cowst.
73.
PRINC~PLES
A N D CURRICULUM
OF HEALTH EDUCATION
A N D PHYSICAL
EDUCATION.
Prereq. 5. Sr. I.
3 Cr.
Aims, scope and objectives d health and physical education. Analysis and
evaluation of the elementary and secondary school healrh education and physical
education curriculum.
74.
ORGAN~ATION
A N D ADMINISTRATIONOF HEALTH EDUCATION A N D
PHYSICAL
EDUCATION.
Prereq. y. Sr. TI.
3 Cr.
Problems of organization, administration, and supervision of health education
and physical education.
81.
COACHING
OF SPORTS:
FOOTBALL
AND BASKETBALL.
Sr. I.
z Cr.
Theory and techniques of coaching. Seniors only, or approval of instructor.
82.
&ACHING
OF
SPORTS:BASEBALL
AND TRACK.
Sr. 11.
2
Cr.
Theory and techniques of coaching. Seniors only, or a,pproval of instructor.
M PHYSICAL
EDUCATION.
Sr. 11.
I Cr.
84. TESTSAND MEASUREMENTS
A survey and, evaluation of tests in physical education. (Offered 1958-59 and
1959-60. Alternate years after 1959-60.)
86.
COMMUNITY
RECREATION.
Jr., Sr. 11.
z Cr.
Problems of community recreation including programs and program planning,
a survey of activities, and the organization and ad,ministration of recreational
work. (Offered 1958-59.)
OF HEALTH
EDUCATION
AND PHYSICAL
EDUCATION.
Sr. I.
87. TEACHING
See couqe 87 under Education.
2
Cr.
AUGSBURG THEOLOGICAL SEMINARY
INTRODUCTORY
Augsburg Theological Seminary is the training school for the pastors
and missionaries of the Lutheran Free Church. It offers a regular threeyear course of preparation for the Christian ministry, including both
theoretical and practical training. In harmony with the Principles of
the Lutheran Free Church it aims to stress particularly the training of
pastors and spiritual leaders dedicated to the ideal of building Lutheran
ccngregations where the Gifts of Grace are freely cultivated and
nurtured under the authority of the Word and the guidance of the
Holy Spirit.
APPLICATION FOR ADMISSION
Application for admission to the Seminary should be addressed to
the Secretary of the Theological Faculty, and should include the
following:
1. A formal letter of application for admission as a student in the
Seminary, including a personal statement by the candidate concerning
his background, including baptism, confirmation, spiritual experience,
doctrinal convictions, and church membership.
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of
these should be from the candidate's local church.
4.
A certificate of good health.
These documents should be in the hands of the Secretary of the
Seminary Faculty before July first.
The Committee on Admissions consists of the Faculty and the Seminary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
ADMISSION REQUIREMENTS
The normal requirement for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college course must have
included the following prerequisite subjects:
2 years
Greek
Philosophy
1 year
German, or
Latin, or
2 years
Norwegian
In the case of mature students of outstanding ability and experience,
an occasional exception from these requirements may be made by
special action of the Committee on Admissions.
SUGGESTED PRE-THEOLOGICAL COURSES
In order that students may derive the greatest possible advantage
from their theological studies, it is recommended that their college
course of study, besides fulfilling requirements as to a major and a
~iiinorand, in addition to the subjects indicated above, include as many
as possible of the following:
2 years
English
1 year
Speech
1 year
Psychology
2 years
History
1 semester
Youth Work
1 year
Natural Science
Sociology, or Economics, or
Political Science, or
1 year
Education
1 year
Typewriting
All candidates for admission to the Seminary must have achieved a
good academic record in their preparatory studies in college.
TRANSFER OF CREDITS AND ADVANCED STANDING
Students are admitted to the Seminary with the understanding that
their studies are to be pursued under the direction of the Theological
Faculty. Any arrangement to take a part of the theological course at
another seminary must have the prior approval of the Theological
Faculty at Augsburg.
Advanced standing is granted in certain instances, when a student
applying for admission presents a transcript of credits indicating work
done in other theological seminaries of recognized standing.
EXPENSES
Seminary students pay no tuition. They do, however, pay a Seminary
fee of thirty dollars ($30.00) per semester. This includes the general
library, health, student activities and mail box fees. Unmarried students
living in the dormitory receive a special grant to cover the cost of
room rent. The cost of board is the same as for the College students.
See under Financial Information. A graduation fee of $7.50 is payable
a month before graduation.
CLASS ATTENDANCE
A student is expected to attend all classes regularly. Unavoidable
absences may be excused by the Dean. Attendance at any conference
involving absence from classes must have the approval of the Dean
well in advance of the conference.
EMPLOYMENT
The work in the Seminary should be regarded as a full time vocation.
However, when a student's circumstances require it, a limited amount
of remunerative work will be permitted. This must be arranged in
consultation with the Dean. Occasional preaching engagements may be
accepted, but a student is not allowed to supply a vacant parish more
frequently than every other Sunday.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of the semester
must be removed before the end of the following semester or within a
year if the student has not re-enrolled. If incompletes and conditions are
not removed within the time allowed, the condition automatically
becomes a failure and the incomplete will be recorded as a passing
grade only if the average of previous work is sufficiently high.
SEMINARY INTERNSHIP
In addition to the three years of theological study in the Seminary
each student is required to spend six months in practical service, as
appointed and supervised by the Committee on Service. This work is
done during the summer vacations between the beginning and conclusion of the Seminary course.
A limited amount of assigned collateral reading is required during
the in-service period.
The Seminary students are also encouraged to engage in a limited
amount of practical church work during the school year either in the
Twin Cities or in nearby communities.
STUDENT ACTIVITIES
All seminary students are members of the Concordia Society. A
principal purpose of this organization is "to promote and strengthen a
deeper spiritual fellowship among its members." The weekly meetings
are devoted to prayer and to the consideration of student affairs. The
Seminary joins with the College in a daily chapel service.
During his seminary years, each student is associated with a specific
congregation and is encouraged to serve there. As a united project,
the Concordia Society has recently assumed responsibility for conducting Saturday noon services at the Gateway Mission.
The Concordia Society promotes student participation in the InterSeminary Movement and in the Association of Lutheran Seminaries in
America. On a more local level, the student body participates in a
fellowship of five Protestant seminaries in the Twin Cities.
The wives of the seminary students have organized as the Seminettes.
They meet once a month for fellowship and for instruction in subjects
relevant to their vocation.
The Concordia Society publishes a semiannual magazine called
Concord.
GRADUATION AND DEGREES
The Seminary course consists of a three-year cycle of lectures and
study plus six months of practical service in the congregations. Students
who complete all the requirements of the regular course are graduated
with the degree of Bachelor of Theology. These requirements may be
summarized as follows:
1. A minimum of 98 semester credits, including a seminar course
in each of the following four major fields: Old Testament, New Testament, Church History, and Systematic Theology.
2. Courses in the Biblical languages, Hebrew and Greek, as regularly
offered.
3. The attainment of an honor-point rati.0 of at least 1.5 (C+
average) throughout the three years of Seminary work.
4. Six months of practical Christian service under the direction of
the Faculty C~mrni~ttee
on Service.
5. The preparation of a scholarly thesis, approximately 8,000 words
in length, on an approved theological subject. The subject must be
submitted for faculty approval before April 15 of the Middler year
and the thesis must be completed by January 10 of the Senior year.
6. A comprehensive examination, written and oral, in Old Testament, New Testament, Church History, and Systematic Theology taken
during the third week of March. Written and oral examination sermons.
The degree of Graduate in Theology is conferred upon the students
who have fulfilled the requirements listed above with an honor point
ratio of not less than 1.0 !C average) in their academic work but who
have not met all the normal prerequisites for admission to the Seminary,
or who have not attained an honor point ratio of 1.5 in their Seminary
studies. Candidates for the Graduate in Theology degree are not required to write a thesis.
COURSES OF STUDY*
Theological Orientation Courses
Junior Year
I.
THE BACKGROUND
AND STRUCTURE OF THE BIBLE. A reading course
giving the student a preliminary orientation in the Book which is the chief
source in theological study. Geography of Bible lands. General outline of Biblical
History an,d contemporaneous secular history. Brief survey of the historical
t Cr.
origin of the Biblical writings.
THEOLOGICAL
PROPAEDEUTIC.
A survey of the main ,divisions of Chfistian
Theology; their subdivisions; their relation to the entire field of Theology and
I Cr.
to the whole realm of human knowledge.
A.
'With the exception of the Theological Orientation Courses, offered amual1.y
for Juniors, the Seminary courses are rotated in a three-year cycle.
r. INTRODUCTION
TO DOGMATICS.
A preliminary study of the Ecumenical
Creeds, the Augsburg Gnfession, Luther's Large Catechism, and the Life of
I Cr.
I.ucher.
Old Testament
FOR BEGINNERS.
A study of the essentials of Hebrew grammar,
9-10. HEBREW
using Creager and Alleman's text, and the reading of selected passages from
6 Cr.
Deuteronomy. (Offered I 9 5 8- 59).
11.
THE PENTATEUCH.The course includes a general introduction to the
books and a careful exegetical study of selected passages. (Offered 195 8-59.)
3 Cr.
THE HISTORICAL
BOOKS.A survey of the history of Israel with emphasis
12.
on religious values and -the rise of ~mphetism. Selected passages from the
3 Cr.
historical books are studied. (Offered I 9 5 8-59.)
13. THE PROPHET ISAIAH. A careful study of the Biblical data concerning
the political and religious conditions of Israel and Judah, together with a survey
of the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book. (Offered 1959-60.)
3 cr.
14. THEPROPHETJEREMIAH.A studY of the political, moral, and religious
trends of the time of Jeremiah. Special attention is given to Jeremiah's personal
character, his Messianic hope, and to his portrayal of the struggle for spiritual
freedom. (Offered 1959-60.)
3.
I T . THE BOOK OF JOB. A course which aims to make clear the teaching of
the Wisdom Literature of the Old Testament in regard to fundamental problems
2 Cr.
of life. (Offered 1960-61.)
16. PSALMS.The course includes an historical survey, a general introduction to
the larger groups, and a careful exegetical study of a number of Psalms. Reading
assignments give special attention to the religious developments of the post3 Cr.
Exilic period. (Offered I 960-6 I .)
EXEGESIS.Review of the grammar followed by an exegetical
17, 18. HEBREW
study of Amos and the cursory reading of selected passages from other books
z, z Cr.
in ,the Old Testament. (Offered 1 9 ~ 9 - 6 0 . )
A study of archaeological ,discoveries
19. SEMINARIN BIBLICALARCHAEOLOGY.
and their significance in relation to the Bible. The co'urse consists of a number
of introductory lectures followed by student presentations of assigned topics
I Cr.
and class discussion. (Offered 1960-61.)
4
New Testament
20-21.
NEW TESTAMENT
GREEK. Two years of Greek is a requirement f o r
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction of normal load.
r t . INTRODUCTION
TO THE NEW TESTAMENT.
A survey of the contents of
the New Testament, together with the authorship, date, and purpose of the
various books. The process by which these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manu3 Cr.
scripts and early versions. (Offered 19 59-60.)
i3. THE GOSPEL OF MARK. Readings from the Gospel of Mark in Greek,
with selections from Luke, considered irn the historical frame of Jesus' ministry.
Each student will be expected to master a knowledge of the historical outline
3 Cr.
of Jesus' ministry: (Offered 1959-60.)
24. THE GOSPEL OF MATTHEW.Translation from the Greek texf with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
3 Cr.
appeal to the Jews. (Offered 1958-59.)
25. THE GOSPEL OF JOHN. The purpose and special characteristics of the
Fourth Gospel, its authenticity and peculiar value. The latter part of the
semester is devoted to the study of the account of Christ's passion, based on
2 Cr.
the English text with the ai,d of a Gospel harmony. (Offered 1960-61.)
26.
THEJEWISHSECTIONOF
THE APOSTOLICCHURCH. Rapid survey of Acts
This will be followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Offered
3 Cr.
1960-61.)
1-12.
27. LIFE AND EPISTLESOF PAUL. A rapid study of the life of Paul as given in
Acts, the historical occasion of his epistles, and the study of selected portions
in English. (Offered 1958-59.)
3 G.
28. INTERPRETATION
OF ROMANS.Reading of the doctrinal portion in Greek
with use of commentaries; the essence of the Gospel as set forth by Paul. T h e
problem of Israel's rejection of Christ (chs. 9-1 I ) , and the section o n the
Christian life (chs. 12-16) will be studied as time permits. (Offered 1960-61.)
t Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the' place of the universal Christian Church as the Body of
t Cr.
Christ and the spiritual goal of history. (Offered 19jg-60.)
OF THE REVELATIONOF JOHN. The course aims a t a
jo. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature.
(Offered 1958-59.)
t Cr.
Church History
l o . THE EARLYCHURCH. The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great (590). The organization,
doctrine, government, and worship of the Early Church; the downfall of
heathenism in the Roman Empire, and the rise of the Papacy. The course begins
with a brief survey of the Book of Acu. (Offered 1958-59.)
2 Cr.
41. THE CHURCHOF THE MIDDLEAGES. A general survey of the development of Christianity in Western Europe from 590 to the period of the
Protestant Reformation. The course includes the study of the development and
decay of Papacy, monastic orders, scholasticism, and of movements toward
3 Cr.
reform. (Offered I 9 59-60.)
A study of the causes which led to the Protestant
42. THE REFORMATION.
Reformation; the Reformation itself and its results, including the Roman
3
Catholic Counter-Reformation. ( m e r e d 195 6-5 7,)
This course covers the period
43. THE CHURCHAFTER THE REFORMATION.
from the Reformation and up to the present time, with special emphasis on
2 Cr.
the h,istory of the Lutheran Church. (Offered 1960-61.)
HISTORY.Early colonization; planting of churches;
44. AMERICANCHURCH
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The history of the Lutheran Church in America
3 Cr.
is studied with special care. (Offered 1960-61.)
OF CHRISTIAN
DOCTRINE.A study of. the development
45, 46. THEHISTORY
of Christian doctrine and its crystallization into creeds and confessions, including
the Patristic, Scholastic, and Reformation periods. (Offered 1958-19.) 2 , 2 Cr.
CHURCHIN THE WORLDTODAY.
A study of the consti47. THE#LUTHERAN
tution and work of the Lutheran Churches in the various countries of the
world. Special attention to the work of the Lutheran World Federation. I Cr.
Systematic Theology
An inquiry into the field, sources, and
50. BASICPRINCIPLESOF THEOLOGY.
2 Cr.
methods of systematic theology. (Offered 1960-61.)
A N D ANTHROPOLOGY.
A systematic examination of the teach5 I. THEOLOGY
ings of the Bible concerning God and man. The course includes a study of the
Trinity, creation, and man's fall into sin. (Offered 1960-61.)
2 Cr.
A careful study of the teachings of the Bible concerning
f z . SOTERIOLOGY.
Christ-His Person, states, and ofice; the Person and work of the Holy Spirit;
3 Cr.
the order of salvation. (Offered I 9 5 8-59.)
AND ESCHATOLOGY.
A study of the nature and function
53. ECCLESIOL~GY
of the Church; t h e Sacraments; the doctrine of the last things. (Offered
1958-59.)
z Cr.
54, 55. CHRISTIANETHICS. A study of the religious and ethical implications
of the Christian experience. Special attention is given TO the application of
Christian ethics t o individual, group, and public life. (Offered 1959-60.)
2, 2 Cr.
j6. SYMBOLICS.A careful study of the Book of Concord. Attention is given
to the genesis and development of each creed, its doctrinal significance, and
its place in the present life of the Church. (Offered 1960-61.)
2 Cr.
SYMBOLICS
~
AND RELIGIOUSCULTS. A comparative study
57. C Q M P A R A
of ,the creeds of the great divisions of the Christian Church, and the teachings
2 Cr.
of various modern religious sects and cults. (Offered 1959-60.)
Practical Theology
All members of the Theological Faculty give instruction in this field.
A. Pastoral Theology
Go. PRINCIPLESOF PASTORAL
THEOLOGY.
This course, which is based o n the
Pastoral Epistles, comprises the historical and theoretical study of the foundations of .the pastoral office and the New Testament ministry. (Offered 1960-61.)
t Cr.
61. SOUL-CAREAND THE SPIRITUALLIFE. A study of Christian experience
and its varied expressions, and of the basic principles of soul-care. Collateral
2 Cr.
reading from the great classics of the spiritual life. (Offered 1958-59.)
62. INTRODUCTION
TO PASTORALCOUNSBLING.A course dealing with the
dynamics ,underlying human behavior. Various pastoral counseling techniques
are studied. The course attempts to help the student recognize deviations of
personality, and to know which ones he can handle, and which ones should
I Cr.
be referred to more competent help. Middlers. (Offered annually.)
TRAINING.The purpose of this course is 'to provide an
63. CLINICALPASTORAL
opportunity for the student to learn Pastoral Care through interpersonal relations in a hospital setting. I t will include ward calling, writing of clinical notes,
I Cr.
special seminar and lecture sessions. Middlers. (Offered annually.)
The propagation of the Gospel in new areas, including a
64. EVANGELISTICS.
short survey of the methods and history of Foreign Missions, and inner missions,
2 Cr.
and various types of evangelism. (Offered in 1958-59.)
B. Homiletics
65. PRINCIPLES AND PRACTICEOF PREACHING.Technical and psychological
r Cr.
elements of preaching. Emphasis upon sermons. Juniors.
66. HOMILETICS.
The application of the principles of preaching to the outlining and presentation of ,brief sermons. Emphasis upon thorough preparation
and constant practice in delivery. Middlers.
z Cr.
67. SERMONS.A course in the prepara~ionand delivery of sermons. Both the
structural and spiritual elements are emphasized. Sermons by great preachers
r G.
are studied. Seniors.
C. Polity, Worship, and Parish Work
70. CHURCHPOLITY.A course dealing with the Biblical theory of the congregation; o6cers, organization, and government in the epostoli~c'times; the
growth of the idea of ,the Church; the idea of a free church. I and 11 Corinr Cr.
thians are studied as the best source. (Offered 1960-61.)
A study of the various aspects of congrega71. CHURCH ADMINISTRATION.
tional organization. Methods of increasing e6ciency in the performance of
the pastor's duties. Effective o6ce procedures. The practice and teaching of
Christian stewardship. (Offered 1960-61.)
I Cr.
PROBLEMS.A series of lectures and discussions dealing with
72. PASTORAL
practical problems in the pastor's work in the parish and the local community.
The approach ,to the unchurched. Congregational evangelism. Making the
occasional services effective. Problems of pastoral ethics. (Offered 1959-60.)
I Cr.
The principles and forms of public worship. A study of liturgy
73. LITURGICS.
as a means of expressing and moulding religious life with emphasis on its
relation to varying conceptions of the Church. (Offered 1959-60.)
I Cr.
An historical survey of the best selections of hymns from
74. HYMNOLOGY.
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered
1960-61.)
I Cr.
AUGSBURG
THEOLOGICAL
SEMINARY
D. Christian Education and Sociology
76. METHODSOF PARISH EDUCATION.Studies in the application of basic
principles and .methods of education to the subject matter used in catechetical
instruction, Sunday schwls, Parochiai schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 1959-60.)
2 Cr.
78. THE CHURCHAND HUMANSOCIETY.A study of the relation between
the Christian Church and present-day civilization and culture, and of the
organized movements in contemporary society with which the Church must
deal. Emphasis upon the social duties of Christians and upon the world-wide
r Cr.
task of the Church. The Ecumenical Movement.
AND SOCIALWORK.This course is designed .to give the
79. CHRISTIANITY
candidate for the ministry contact with the field of social work, and to enable
him to appreciate its close relation to the work of the Church. Lectures,
r Cr.
reports, and institutional visits.
BOARD OF TRUSTEES
Officers of the Board
. .President
Vice-President
. . Secretary
. Treasurer
Term Expires in 1958
MR. G. S. MICHAELSEN,Minneapolis, Minnesota
Education, Universic~r of Minnesota
Duluth, Minnesota
The REV. D. W. LYNGDAL,
Pastor, Trinity Lutheran Church
Term Expires in 1959
MR. EVEN OSE, Thief River Fdls, Minnesota
Contractor (retired)
The REV. C . T. OLSON,Spicer, Minnesota
Business Manager, Bethesda Homes
Term Expires in 1960
MR. R. F. PAUTZ, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
Term Expires in 1961
The REV. GEORGEJ. KNUDSON,
M,arinette, Wisconsin
Pastor, Our Savior's Lutheran Church
Austin, Minnesota
MR. L. S. HARBO,
Superintendent of Schools, Austin, Minnesota
Tenn Expires in 1962
MR. GILBERTBERG,Seattle, Washington
Business, Berg Fuel Company
The REV. CLIFFORDM. JOHNSON,Minneapol,is, Minnesota
Pastor, Oak Grove Lutheran Churoh.
Advisory Members
The REV. DR. T. 0. BURNTVEDT,
Minneapolis, Minnesota
President, The Lutheran Free Church
DR. BERNHARD
CHRISTENSEN,
Minneapolis, Minnesota
President, Augsburg Colle,ge and Theological Seminary
AUGSBURG
COLLEGE
AND
THEOLOGICAL
SEMINARY
ADMINISTRATlON
. President
Dean of the College
Dean of the Theological Senzinary
. Bzlsiness Manager
Dean o f Stzldents
Dean o f W o m e n
Registrar; Secretary of the General Faculty
Secretary o f the Theological Faculty
. . . . . . Librarian
Director of Placement and Testing
Assistant Treasurer
Director of Dez'elopment Fund
..
Director of Public Relations
Agent; Szcperz'isor of Buildings and Grounds
Assistant Business Manager
Director o f Food Services
Curator of the Museum
. .
.
.Archivist
Director o f Admissions
Assistant Registrar
ADMINISTRATIVE STAFF
Ofiice Sfaff: Beatrice Nelson, Secretary to the President; Mrs. R u t h Gamm,
Office Manager, Public Relations; Mrs. Mildred Cleveland, Secretany, Public Relations M c e ; Banbara Cole, Secretary, Admissions Ofice; Mrs. Valborg Ellingson,
Audio-Visual Assistant; Borghild Estness, Secretary, Registrar's O&e; Lilly
Gerhard, Cashier, Treasurer's Office; Mrs. Mary Jean Holmquist, Recorder,
Registrar's Oflice; Randi Langfeldt, Bookkeeper, Treasurer's Office; Bertha Lillehei, Secretary, Student Personnel Ofice; Tena Mehus, Clerk, Registrar's Office;
Violet Myers, Secretary, Development Office; June Nelson, Secretary to t,he Dean
of the College; Mildred Nelson, Receptionist and Switchboard Operator; Marilyn
Petersen, Secretary, Placement Bureau; Lillian Peterson, Faculty Secretary,
Mimeographing; Delores Rotramel, Secretary to Business Manager; Mrs. Erna
Staub, Clerical Assistant, Library.
Resident Counselors i n Dormitories: Memorial Hall, Philip Nelson; Gerda Mortensen Hall, Mrs. Irene G. Wolf, Delores Rotramel, Joanne Rotramel.
Supervisor of Housekeeping: Olga Hermunslie. Manager of Grill: Arthur C.
Engen.
---
Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Ali,ce Swensen, R. N.,
Nurse; Myrna Hundtoft, R. N., Assistant Nurse.
COMMITTEES OF THE FACULTY
I
I
-1957-1958-
Administration: Christensen, M. Quaekck, Stensvaag, Fosse, Dahlen, Miss
Mortensen, Miss Joel.
I Curriculum: M . Quanbeck, Christensen, Nash, Olson, Stensvaag, Miss Segolson,
II
I
Miss Joel.
Library: Helland, Nash, Landa, A. Anderson, Chrislock.
I
4
Admissions and Scholarship: Miss Joel, M. Quanbeck, J. Thut, Miss Pederson,
Hammarberg.
I
-.
Student Personnel: Hammarberg, Miss Mortensen, Trautwein, P. Quanbeck.
E. Anderson, Dahlen.
I
Athletics: %berg, E. Anderson, Kleven, Hanwick, Savold.
1
Social: Mrs. L. Peterson, Miss Mortensen, Miss Tangjerd, Otolins, Mickelberg.
I
Institutional Studies: R. Anderson, Kleven, Urdahl, Nelson, Wckelson.
Imvocations: Holum,
C h r i s l d , Thut, Miss Mortensen. (Student members
also included in this committee.)
Student-Faculty: M. Quanbeck, Miss Mortensen, Torstenson, Miss Cole.
meinbers also included in this committee.)
Reliaiozls Life: P. Ouambeck, Ozalins, Mrs. L. Peterson. (Student
I
Teacher Education: Johnson, Thorson, Sateren, Urdah(1.
q a c u l t y Council: M. Quanbeck, A. Anderson, Miss Pederson, Landa, Holum,
Trautwein.
I
THE FACULTY
AUGSBURG THEOLOGICAL SEMINARY
BERNHARD
Xi. CHRISTENSEK,
Th.l,I., Ph.D., President and Professor of Theology
A.B., ?rugsburg Collcgr, 1911: Aupsburg Theo:ogical Seminary, 1922-25;
Th.M., I'rinceton T h ~ l o g i c 3 l Seminary, 1927; Ph.D., Hartford Seminary
Foundarion, r 9 zg. Additional study: Columbia, Chiago, Berlin, G~ttingen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral
work, 1928-30. At Augsburg since 1930. President since 1938.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of New Testament
A.B., Augsburg College, 1915; C.T., Augsburg T,heological Seminary,
19 I 8 ; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930. Additional study: Grenoble, Chicago. Educational Missionary in Madagascar,
192 1-3 8; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. At Augsburg since 1941.
IVER
B. OLSON,AM., Th.D., Professor of Systemtic Theology
A.B., Augsburg College, 1931; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945 ; Th.D., Chicago Lutheran
Theological Seminary, 1957. Teaching: Oak Grove Seminary, 1936-39;
Universitv of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1939-44.
Adviser to SPAN Group in Scandinavia, 1950. At Augsburg since 1945.
PHIL~PA. QUANBECK,Th.D., Assistant Professor of New Testament and
Rrligiotr; College Cbuplain
A.B., Augsburg College, 1 9 ~ o ;Th.B., Augsburg Seminary, 195I ; Th.M.,
Princeton T!xuIopical Seminlry, 1914; 'I'h.D., 1957. Pastoral work, 195 1-5 3.
Teaching Fellow, Princeron Theological Seminary, 1954-57. A.t A u g s b q
since 1957.
PAULG.
~ O K X A C K , A.B., Th.B., Assoriait- Pr~frsroro j Cb~trchHistory
A.B., Augsburg Gllesr, 1942; C.T.,Augsburq Thmbgica1 Seminary, 1945;
Th.B., 1947. Addition31 study: University of Chic~go.Pastor, Moose Lake,
Minn., 1945-47. At Augsburg since r949.
STEXSVAAG,
S.T.M., Ph.D., Profrssor of OIJ Tcston:mt
A. B., Augshurg Callegt, r g 3 6 ; ThB., Augsburg ~ e o l c - g i c a lSeminary,
1939; 5.TII.I.. Nzrrford Seminary Foundzrion, 1940; Ph,D., 1941. Additional study: Johns HopBins, Oslo. Pastor, Mimespolis. Mim., 1942-46.
At Augsburg since 1942.
J ~ H NM.
DORRISFLFSNER,Ph.D., 1 , ~ c t a r r rin Church Hirf0r.y (Seminary)
,\.B., Car1h3~cCollege, r 9 3 6 : B.D., Hamma Diviniry Schoa!, 1939; S.T.M.,
Wsrtburg Lutheran Seminary, 1950; A.M., Univenitp of Chicago, 1953;
Ph.D.. Hartford S e m i n ~ r y , 1956. Associate Professwr of Church History,
Northwestern Lutheran Theological Seminary, I 9 57.
LAWRENCE
M. GUDMESTAD,
A.B., S.T.M., Lecturer in Pastoral Counseling
A.B., Augsburg College, 1939;C.T., Awgsburg Theologi3cal Seminary, 1942;
S.T.M., Andover Newton 'heological Schools, 1955. Pastoral work, 19421954.Chaplain, Lutheran Deaconess Hospital, 1955-. At Augsburg since
AUGSBURG COLLEGE
MANNALDALDRE,M.S., Assistant Professor of Chemistry
Diploma of Chemical Engineer, Estonian State University of Technology,
Tallin, Estonia, 1941; M.S., University of Minnesota, 195 I. Additional
study: Minnesota. Teaching: Assistant in Chemistry, Estonian State University of Technology, 1941-42.At Augsburg since 1949.
ALBERTB. ANDERSON,
A.M., Th.B., Instructor in Philosophy
A.B., Concordia College, 195 I ; l%.B., Luther Theological Seminary, I 95 6.
A.M., University of Minnesota, 1957. Additional study: University of
Capenhagen. Teaching: Concordia College, 1954-5 5 ; Luther College,
1956. A t Augsburg since 1956.
ERNESTW. ANDERSON,M.Ed., Associate Professor of Health and Physical
Education, Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 1937-41.U. S. Army, 1941-46.At Augsburg
since 1946.
RAYMOND
E. ANDERSON,
A.M., Associate Professor of Speech
B.S., University of Minnesota, 1946;A.M., 1950.Additional study: Minnesota. Teaching: University of Vermont, 1949. U. S. Navy, 1946. At
Augsbwg since 1949.
JOHN BATES,M.S., Instructor in Chemistry
B.S., B.S.Ed., Ohio University, 195I ; M.S., University of M i e s o t a , 1952.
Additional study: University of Minnesota. At Awgsburg since 1957.
HAROLDJ. BELGUM,A.M., M. Soc. Work, Instructor in Sociology
A.B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa,
1937; M. Soc. Work, University of Minnesota, 195 I. Teaching: Mission
House College, Plymouth, Wis., I 934-38; Elrnhurst College, 1938-42;Lakeside School for Boys, Seattle, Wash., 1942-44.Assistant Executive Secretary,
Director off Social Work Services, Lutheran Welfare Society of Minnesota.
At Augsbung since 1954.
HENRYJ. BERTNESS,
Ph.D., Associate Professor of Education
A.B., Augsburg College, 1947; A.M., University af Minnesota, 1948;
Ph.D., 1955. U. S. IVavy, 1943-46.Teaching: Tacoma Public Schools,
1948-49.Teaching and pidance work: Hyline Public Schools, University
of Washington, Pacific Lutheran College, Tacoma Public Schools, I 95 6-58.
At A,ugsbung since 1949. (On leave of absence, 195 6-58.)
CARLCHRISLOCK,
Ph.D., Associate Professor of History and Polifical Science
A.B., Augsbung College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 1955. Teaching: High School, 1939-44; Tracy Junior College,
1947-48;Augwtana College, Sioux Falls, S. D., 1948-51.At Augsburg
since 1952.
MARIOCOLACCI,
Th.D., D.Litt., Associate Professor of Classical Languages
Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontifical
Biblimcal Institute de Uibe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Itamly, 1935-40;
Mario Pagano College and Normal Institute, Campobasso, Italy, 1941-49.
At Augsbucg since 1952.
AILENE COLE, A.M., Assistant Professor o f Speech
A.B., Gustavus Adolphus College, 1936; A.M., University of Minnesota,
1949.A,dditional study: University of Minnesota. Teaching: High Schools,
1936-56. At Augsburg since 1956.
K. BERNERDAHLEN,A.M., Associate Professor of English
A.B., Augsburg College, 193I ; A.M., University of Minnesota, 1940.Additional study: Minnesota. Teaching: High School, 193I -39; Crosby-Ironton
Junior College, 1940-41.U. S. Army Air Forces, 1942-45.At Augsburg
since 1941.
IVANDOSEFF,B.S., 1nstru.ctor in Art
B.S., University of Chicago, 1907. Additional study: Art Institute of
Chicago. Teaching: Cornell College, 19I 8-I 9; Iowa State Teachers College,
1919-21; Luther College, I 922-23; Minneapolis Art Institute, 1928-30;
University of Minnesota, 1926-53. At Augsburg since I 95 y .
CHARLESG. EAKIN,A.M., Instructor in M71sic
A.B., Manhattan School of Music, 1 9 ~ 0A.
; M. Carnegie Institute of Tech.,
1955. Additional study: University of Minnesota. At Augsburg since 1957.
JACK FISHER, S.M.M., Instructor in Organ
B.M., University of Texas, 1946; S.M.M., Union Theological Seminary,
1948.At Augsburg since 1955.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949. U. S. A m y , 1943-46.
Ind,ustrial Engineering work, 1949-53.At Aug~burgsince I 95 3.
DARYLGIBSON,Ph.D., Instructor in Brass Instruments
B.S., University of Minnesota, 1934; A.M., 1941;Ph.D., University of
Iowa, 1947.Member of Minneapolis Symphony Orchestra, 1934-44.Teaching: University of Iowa, 1943;University of Montana, 1947-48;Gustavus
Adolsphus College, 1948-52. At Augsburg since 1954.
ORLOUEGISSELQUIST,
A.M., Instructor in History
A.B., University of Minnesota, 1943;A.M., University of Minnesota, 1956.
Tea~hin,~
Bethel
:
College, I 954-56. At Augsburg since I 956.
HARVEYH. GLOMMEN,A.B., Jnstructor in Debate
A.B., Concordia College. Ad'ditional Study: University of Minnesota. Teaching: Oak Grove High School. A t Awgsburg sinmce 1917.
A.M., Assistant Professor of Psychology
CARLR. HAMMARBERG,
A.B., Gustavus Adolphus College, 1932; A.M., University of Minnesota,
1948. A,d'ditional study: Minnesota. Teac'hing: Bethany College, Lindsborg,
Kan., 1948-53. A t Augsburg since 1953.
THEODORE
J. HANWCK,Ph.D., Professor of Physics
B.E.E., Polytechnic Institute of Brooklyn, 1933; M.S., Polytechnic Institute of Brooklyn, 1937; Ph.D., New York University, 1950. Teaching:
Polytechnic Institute of Brooklyn, 1937-38; New York University, 193842; U. S. Naval Academy, 1942-46. Rutgers University, 1946-1956. At
Augsburg since I 9 5 6.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
A . ROBERTHEMMINGSON,
A.M., instructor in Economics and Business Ad-
ministration
A.B., Dana College, 1953; A. M. University of Nebraska, 1957. Teaching:
University of Nebraska, 19 56-57. At Augsburg since 19 57.
Ph.D., Assistant Professor of Chemistry
JOHN R. HOLUM,
A.B., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
Teaching Assistant, University of Minnesota, 1950-52. University of Maryland, 1956. U. S. Armed Forces, 1955-57. At Augsburg since 1957.
MILDREDV. JOEL, A.M., Registrar, w i t h raltk of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947.
A,dditional study: Saskat,chewan, Minnesota, Denver. Teaching: High School,
1941-46. At Augsburg since 1947.
EINAR0. JOHNSON,A.M., Assistant Professor of Edu.cation
A.B., Concordia College, 1938; A.M., University of Washington, 1950. Additional study: University of Oslo, Norway and University of Washington.
At Augsburg since 195 6.
RALPH KERSTEN,D.D.S., Instructor in Health
D.D.S., School of Dentistry, University of Minnesota, 1939. Priva,te practice, 1939-42; O s c e r , U. S. Navy, 1942-46. A.t Augsburg since 195 5.
~ I I M B.
I KINGSLEY,A.M., Assisfmf P ~ U ~ P S SofMSfimtish
A.B., h f a v i l l e College, 1936; A.M., Universiry of Mexico, 1944. Additional study: Co!urntia, Midne~ora, Teaching: Wagner College, Staten
Lland, N. Y., rg41-42; Friends School, Brooklyn, N. Y., 1946-47. At
Augsburg since 1947.
BERNHARDT
J. KLEVEN,Ph.D., Professor of History and Political Science
A.B., Augsbung College, 1922; A.M., University of Minnesota, 1930;
Ph.D., 1941. Additional study: Harvard. Teaching: High School, 192235; Wheaton College, 1946-47. At Augsburg, 1937-46, and since 1947.
BJARNEE. LANDA,Ph.D., Associate Professor o f Germanic Languages
A.B., Voss State College, Norway, 1925; A.B., University of Southern
California, 1928; A.M., 1930; Ph.D., University of Minnesota, 1952.
Teaching: High School, 1930-31; University of Minnesota, 1938-42; Fisk
University, 1945-47. U. S. Office of Censorship, 1942-45. A t Augsburg
since 1947.
CARLW. LANDAHL,M.Mus., Assistant Professor o f Music
A.B., University of Minnesota, 1931; B.Mus., Columbia School of Music,
Chicago, 1933; M.Mus., 1934; B.D., California Baptist Theological Serninary, 1950. Teaching: Private Teaching, Chicago, 1931-40; Dakota Wesleyan University, Mitchell, S. D., 1940-42; Northwestern Schools, Minneapolis, 1 9 5 e . A t Augsburg since 1952.
RAMONAH. LEER, A.B., Assistant Librarian
A.B., Concordia College, 1954. Additional study: University of Minnesota.
Teaching: Long Prairie High School, 1 9 ~ 4 - 5 6 A
. t Augsburg since 1957.
BERTHALILLEHEI,A.B. lnstrzrctor in English
A.B., Augsburg College, 1934; Additional study: University of Minnesota.
A t Augsburg 1937-40 and since 1957.
GERTRUDE
S. LUND, A.M., Assistant Professor of S~cretarial Science
A.B., Augsburg College, 1936; A.M., University of Minnesota, 195 I .
Teaching: High School, 1943-45. West Central School of Agriculture,
Morris, 1945-47; Duluth Business University, 1947-48; High School, 194849. At. Augsburg since 1950.
SUE LUND, A.M., 17zstrz~ctorin Edz~cation
A.B., Iowa State Teachers College, 1939; A.M., University of Wisconsin,
1940. -4dditional Study: University of Minnesota. Teachin'g: Oregon, Ill.
Community High School, Iowa State Teachers College, University of Minnesota General College. At Augsburg since 1958.
RUTH A. MARFELL,A.M., lnstructor in Library Science
B.S., University of Minnesota, 1940; A.M., University of Minnesota, 1954.
Teaching: High Schools in Minnesota, 1941-56; University of Minnesota,
Summers 1952, 1953. At Augsburg since 1957.
ERWIND. MICKELBERG,
A.B., Instructor in Anatomy
A.B., Augsburg College, 1954. A,dditional study: Columbia, Minnesota.
Teaching: Atwater High School, 19 54-5 6. A t Augsburg since 19 5 6.
JOEL C. MICKELSON,Ph.D., l n s t r ~ ~ c t oinr English
A.B., University of Minnesota, I 9 5 I ; A.M. University of Pennsylvania,
1955; Ph.D., 1956. A t Augsburg since 1956.
RAYMONDMIESNIEKS,A.M., lnstrurtor in German
A.B., Concordia College, 195 I ; A.M., University of Minnesota, 1913.
Teaching: University of Minnesota, 19 5 5-57. At Augsbung since 1957.
GERDAMORTENSEN,A.M., Dean o f W o m e n w i t h rank o f Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, I 928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21; Hankow Private School, Hankow, China, 1934-35. A t Augsburg since 1923.
ARTHURNASH, Ph.D., Professor o f Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U. S. Army
Air Force, 1942-46. Dean, Augsbung College, 1946-50. A t Augsburg since
1922.
EDORC. NELSON,M.Ed., Associate Professor o f Physical Education and Coach
o f Football and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41. U. S. Army, 1941-46. At Augsburg since
'946.
CATHERINENICHOLL, A.M., Instructor in English
A.B., Hope College, 1953; A.M., University of Michigan, 1954. Teaching:
Colby Jr. College, 1954-55; Bradford Jr. College, 1955-56; South Oregon
College, 1956-57. A t Aug~bur.gsince 1957.
IVERB. OLSON,M.A., Th.D., Professor o f Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
KARLISOZOLINS,A.B., Th.B., Instrzrctor in Religion
A.B., Augsburg College, 1 9 5 1 ; B.Th., Augsburg Theological Seminary,
I 9 5 2. Additional study: Minnesota. A t Augsburg since I 9 5 5.
HOWARDE. PEARSON,A.M. lnstructor in Physical E d ~ c a t i o n
A.B., Augsburg College, 1953 ; A.M., University of Minnesota, 1957. A t
Augsburg since I 9 5 6.
ANNE PEDERSON,A.M., Associate Professor of English
A.B., Augsburg College, I 93 2; A.M., University of Minnesota, I 947. Additional study: Minnesota, 'Columbia. Teaching: High School, I 945 -46;
San Mateo Junior College, Calimfornia, one semester, 1946. A t Augsburg
1932-44, and since 1946.
K A ~ E R I NPETERSON,
E
M.S., Assistant Professor of Home Economics
B.S., South Dakota State College, 1936; M.S., State University of Iowa,
1939. Additional study: University of Minnesota. Teaching: High Schools
in South Dakota, 1936-38; University of Minnesota, 1940-56. A t Augsburg since 195 6.
LAVONNE PETERSON, A.M., Assistant Professor of Physical Ed?ccation for
Wmen
A.B., Augsburg College, 1950; A.M., University of Montana, 1953. Additional study: Minnesota, Montana, Ma,cPhail School of Music. A t Augsburg
since 1950.
1952. High School administration, hfantorville, Minn., I 929-36. Teaching:
Waldorf College, 1936-3 8 Registrar, Augsburg College, I 939-46; Dean,
1942-46 and since 1950. A t Augsburg since 1938.
A. QUANBECK,Th.D., Assistant Professor of New Tcstnrnelzt arzd Religion; College Chaplain
For statement of academic preparation and experience, see T h
Seminary Faculty listing.
ILIP
. t Augsburg since 1957.
of Minnesota, 1 9 ~ 5 - 5 7 A
LAND
B. SATEKEN,A.M.,. Professor of Music
University of Minnesota, 1940-43. Educational Director, Ci
Service, 1944-46. A t Augsburg 1941-43, and since 1946.
MAYOSAVOLD,A.B., Associate Professor of Mz~sic
of Minnesota, :928-44; Washington State College, Summer 19 3
burg since 1944.
SOBERG,A.B., C.T., Professor of Mathematics
A. B. Augsburg Col,lege, 1926; C.T., Augsburg Theological
Additional study: Minnesota. A t Augsburg since 1926.
ORGE
G. SONNACK,A.B., Th.B., Associafe Professor of Religion
For statement of academic preparation and experience, see Theologi
inary Faculty listing.
UL
SONSTENG,A.B., Instrzlctor in Home Economics
A.B:, Augsburg College, 1974. Additional study: Universi
Teaching: Hinckley High School, 195 5-5 6; Graduate- Assi
TH
JOHN M. STENSVAAG,
S.T.M., Ph.D., Professor of Religion
For statement of academic -preparation and experience, see Theological
Seminary Faculty listing.
MERTONP. STROMMEN,A.M., Th.B., Lecturer i n Religion
A.B., Augsburg College, 1913; C.T., Augsburg Theological Seminary, 1944;
Th.B., 195 I ; A.M., University of Minnesota, 1955. Additional study: Minnesota. Pastor, Mora, Minnesota, 1944-47. At Augsburg since 1947.
OLAF H. SWENSON,A.M., Assistant Professor of Sociology
A.B., Gustavus Adolphus College, 1943; A.M., University of Minnesota,
1950. Teaching: Gustavus Adolphus College, 1947-49, 1950-51. Probation
OBce, Hennepin County, 195 I - . A t Augsburg since 1953.
AGNESB. TANGJERD,
A.M., Associate Professor of Library Science
A.B., St. Olaf College, 1920; B.S., in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 1922-28.
Teaching: High School, 1929-36. Eau Claire Public Library, 1936-38. A t
Augsburg since 1940.
Ph.D., Associate Professor of English
GERALDH. THORSON,
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948;
Ph.D., Columbia University, 1957. U. S. Army, 1943-46. Teaching: Wagner College, 1951. A t Augsburg since 1946.
JOHN THUT,A.B., M.Mus., Associate Professor of Voice
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929; M.Mus., 1936. Additional study: Minnesota; Northwestern University. Private work in singing with Rollin Pease, Charles LaBerge, Aksel
Schiotz. Special studies with Theodore Harrison and Martial Singher.
Teaching: Bethel College, 1924-27; American Conservatory of Music, 193144; Colorado State College of Education, 1946-47. YMCA War Prisoners
Aid, England and Belgium, 1944-46. At Augsburg since 1947.
VERATHUT,B.Mus., Instructor in Piano
B.Mw., American Conservatory of Music, 1927. Additional study: American Conservatory of Music and Minnesota; Master Class Work with Silvio
Scionti; Robyn Normal Teachers Training Course; studied under Kurt
Wanieck. Teaching: American Conservatory of Music, 1926-46; Colorado
state College of Education, 1946-47. A t Augsburg since 1947.
JOEL
S. TORSTENSON,
A.M., Associate Professor o f Sociology
A.B., Augsburg College, I 9 3 8 ; A.M., University of Minnesota, I 940. Additional stud(y: Minnesota. Director of Education and Public Relations, Midland Cooperative Wholesale, 1945-47. A t Augsburg I 93 8-42, and since
1947.
MARVINE. TRAUTWEIN,
A.M., Associate Professor of Psychology
A.B., University of Nebraska, 1935; A.M., Columbia, 1940. Addi,tional
studmy: Hamard, Hawaii, Minnesota. Teaching: High School, 193 6-42;
Dean, Norfolk Junior College, 1942. Staff, Education and Training O&cer,
V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, Universiny of Minnesota, 1948-50, and 1 9 5 3 - 5 ~ .U. S. A m y Air Force, 1942-46.
A t Augsburg since 19 50.
ERLINGJ. URDAHL,A.M., Associate Professor o f Biology
A.B., Conmrdia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 193 1-3 1 Principal, Cannon Falls, Minnesota, 193 5-41. A't Augsburg since 1943.
CAROLL
0. SATRE,A.B., Th.B., lnstrzlctw in Religion
A.B., University of Iowa, 1943; Th.B., Luther Theological Seminary, 1945.
Pastor of St. Paul's Lutheran Church, Minneapolis, since 1957. A t Augsburg first semester, 1957.
ARLENSTENSLAND,
A.B., Graduate Assistant in Mathematics
A.B.. Augsburg College, I 9 5 6. Additional study: Luther Theological Seminary. At Augsbung since 1956.
ALP EIKAAS,A.M.. fnstructor in Norwegian
Statens Larersk, Oslo, 1946; A.M., University of Minnesota, 1950. Additional study: Oslo University and Minnesota. Teaching: Elementary and
high schools in Norway, 1946-48; Adult Ed. Dept., (Evening classes) ;
YWCA, Minneapolis, 1952-56; University of Minnesota, 1948-52. A t
Augsburg, 1956-57.
MARYHELEN HAAS,M.S., Assistant Professor of Home Economics
A.B., Upland College, 195 1 ; M.S., University of California, 1952. Additional study: University of Minnesota. Teaching: Upland Academy, 195152; Upland College, 1912-54; University of Minnesota, 1954-56. A t
Augsburg, 1956-57.
DONALDHELLAND,B.S., Instrz~ctorin Accounting
B.S., Lewis & Clark College, 1950. Additional study: Au,gsburg Theological
Seminary. At Augshurg, I 9 56-57.
R A D O ~ NJONES,
A
B.S., ln~tructorin Library Science
B.S., University of Minnesota, 1952. Additional study: University of
Colorado. Teaching: Elementary schools, Great Falls, Mont., Edina, Minn.
At Augsburg, 1956-17.
FACULTY
BRUCELUNKLEY,B.S., Instructor in Music
B.S., University of Minnesota, I 95 I. Additional study: Minn
A~gsburg, 1 95 5 - 5 7.
MILTON, AM., Instructor in English
A.B., University of Minnesota, 1948; A.M., 1951. Additional study:
Minnesota. Armed Forces, 1943-46. At Augsburg, I 949-57.
JOHN
JAMESW. NOEHL,
B.B.A., Instructor in Business Administration
B.B.A., University of Minnesota, I 95 5. Additional study: University of
Minnesota. A.t Augsburg, 19 56-57.
ROLFE KERMIT VANDERBILT,
Ph.D., Instri~ctorin English
A.B., Lucher College, 1947; A.M., University of Minnesota, 1949; Ph.D.,
195 6. Teaching: Wartburg College, I 95 I - 5 3 ; University of Minnesota,
1954-57.At Augsburg, 1956-57.
SCOTTD. WALTON, Ph.D., Assistant Professor of Business Administration and
Economics
B.S., University of Minnesota, 1947; M.B.A., Harvard University, 1949;
P,h.D., Iowa State College, 1953. Teaching: Iowa State College, 1949-52.
Universi,ty of Minnesota, I 95 2-53. At Augsburg, 195 3-57.
COLLEGE, 1956
With the degree of Bachelor of Arts
Anderson, Curtis R.
Anderson, Deloris Ann .
Anderson, Norman E.
.
Anderson, Edward William
Andress, I. Shelby
Barber, Robert Eugene
Bartel, Henry Paul
.
.Minneapolis
Lamberton
Ashland, Wis.
Fargo, N. D.
Saginaw, Mich.
.Hastings
Boraas, J. Sherman
.
.
.Dawson
Britton, Paul R.
Leavenworth, Kansas
Brodin, Arlen George . . . . . . .Minneapolis
Brue, Donald Wayne . . . . . . .Minneapolis
Carrelli, Robert A. . . .
Christensen, Orla J. . . .
Christianson, Mary Joyce -
Minneapolis
. .Clarkfield
Knapp, Wis.
Dickens, Claire Mae
Harrisburg, S. D.
Dongoske, Robert Frank .
Mound
Dreyer, Earl Edwin
Ferndale, Wash.
Dumpys, Hans George
. . .Hutchinson
Eckhoff, Donald E.
Field, Marvin William
Fitch, Gary D. . .
Fowlds, Carol Marie
. . . . . .Osseo
Minneapolis
Gehring, Farolyn Johnson
Minneapolis
Gilbert, Verner Lloyd . . . . . . . .Duluth
Gilbertson, Nora M.
Frontier, Sask., Canada
Gjengdahl, Robert Allen . . . . .Minneapolis
Grinde, Lloyd C. . . . . . . Estherville, Iowa
. Rugby, N. D.
Gunderson, Eulah Irene
Hagen, Elizabeth Gerda
. .Montevideo
Hagen, Harold L. . . . . . . . . . .Minneapolis
Hanggi, Glen &en
. . . . . . . . . . .St. Paul
Hanson, Ruth Ellen .
.
.
. Aikin
Haugen, James S. . . . . . . . . . Minneapolis
Haynes, John W. . . . . . . . . . . .Minneapolis
Helgerson, Luurayne Renoro
Mt. Sterling, Wis.
Holzinger, Robert A.
. . . . .Minneapolis
Honstad, Janet Marie .
Hoversten, momas H. . .
Howard, Charles Henry .
Hsiao, Andrew Keh-hsieh
. Alden, low
. .Lake Crysta
Hunt, Elaine Helen
Jha, Anil Kumar
Larson, Donald Rae
Larson, Melvin W. .
Larson, Robert Duane
Newman Grove, Nebr.
Lee, Russell Curtis
. . . . . . Fosston
Lockwood, Robert Rae
. . .Minneapolis
Lower, Carolyn Elizabeth . . Minneapolis
Ludviksen, Stanley B.
.Portland, Ore.
Lundin, Harvey Allen
Main, Ronald C.
.Portland, Ore.
. .
Meredith, Patricia Jo-Anne . . .Minneapolis
Moen, Ardell John . . . . .Hillsboro, N. D.
Mortensen, Elizabeth Anne . Minneapolis
Moylan, Robert Laverne . Spokane, Wash.
Ose, Roger
.
Overlund, Ervin K.
,
Pearson, James Kenneth
Pederson, James Lowell
Petersen, Marilyn J.
Peterson, Russell Jerome
Radde, Robert Edward
Roos, Robert Allen
Rorvig, Bruce W.
.
Rundquist, Bertil . .
Rykken, Franklyn E.
Saastad, Jerrald A.
Sar5, Donohue R.
Solem, Duane J. .
Sorum, Ann Carlson
.
Steenberg, Evelyn Chanco
. Minneapolis
Stensland, Arlen H. . . Portland, N. D.
Stoa, Harold Merlyn . . . .
. Minneapolis
Swanson, Allen John . .
. Cloquet
Tader, David Leon
Thompson, John .
,
. Staples
. .Minneapolis
.McGregor
Madison, Wis.
Thompson, Theodore T.
Twiton, Margaret Halen
. . . . . Stephen
Estherville, Iowa
Warnes, Wanda E.
Woiden, Gerhard P.
. Fargo, N. D.
Ysteboe, Ruth
COLLEGE, 1957
With the degree of Bachelor of Arts
Anfinsen, Arthur Morris Jr.
Armstrong, James William
Aranson, Donald W. . .
.
Arvidson, Kenneth
Baker, Stanley B.
Berg, Richard Lloyd
Berg, Sidney
. .
Bernier, Jack L. . .
Berntsen, Rita Maxine . .
Beyers, James Russell M.
Bockhaus, Mary Gail
Borman, Dennes L.
.
Braseth, Mary Ann
.
Burke, Dorothy Ann .
Hopkins
St. Paul
Minneapolis
Rockford, Ill.
.
Minneapolis
.Minneapolis
,
.Minneapo!is
. . .Minneapolis
Escanaba, Mich.
.St. Louis Park
... .
Mound
,
.Minneapolis
. .Amery, Wis.
Minneapolis
,
.
Ingebretson, E. Arlene
Minneapolis
Jamieson, Robert Grant
Jensen, Carl A. . . . . .
Jespersen, Morris Gene
Johanson, Eldri Ruth .
Johnson, Marshall Duane
Johnson, Ralph Stanley
Johnson, Ronald Clarence
Johnson, Wilgard G.
,
Koltved, Leon M.
Koupins, Alfreds Egons
Knox, Philip S. . . .
Kolden, Lois Jeanette
Minneapolis
Racine, Wis.
St. Paul
. .
Dalton
Middle River
. . . . . Duluth
. . St. Paul
. . . Herman
Rockford, Ill.
.Minneapolis
. .Minneapolis
Portland, Ore.
. . Bagley Loidig, Anneliese . . . . . . . willmar
Christianson, Harlan Charles
James
William
Minneapolis
~
~. . ~
l
i
conyers,L ~ ~ R ~~ . ~ ~ ~ b i ~~ Lanning,
~~
t~
.
.Minneapolis
Larson, Patricia Ann
st. paul
Co[nelius, Jane Collins
Larson, Richard John . . . . . Kerkhaven
Larsson, Nancy Elaine . Wahpeton, N. D.
Dahl, Linnea M.
Minneapolis
Laufenburger, Barbara A. . . . . . . .Roseau
Lecander, Roger V. . . Menomonie, Wis.
Emery, Curtis V. .
Minneapolis
. ..
. . . . . . Fasstan
Lee, Harris W.
Engedal, C. Gayle
,
Minneapolis
.
.Minneapolis
Lindsley, Dale A.
Faust, Daniel Gordon
Valley City, N. D.
. . . . .Lake Lillian
Flann, Duncan D. . .
Forss, Grace Lois
.
. .Minneapolis
Franzmeier, Richard Allan
Minneapolis
Minneapolis
Freedland, David A. Jr. . .
Gehring, Virgil Robert
Minneapolis
Gibson, '~ruce Allen
. . . . Lamberton
. . Minneapolis
Gilbert, Barbara Ann
Glasoe, James Lowell
. .Minot, N. D.
Grant, Gloria Helen . Cumberland, Wis.
Graus, Gilbert L.
. .
. .McGregor
. . . Benson
Grimstad, Jason .
.
Minneapolis
Grinde, Raymond A.
Gutzmann, Gordon Keith
.
St. Paul
Hamre, Paul Andrew
Hofflander, Thomas M.
Holmes, Dean Karstens
Holmgren, Charles Gordon
Holt, Evereti V.
Minneapolis
Minneapolis
Cannon Falls
St. Paul
. . Carver
Mackey, Roger Clarence
Main, Christine Munson
Manguson, Jean Marie
Martin, Gerald A.
.
Mindrum, Gerald . .
Moe, Erwin John .
.
Monson, Harley C. . .
Moren, Orval Kenneth
.
Nelson, David J.
Nelson, Victor E. .
Nielsen, Bernard G.
Norman, James A.
Nyhus, ,Paul Luther
Ohlin,
Olson,
Olson,
Olson,
Olson,
Olson,
...
John L.
Beverly JoAnn
David W. .
Jeanetie I. .
John H. .
Oscar E. Jr.
.
Minneapolis
. .Atwater
. .Tracy
.Minneapolis
Minneap~lis
Excelsior
Minneapolis
.Mentor
. . Minneapolis
Whitehall, Mich.
. .Minneapolis
. . . . .Minneapolis
Cumberland, Wis.
.
Minneapolis
Cottonwood
New London
Minneapolis
Cottonwood
. .Mound
~
Ose, Gaylen
Oslund, Robert C.
Thief River Falls
..
. St. Paul
Paton, Richard James
Peterson, W. Fred .
Pickering, Donald M. . .
Plumedahl, James Duane
.Minneapolis
Minneapolis
St. Paul
Robbinsdale
Rasmussen, Joyce Marie
. .
Rodvik, Marvin S.
Rokke, Robert John .
Rovick, Doris Jean . .
Minneapolis
.Minneapolis
Strandquist
.Minneapolis
.
. . Donnelly
Sather, Judith Ann
Schuldt, Kenneth Edward
Minneapolis
Seaver, Raymond E. .
Minneapolis
, .Minneapolis
Sherry, Richard J. . .
Skovholt, Verna Joanne
Mooreton, N. D.
Snider, Neal E. . .
Pembina, N. D.
Sorenson, Peggy-Joyce
Sunde, John P.
Swenson, Darwin Warren
Minneapolis
Minneapolis
Lake Lillian
Tamminen, Joon Katherine
Stambaugh, Mich.
Tebben, Peter J.
Sebeka
Bod@, Norway
Thomassen, lvar .
Thompson, Rodney F.
Minneapolis
Trelstad, Gordon Anthony
Minneapolis
Vevle, Richard Harold
Minneapolis
Warme, Thomas Martin
Welckle, John Edwin
Welde, Ronald 6.
Minneapolis
Woad Lake
Minneapolis
Zinn, Wilton Harley
.
St. Paul
SEMINARY, 1956
With the degree of Bachelor of Theology
Berntsan, Rudolph E.
Carlsen, Glenn T. .
Goodrich, Quentin A.
.
Edinburg, N. D.
Minneapolis
.Minneapolis
Lyngdal, Lloyd W.
Duluth
Rimmereid. Arthur V.. New Rockford, N. D.
With degree of Graduate in Theology
Unseth, Malcolm Wulff
Rockford, Ill.
SEMI NARY, 1957
With the degree of Bachelor of Theology
Hanska
Minneapolis
Newfolden
Evenson, Leland E.
Helland, Donald E.
Huglen, Erling S. B.
Nyhus, Edward 0.
Sandness, Albert J
Shiell, James L.
Cumberland, Wis.
La Moure, N. D.
Hoffman
With degree of Graduate in Theology
Anderson, Eugene C.
Elness, Jerome
Willmar
Garfield
Nelson, Maynard L.
Salem, Ore.
STUDENT REGIS=
STUDENT ENROLLMENT, 1956-1957
College
First Semester
Class
Men
Women
Second Semester
I
Total
Men
..
Senior
Junior . .
Sophomore
Freshman
Speciol
.
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1 956-1957
Clan
Men
Senior . . . . .
Junior
. . .. .
Sophomore
. .
Freshman
....
Special
. . . ...
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Women
-
-
523
433
Total
Theological Seminary, 1956-1957
Semester II
Semester I
Men
Third Year
Second Year
First Year
Special
Total
Women
8
I
Men
10
8
8
10
8
I
-
-
-
27
1
26
Women
Total
Women
Total
TOTAL ENROLLMENT, 1956-1957
COLLEGE
Men Students
Women Students
Total
SEMINARY
Men Students .
Women Students
Total
Total enrollment
,
,
STUDENT ENROLLMENT, 1957-1 958
COLLEGE
First Semester
Class
Men
Women
Second Semester
Total
Men
Senior
Junior . . . . . .
Sophomore . . .
Freshman . . . . .
Special
.....
Fr. Nurse (S.H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1957-1958
Class
Men
Senior . . . . . . . . . . . . . . . .&3
Junior . . . . . . . . . . . . . W
Sophomore . . . . . . . . . . I29
Freshman . . . . . . . 195
Special . . . . . . . . . . . . . . . 34
Fr. Nurse (S. H.) . . . . .
Fr. Nurse (D. H.) . . . . .
Jr. Nurse (D. H.)
......
Total
...........
520
Women
27
39
81
130
16
88
38
32
451
Total
Women
Total
Theological Seminary, 1957-1958
Semester I
Semester II
Men
Men
Third Year .
Second Year
First Year . .
Special
.
.
Total
Men
8
8
7
Total
TOTAL ENROLLMENT, 1957-1958
COLLEGE
Men Students
Women Students
Total
SEMINARY
Men Students
Women Students
Total
Total enrollment . . . . . . . . . . . . . . , .
Deducting those counted more than once
SUMMARY OF GRADUATES
SEMINARY
Total
COLLEGE
Total
Total Graduates
Page
Page
Academic Administration
. . . . . 34
Accounts, Payment of . . . . . . . . . 16
Accreditation . . . . . . . . . . . . . . . 5
Admission. College .
.
. 34
.
.
. 96
Admission. Seminary .
Administration . . . . . .
. . 108
Administrative Staff . . . . . . 108
Advanced Standing . . . . .
Aims. Fundamental . . . . . . .
Alumni Association. The . . . . . .
Ancient and Classical Languages .
Archives. The
. . . . . . . . . . .
Art
. . . . . . . . . . . .
Athletics . . . . . . . . . .
Attendance. Chapel
..
..
Attendance. Class .
. .
AudieVisual Education
....
Augsburg Foundation. The . . .
Awards
. . . . . . . . . .
Diaconate . . . . . . . . . . . . . .48
Dining Hall . . . .
2 11. 6
Discipline . . . . . . . . . . .
. . . . . . 27
Distinction. Degree with . . . . . . . . 41
Divisional Organization .
.
..54
Dramatics . .
. . .
30. 64
Band
31. 7 0
Biology. Department of . . . . . . . . . . . . . 86
Board. Estimate of Cost . . . . . . . . . . . . . 14
. . . . 107
Board of Trustees .
Buildings . . . . . . . . . . . . . . . . . . . . . . 10
Business Administration. Curriculum . . . 46
Business Administration and Economics 80
Calendar
. . . .
4
.
.
36
Cancellation
31. 7 0
Cantarians . . . . .
.
21
Chapel Service. The
. 88
Chemistry. Department of
Choir
. . . . . . .
31. 7 0
Church History (Seminary)
. . . . 103
..
59
Classical Languages . . . .
Classification of Students .
. . . . . 37
Clubs
. . . .
30. 31. 99
. . . 29
Cc-curricular Program .
. 109
Committees of the Faculty .
Community Standards and Discipline . 27
Conditions . . . . . . . . . . 38. 98
.
9
Control. Financial Support and
. . . . . . . .
. 22
Convocation
. 27
Coordinator of Student Activities
Counseling . . . . . . . . . . . 23
Course Fees . I . . . . .
15
Courses of Study. College . . . . 53
Credits .
.
.
41. 53
.
.
.
42
Curriculums
.
Degrees
Dentistry. Pre-Dental Courses
.
39. 99. 100
.
50
Economics
. . . . . . . . . . . . . . . . . . 80
Education . . . . . . . . . . . . . . . . . . . . . 77
Educational Plant . . . . . . . . . . . . . 10
Electives . . . . . . . . . . . . . . . . . . . . . . . 41
Elimination of Students . . . . . . . . . . . 37
Employment . . . . . . . . . . . . . . . . . .20. 98
Engineering. Pre-Engineering Course . . 5 0
English. Department of . . . . . . . . . . . . . 6 0
Enrollment . . . . . . . . . . . . . . . . . . . . . . 123
Entrance Requirements. College . . . . 34
Evening School . . . . . . . . . . . . . . . . . . 13
Examinations
.............
38
Expenses
..........
Faculty. The
Fees . . . . . . . . . . . . . . . . . .
Financial Assistance . . . . . . . . .
Financial Information . . . . . . . .
Financial Support and Control
...............
Fine Arts
Food Service . . . . . . . . . . . . . . . .
Forensics . . . . . . . . . . . . . . . . . . . .
Foundation. Augsburg . . . . . . . . . . . . .
French . . . . . . . . . . . .
...
26
31
10
66
General Information . . . . .
5
Geography
........
-74
German
......
. . . 65
Grade Values . . . .
39
Graduates . . . . . . . .
120
Graduates--(1870-1957)
Summary of 125
Graduation Requirements
,
.39. 99
Grants-in-aid
. . . .
20
Greek
.
...........
59
.
Health and Physical Education . .
73
25
Health Service . . . . . . . . . . . .
Hebrew . . . . . . . . . . . . . . . . . . .60. 101
High School Teaching. Curriculum
44
Historical Sketch . . . . . . . . . .
6
History. Department of . . . . . .
72
Home Economics. Department of
83
45
Home Economics. Vacations in
Homiletics
. . . . . . . . .
105
Honor Pbnfs
. . . . .
39. 41
Honors
. . . . . . . . .
Hospital Affiliation . . . . .
Housing . . . . . . . . . . . .
Humanities. Division of the
Page
Page
. . . . .33. 41
. . . . . . . . 13
. . . . 26
Polity. Worship. and Parish Work . . . .105
Practical Theology . . . . . . . . . . . . . . . . .104
Prizes. Scholarships and . . . . . . . . . . . . 18
Probation . . . . . . . . . . . . . . . . . . . . .37
Psychology . . . . . . . . . . . . . . . . . . . . 76
Publications
. . . . . . . . . . . . . . . . . . . 29
Purpose
.................... 5
. . . 59
.
Incompletes
. . . . . . . . . . . . . . . . .38. 98
Intercollegiate. Athletics. Purpose and
Philosophy of . . . . . . . . . . . . . . . 32
Journalism
. . . . . . . . . . . . . 63
Lower Division Requirements .
Laboratories. Natural Science
Latin . . . . . . . . . . . . . . . . . . . . .
Law. Pre-Law Courses . . . .
Library . . . . . . . . . . . . . . . . . .
Library Science
.........
Loan Funds . . . . . . . .
Location
. . . . . . .
Majors .
.............
40
Male Chorus . . . . . . . . . . . . . .31, 70
Mathematics, Department of
92
Medical Staff . . . . . .
109
Medical Technology . . . . . . . .13, 48
Medicine, Pre-Medic Courses . . . . . . 5 l
Membership in Educational Associations 10
Ministry, Preparation for the . . . .42, 97
Minors . . . . . . . . . . . . . . .40.
Missionary Work. Preparation for . . 43
Modern Languages. Department of
. 65
Museum. The
...
. . 11
Music. Department of
. . .
68
Music Fees . . . . .
15
Music. Organizations
31 70
.
Natural Sciences and Mathematics.
Division of . . . . .
New Testament (Seminary) . .
Norwegian. Courses in .
.
.
Numbering of Courses
.
.
Nursing. Pre-Nursing Courses . .
Nursing. Affiliation with Schools of
Old Testament (Seminary)
Oratory
.........
Organ . . . . . . . . . .
.
Organizations. Student
. .
Orientation
. .
86
1 02
66
53
49
13
. . . . 101
31, 64
. . . . . 70
30. 99
25 77
.
Parish Work. Preparation for
Pastoral Theology . . . . . .
Payment of Accounts . . . . . . .
Personnel Services. Student
Philosophy. Department of . . . . .
Physical Education. Department of
Health and . . . . .
Physics. Department of
...
Piano . . . . . . . . . . . . . . . .
Placement Service for Graduates .
Political Science . . . . . . . . . .
.
Recreation
. . . . . . . . . . . . ..22. 32
Records . . . . . . . . . . . . . . . . . . . . . 25
Refunds . . . . . . . . . . . . . . . . . . . . . . . . 17
Registration
. . . . . . . . . . . . . . . 36
Registration. Change of . . . . . . . . . . . 36
Religion and Philosophy. Division of . . 55
Religious Program . . . . . . . . . . . . . . . . 21
Residence Requirement . . . . . . . . . 41
Room Costs . . . . . . . . . . . . . . . 14
Scandinavian Language and Literature 66
Scholarships and Prizes . . . . . . . . . . . 18
Secretarial Studies . . . . . . . . . . . 82
Secretarial Work Curriculum . . . . 52
Seminary. Admission . . . . . . 96
Seminary. Faculty
. . . . . . . . . . .110
Seminary. Courses of Study . . . . . . 100
Seminary. Expenses . . . . . . . ..14. 98
Seminary. Graduation and Degrees . . 99
. Seminary
. . . .
Internship . . . . . . . . . . . . 98
Social and Recreational Activities . . . . . 22
Sociology. Department of
. .
75
Social Sciences. Division of the . .
72
Social Work Curriculum . .
. . . . 47
Span . . . . . . . . . . . . . . 13
Spanish
. . . . .
. . . . . . . . 67
Special Programs of Study
.....
13
Speech. Department of . . . . . . . . . . . 63
Student Activities. Coordination of .
27
Student Community Life
. . . . . 21
Student Government . . .
2 8
Student Personnel Services .
. . 23
Student Society. The .
. 27
Systematic Theology . .
103
Table of Contents
.
Teacher's Certificate . . . . . .
Teaching Curriculum .
. . .
Testing
. . . . . . . . . .
Theology. College Preparation for
Theological Orientation Courses
Theological Seminary. Augsburg
Transfer and Advanced Standing .
Trustees. B w r d of . . . . . . . . . .
Tuition and Fees . . . . . . . . .
37
41
University Courses . . .
Upper Division Requirements
Veterans. Admission of
Voice .
.
35
70
Augsburg College is located on Twenty-first Avenue South between Seventh and Eighth
Streets South with administrative ofices located in Science Hall on Seventh Street a t
Twenty-first Avenue South.
The college may be reached, via public transportation on the following lines:
1 . The Franklin bus t o Twenty-first Avenue South and Franklin
2. The Minnehaha Falls or Fort Snelling bus t o Twenty-first Avenue South and Riverside
3. The Plymouth-East Twenty-fifth Street bus to Seventh Street and Cedar Avenue
4. The Olson Highway bus t o Seventh Street and! Cedar Avenue
&h+mdkce
may de a&ued
a a &ellowa;
ADMISSION TO THE COLLEGE-Requests for bulletins, application blanks, application
for employment blanks, information regarding registration and admission procedure and
requirements for admission.
OfFice of Admissions
ADMISSION TO THE
Theological Seminary.
SEMINARY-Information
and
requests for
admission
t o the
Secretary of the Theological Faculty
EVALUATION OF CREDITS-Transcripts of credits, requirements for graduation, transfer
of credits, scholastic progress, and withdrawal of matriculated students.
O f i c e of the Registrar
HOUSING OF STUDENTS-Questions
pertaining specifically to housing and dormitory life.
Dean of Students
For information that does not appear t o be covered above
Augsburg College and Theological Seminary
Minneapolis 4, Minnesota
Show less
Courses of Study
COURSES OFFERED
DESCRIPTIONS
OF THE COURSES offered in 1960-62 are given on the
following pages. Unforesem circumstances may necessitate making
changes. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine defin... Show more
Courses of Study
COURSES OFFERED
DESCRIPTIONS
OF THE COURSES offered in 1960-62 are given on the
following pages. Unforesem circumstances may necessitate making
changes. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine definitely the
current course offerings.
NUMBERING OF COURSES
Odd numbers are used for first semester courses and even numbers
for second semester courses. The Roman numerals I, I1 after the
descriptive title also indicate the semester in which the course is to
be offered.
Numbers 1 through 49 indicate lower division courses which are
primarily for freshmen and sophomores. Numbers 50 through 99 are
upper division courses intended for juniors and seniors.
Two course numbers joined by a hyphen (1-2) indicate that the
course is a continuation course and both semesters of it must be completed before credit is given. Course numbers separated by a comma
(1,2) indicate that it is a year course, but students may receive credit
for one semestm without completing the other.
SYMBOLS
f Continuation course. To receive credit for this course a student must
complete both semesters.
# Course may be taken with consent of the instructor irrespective of
prerequisites.
CREDITS
CREDITSSHOWN are in terms of semester credits. For continuation
courses. the total credits for the year are given. A two-credit course
generally meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting per week
are more than the credits given. A semester is approximately 18 weeks
in length. The normal load for a student i? 16 credit hours per semester.
DIVlSIOjVAL ORGANIZATION
THE COLLEGE COURSES are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative
aims more easily achieved. A chairman is appointed for each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISIONOF RELIGIONAND PHILOSOPHY
Religion
Philosophy
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
History, Political Science, Geography
Sociology
Psychology, Education
Library Science
Business Administration and Economics
Secretarial Studies
Home Economics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
Division of Religion and Philosophy
MR. P. A. QUANBECX,
Chairman
THROUGHTHE STUDY of religion and philosophy, the individual is apprised
of the central realities of li,fe and encouraged to build on the certainties of the
Christian faith. The work proceeds on the assumption that Christianity alone
can furnish a unifying principle which gives meaning to human existence. The
student is challenged to accept this point of view-to
relate himself to G r i s t
as the center, to evaluate all his studies and experiences in the light of revealed
truth, and to make consistent use of all his talents and training. The goal to
be desired is the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth.
DEPARTMENT OF RELIGION
THE COURSES in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the history, doctrines, and ethics of the
Church, and to prepare him for effective service in the congregation. The fundamental aim in i n ~ t r ~ c t i oi n. ~to lead as many as possible to personal faith in
Christ, and to nurture the Christian life.
The graduation requirement is 14 credits in the Department of Religion. Of
these credits, 8 must be lower division and at least 4 must be upper division
credits. Courses 9, 58, and 60 fulfill major and minor requirements but do
not fulfill the religion requirement for graduation.
Students are required to take one two-credit course each semester during
their first two years and six credits during their last two years. In this area the
sequence required of Freshmen is Basic Bible. Total hours to ,be earned by transfer students will be determined by classification given them a t the time of admission. Six credits from Greek 5 I , 52, 53, or 54 may apply toward the religion
requirement.
Major, 28 credits. Minor, 2 2 credits. Upper division credits in Greek may
apply toward the major or minor in religion.
I,2. BASICBIBLE. Fr. I, 11.
2, 2 Cr.
A brief introduction to the Bible followed by a study of the Old Testament,
including the history of Israel and special attention to one or two Old Testament books. The second semester is devoted to the study of the New Testament
with special attention to two or three books including Romans. Reading assignments include the entire New Testament.
3, 4. CHURCHHISTORY. I, 11.
z, z Cr.
A survey of the main events in the history of the Church for the purpose of
developing a more intelligent and appreciative church membership.
Division of Religion and Philosophy / 4 5
7. CLASSICS
IN CHRISTIAN
I)EvoTIoN. I.
2 Cr.
The approaches to the Christian life as seen in some of the classical devotional
writings of different periods in the history of the church.
8. THE MISSIONARY
ENTERPRISE.11.
2 0.
The missionary motives, means, and results are studied as these are seen in their
varied emphases in the history of missionary work in heathen lands.
PRINCIPLES
OF CHRISTIAN
EDUCATION.I.
2 Cr.
Seeks to develop a fundamental understanding of Christian education, its history,
objectives, and methods, especially as applied to Sunday School and Vacation
Bible School teaching.
9.
lo. HYMNSAND IMUSIC OF THE CHURCH. n.
See Course 10 under the Department of Music.
2
Cr.
Upper Bvision Courses
5 I, 5 2. COMPARATIVE
RELIGION. I, 11.
2, 2 Cr.
A study of the origin, growth, teachings, and social results of ten or twelve of
the great non-Christian religions of the world.
OF CHRISTIAN
DOCTRINE.Prereq. 3, 4. I.
3 Cr.
5 3 . FUNDAMENTALS
The fundamental doctrines of the Christian faith and attention to the historical
development of some of these doctrines.
CHRISTIANE m ~ c s . Prereq. 3, 4 , 5 3 or #. 11
3 Cr.
The problems of human duty are studied in the light of various human philosophies of morals. Validity is determined by reference to the Word of God. The
main emphasis is on the new life in Christ, its creation, development and
preservation, and its manifestation in the various phases of life.
54.
5 5. THELUTHERANCHURCH. Prereq. 3 , 4 or #. I.
2 Cr.
The Lutheran Church, its doctrines and practices, with special reference to
some of the confessional writings. Attention is given also to Lutheranism in
America and to the basic princi.ples of the Lutheran Free Church.
5 6 . THE CHRISTIANCHURCHES. Prereq. 3, 4 or #. 11.
2 Cr.
Aims to give the student an insight into the origin, development, doctrinal
psition, and practices of the various branches of the-Christian Church.
1 8 . PARISHWORK. 11.
2 cr.
Seeks to familiarize the student with the work of parish organization and visitation. Ranges in scope from soul-care to surveys. Class lectures are supplemented by actual field work.
4 6 / Division of Religion and Philosophy
60.
YOUTHWORKIN
THE
CHURCH. II.
r Cr.
A study af principles, methods, and materials in youth work for the purpose of
developing effective Christian leadership in this sphere.
61. GODAND MAN IN THE OLD TESTAMENT. I.
3 cr.
The rich and varied aspects of the Hebrew life with God discovered and made
significant for our day through the study of a number of great passages,
including selections in Isaiah and the Psalms.
62. THEMESSAGE
OF THE NEWTESTAMENT. 11.
3 Cr.
A discovery of the essence of the Christian faith through a careful study of
representative sections, including passages in the Gospel of John and the Letters
to the Ephesians and the Hebrews.
TO CONTEMPORARY
THEOLOGICAL
THOUGHT.
INTRODUCTION
Prereq. 3, 4 o r #. I.
3 Cr.
A study of some representative trends in Christian theological thought today,
as seen from the perspective of the enduring theological task of the Christian
Church.
63.
64. THE CHRISTIAN
FAITHIN THE MODERNWORLD. 11.
3 Cr.
A study of the Christian faith in its relationship to the secular movements and
rival faiths of modern Western civilization. The course is designed to give to the
student an understanding, from the standpoint of the Christian faith, of the
present conflicts and crises in Western culture.
DEPARTMENT OF PHILOSOPHY
THE COURSES
IN PHILOSOPHY seek to assist the student to become conversant
with the great men and intellectual movements i n the history of Western
civilization, to cultivate an understanding of the principles of sound reasoning,
and to develop a mature understanding of the foundations of our knowledge in
such areas as religion, art, and morals.
Major, 24 credits. Minor, 1 8 credits. Courses 23, 24, 41, 42 are required for
the major. Courses 23, 4 1 , 42 are required for the minor.
23.
LOGIC. I.
3 Cr.
A study of the formal rules governing valid inference. The course includes a
brief introduction to the notation of symbolic logic.
24. INTRODUCTION
TO PHILOSOPHY.11.
3 Cr.
By means of reading selected source material, supplemented ,by cclssroclm lecture
and discussion, the student is acquainted with the terminology of philosophical
discussion. Selected philosophical problems are treated, including those of ethics,
metaphysics, and theory of knowledge.
Division of Religion and Philosophy / 47
HISTORYO F PHILOSOPHY. I, 11.
3. 3 Cr.
An historical survey of the outstanding men and movements in the development
of philosophical thought from the Greeks through Kant. Some reading in
selected primary sources.
41, 42.
Upper Division Courses
53. PLATOAND ARISTOTLE. Prereq. 42. I.
3 Cr.
A careful study and analysis of selected writings of each of these two great
philosophers. Extensive reading required. (Offered 1961-62.)
AND AQUINAS. Prereq. 42. 11.
3 Cr.
54. AUGUSTINE
A careful study and analysis af the most important philosophical writings of
each. Extensive reading required. (Offered 1961-62.)
3 cr.
6j. RATIONALISM.Prereq. 42. I.
A study of this important movement through the writings of its chief exponents: Descartes, Spinoza, Leibniz. Extensive reading required. (Offered 196162.)
3 0.
64. EMPIRICISM.Prereq. 42. 11.
A study of this important and influential movement through the writings of its
outstanding modern representatives. Emphasis is placed upon the works of Locke,
Berkeley, and Hume. (Offered 1961-62.)
65. GERMANIDEALISM.Prereq. 42. I.
3 Cr.
A study of Kant and his immediate successors. Reading of selected primary
sources supplements classroom lectures and discussion. The first half of the
course is devoted entirely to a careful study of the philosophy of Kant. (Offered
1960-61.)
66. EXISTENTIALISM.
Prereq. 42. 11.
3 Cr.
A study of modern existentialism from Kierkegaard to the present day. Emphasis is placed upon the reading of selected primary source materials. (Offered
1960-61.)
7 I . CONTEMPORARY
PHILOSOPHY.Prereq. 42. I.
3 Cr.
An historical survey of the main currents of philosophical thought since Kant.
Some reading in primary sources. (Offered 1961-62.)
OF ART. Prereq. 23 or 24. 11.
3 Cr.
72. FORMSAND PHILOSOPHY
The spirit and substance of art and the art experience in their various forms
through demonstrations, lectures, and readings in the philosophy of art. (Offered
1961-62.)
85. PHILOSOPHY
OF RELIGION. Prereq. 3 credits in Philosophy. I.
3 Cr.
An inquiry into the nature of religious faith and experience. (Offered 1960-61 .)
86. MORALPHILOSOPHY. Prereq. 3 credits in Philosophy. 11.
3 Cr.
An inquiry into the nature of moral experience, and an analysis of the language
of moral discourses. (Offered 1960-61.)
Division of the Humanities
IT IS THE PURPOSE of the Division of the Humanities to transmit to the students
a knowledge of and interest in the cultural heritage of mankind, and to assist
the student in &ding his place within this culture. The Division seeks to
stimulate the student's desire to acquaint himself with the cultural treasures
as these are found in language, literature, and the h e arts, and to seek an expression of these upon the basis and within the framework of the Christian faith.
DEPARTMENT OF NEW TESTAMENT GREEK, LATIN,
AND HEBREW
THECOURSES in this department aim to give the students a direct insight into
our biblical and classical heritage. Hebrew and New Testament Greek are tools
by which a student may gain a more complete understanding of the Scriptures.
A knowledge of New Testament Greek is a standard prerequisite for admission
to most theologicaI seminari&.
Combined Major in Greek and Latin: 20 credits in New Testament Greek and
1 4 credits in ,Latin.
NEW TESTAMENT GREEK
Minor:
20
credits.
,
1 - 2 4 ELEMENTSOF NEW TESTAMENTGREEK. I, 11..
8 Cr.
In addition to the theoretical and practical study of the grammar cd the Greek
language of the New Testament, the course will cover the manuscript transmission of the Greek text of the New Testament with the description of the
main uncial manuscripts and ancient versions.
Upper Division Courses
5 I , 52. ADVANCED
NEW TESTAMENT
GREEK. Prereq. 2. I, II.
3. 3 Cr.
Selections &om the Synoptic Gospels and Acts. Special emphasis is given to
parsing and syntax of the Greek text.
53, 54. GREEKEXEGESIS.Prereq. 52. I, 11.
3. 3 Cr.
Selections from the Pauline and Catholic Epistles. S.pecial emphasis is given to
the syntactical and exegetical approach to the Greek text.
LATIN
I-2.t
BEGINNINGLATIN. Fr. I, 11.
Grammar and exercises in translation.
8 Cr.
3, 4. CZSAR,
AND ST. AUGUSTINE. Prereq. 2. So. I, 11.
3. 3 Cr.
Continuation of grammar ,and syntax. Reading from Caesar's Galhc WIW and
St. Augmtine's Confessions. (Offered 1960-61 .)
Division of the Humanities / 49
HEBREW
83-84.f HEBREWFOR BEGINNERS.I, 11.
See Course 9-10 under Theological Seminary.
85, 86. HEBREWEXEGESIS.I, 11.
See Course 17, 1 8 under Theological Seminary.
6 0.
2,
2
Cr.
DEPARTMENT OF ENGLISH
T m DEPARTMENT
OF E-UCLIF~ a h to train students in t h e proper use ofEnglish in oral md wrirtcn expfiwion: to increvc proficiency in reading uld
U
I a n a l p k g literary texts; to acqusinr the scudents with the dmeIopment d
the literatute of England and America; and to instill a deeper understanding
of the fundaments! truths and realiries o f life revcdcd in great Iiteraturc.
The department prepares specifically for the teaching of English in secondary
schools and for graduate study.
Freshman English is required of all students. The department may exempt
a few well qualified students from course I. Those exempted fmm course I
may satisfy the English requirement by courses z and 21. Students who do not
achieve a satisfactory standard in their writing in course I must repeat the
course before they enroll in course 2.
All students are required to take an English test at the end of the sophomore
year and must demonstrate a proficiency in writing in order to qualify for the
A.B. degree.
Major: 28 credits above course 2, including courses 21, 22, 31, 32, 51, $2,
61, 62, and 74.
Minor: z I credits above course 2, including courses 21, 3I , 32, 5 I, 52, 61,
and 62.
Teaching Major: 28 credits above course 2, including the courses listed for
the non-teaching major plus 71 and the second year of a foreign language.
Teaching Minor: 2 1 credits above course 2, including the courses listed for
the non-teaching minor plus 71.
A minor in speech, library science, or a foreign language is recommended for
those who plan to teach English in high school.
Students who plan on graduate study in English should include courses 76,
78, 92, 94, 95, history 12, German, and French.
Recommended sequence of required courses for major: sophomores, first
semester, 21, 31; second semester, 22, 32; juniors, first semester, 51, 61, 74;
second semester, 52, 62, plus 71 for teaching majors.
A. IMPROVEMENT
OF READING. Fr. (Wered both semesters.)
I Cr.
Designed to improve reading speed and comprehension. May be taken by upper
classmen, but only freshmen may receive credit.
1-2. FRESHMANENGLISH. ( M e r e d both semesters.)
6 Cr.
A study of language, composition, and literature. Themes and a reference paper.
Required of all students. Students who do not meet the minimum requirements
in the entrance English tests are placed in special sections meeting five hours a
week.
50
/ D i ~ d i o nof
thc Hzrmanities
5. ENGLISHFOR THE FOREIGN-BORN.
I.
z Cr.
AII introduction to colloquial English. Training in speaking, writing, and
listening. To be taken by foreign-born students before Freshman English.
9. COMMUNICATION
FOR NURSES. I.
2 Cr.
A study of the communication skills of reading, writing, speaking, and listening
12. FORMSOF JOUKNALISTIC
WRITING.
See course 12 under Journalism.
IT.
2
Cr.
21, 22. LITERATURE
OF THE WESTERN
WORLD. Prereq. 2.
3, 3 Cr.
Reading, analysis, and discussion of some of the world's great classics. Various
literary movements and the influence of the classical tradition. Course 2 1 offered
both semesters. Course zr offered I1 semester 1960-61; both semesters I 961-62.
25. EXPOSITORY
WRITING. Prereq. 2. I.
z Cr.
Practice in the writing of exposition and argumentation. Reading and analysis
of models.
CREATIVE
WRITING. Prereq. 2. 11.
2 Cr.
Writing of description and narration. Study of techniques in rhe composition
of fiction, poetry, and drama. Individual and group projects.
26.
31.
MEDIEVAL
LITERATURE.Prereq.
2.
I.
z Cr.
Literature of the Middle Ages, chiefly English. Special attention given to
Chaucer.
32.
RENAISSANCE
LITERATURE.Prereq.
2.
11.
z Cr.
Literature of England from 1485 to the death of Shakespeare. Some attention
given to non-English works.
Upper Division Courses
JUNIORENGLISH. Prereq. 2. (Offered ,both semesters.)
I Cr.
Designed to develop correctness in writing and usage. Recommended for students
who rank low in the sophomore English test.
56.
5 I,
52.
AMERICAN
LITERATURE.Prereq.
?.
I, JI.
2,
z Cr.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
5 5.
THEMODERNSCANDINAVIAN
NOVEL. I.
Scc course 5 5 under Scandinavian Language and Literature.
5 6.
THEMODERNSCANDINAVIAN
DRAMA- n.
z cr.
See course 5 6 under Scandinavian Language and Literature.
57. THEBRITISHNOVEL. Prereq.
2.
I.
2
Cr.
The development of the novel in England. A study of the major novelists and
their novels. (Offered 1961-62.)
Division of the Hilmanities / 5 I
58. MODERNFICTION. Prereq. 2. 11.
3 cr.
The modem novel and short story. British, American, and continental writers.
yy. MODERNPOETRY. Prereq. 2. I.
Analysis of the techniques of modern poetry.
3 Cr.
60. MODERNDRAMA. Prereq. 2. 11.
3 Cr.
A survey of the chief dramatists from the time of Bsen. Representative plays
studied as literature and as theater.
BRITISHLITERATURE
O F THE SEVENTEENTH
AND EIGHTEENTH
CENTURIES.
3 Cr.
Prereq. 2. I.
The principal authors from John Donne through Samuel Johnson. Discussion
of literary movements and historical backgrounds.
61.
OF THE NINETEENTHCENTURY. Prereq. 2. 11. j Cr.
62. BRITISHLITERATURE
Romantic and Victorian literature in England. Stress placed on major writers of
prose and poetry.
71. INTRODUCTION
TO MODERNENGLISH. Prereq. 2.
5 cr.
The study of American English vocabulary, sounds, and grammar. Designed to
give prospective high-school Englis4 teachers an introduction to the study of
language. (Offered I Sem., 1960-61; ZI Sem. 1961-62.)
2 Cr.
72. LITERARY
CRITICISM. Prereq. 2. I.
A study of basic texts, with emphasis on principles and issues which have
special relevance for modern thought. (Offered 1961-62.)
3 Cr.
74. SHAKESPEARE.Prereq. 32 or #.
Reading of some of the plays. Attention given t o the princitples of drama and
the historical background. (Offered I1 Sem., 1960-61; I Sem. 1961-62.)
76. MILTON. Prereq. 61 o r #. II.
2 Cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of the seventeenth century. ( m e r e d 196162.)
z Cr.
78. CHAUCER. Prereq. 3 I or #. 11.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Canterbury Tales. (Offered 1960-61.)
83. MODERNBRITISHLITERATURE. Prereq. 6 crs. in Br. lit. or #. I.
a cr.
The important literary movements of the present century in England, concentrating on leading authors and notable productions. (Offered 1960-61.)
8 5 . CONTEMPORARY
AMERICANLITERATURE.Prereq. yz or 8. 1.
Major writers since World War I. (Ofiered 1961-62.)
2
Cr.
92. ENGLISHSEMINAR. Prereq. Sr. and English major or minor. 11.
2 Cr.
Methods and problems of bibliography and research. Selected topics in American
and British literature.
52
/ Division
of the Humanities
STUDY. Prereq. Jr. or Sr. major and consent of de94, 95. INDEPENDENT
partment chaiman. Offered both semesters.
I , I Cr.
JOURNALISM
r 1. SURVEY
OF MASSCOMMUNICATIONS.
I.
z Cr.
Attention is given to patterns of operations in mass media with emphasis on
analysis of content and audiences. Contributions of other disciplines to the
reporting of news and the functions of the press and other communication
agencies in the formation of public opinion are studied.
12. FORMSOF JOURNALISTIC WRITING. 11.
2 0.
An introduction to news, feature, and editorial writing. Some attention given to
editing and headline writing.
DEPARTMENT OF SPEECH
THISDEPARTMENTaims to foster in students those speech skills which contribute to meaningful self-expression and effective leadership. I t seeks to
develop platform skills, intelligent speech compositions, and critical listening
habits. It aims, through courses in intempretative reading and drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which .prepares the student
to teach speech in the secondary schools and to take graduate work in speech,
theater, or speech pathology.
II
All students are required to earn 2 credits in speech for graduation. Speech
is designed especially for this requirement.
Students needing help with speech problems such as stuttering, lisping, foreign
dialect, and excessive stage fright should contact the head of the department
for individual attention.
Mapr: 24 credia above Speech I I. For education students courses I z, 3 I, 32,
66, and 76. Philosophy 23 is required of all majors.
Minor: 18 credits ambove Speech
I 1.
For Education students courses 12, 3 I,
32, 5 1 or $3, and 66.
I I.
BEGINNINGSPEECH. SO. Offered both semesters.
Basic prablems of effective speaking and critical listening.
12.
ARGUMENTATION.
50. II.
Applications of logic in public speaking, discussion, and debate.
2
Cr.
3 Cr.
16. STORYTELLING
AND CREATIVE
DRAMATICS.SO. Il.
z Cr.
Selection of stories for various age groups. Techniques, observation, and practice
id story telling and creative dramatics. Recommended for parish workers and
elementary school teachers. (Offered 1960-61.)
Division of the Hxmanities / 5 3
DEBATE.I, 11. Open to all students.
21-2z.t INTERCOLLEGIATE
z Cr.
Practice in debating the intercollegiate debate question of the year. Participation
in intercollegiate debate tournaments.
25. INTERCOLLEGIATE
SPEECH. Open to all students. I.
Preparation for and participation in intercollegiate speech contests.
I
Cr.
TO DRAMATIC
ARTS. Open to all students. I.
3 Cr.
29. INTRODUCTION
An introduction to the history of the theater and to the theories of drama and
dramatic production. (Offered 1960-61.)
3 I . INTERPRETATIVEREADING.So. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice .in reading various
kinds of prose, poetry, and drama.
3 Cr.
32. ACTING. So. 11.
An introduction to the art of acting. Practical work in pantomime and improvisation; participation in dramatic presentations.
Upper Division Courses
5 I. GROUPLEADERSHIP
AND DISCUSSION.Jr., Sr. I.
z Cr.
Theories of leadership; principles and types of discussion. Practice in group
discussion techniques. (Offered I 960-61 .)
53. ADVANCED
PUBLICSPEAKING. Jr., Sr. I.
2 Cr.
An introduction to classics in rhetoric; analysis of great speeches; practical work
in speech writing. (Offered 1961-62.)
5 5. PERSUASION
AND PROPAGANDA.
Jr., Sr. I.
z Cr.
The psychology of persuasion; techniques used in public speaking, advertising,
selling, and propaganda. Ethical implications of persuasive techniques. (Offered
1960-61.)
2 Cr.
64. STAGECRAF~.Jr., Sr. 11.
A study of stage design, scene construction and theatrical lighting, with emphasis on the problems of the amateur stage. Laboratory exercises. ( m e r e d
1361-62.)
3 Cr.
66- STAGEDIRECTION.Prereq. 32. Jr., Sr. TI.
Theory and practice of stage direction with laboratory exercises in planning
productions and conducting rehearsals.
76.
SPEECHPATHOLOGY.Jr., Sr. 11.
3 Cr.
Physical and psychological factors underlying normal and abnormal speech. An
introduction to principles and methods of speech correction.
54 / Division of the Humanities
92. SPEECH SEMINAR. Sr. 11.
z Cr.
Selected topics in rhetorical theory; individual projects with emphasis on rhe
uie of primary sources and the methodology of research.
94. DRAMASEMINAR. Sr. 11.
z Cr.
Selected topics in drama; individual projects as indicated by personal needs and
interests.
DEPARTMENT OF MODERN LANGUAGES
THIS DEPARTMENT
aims to impart to the student the knowledge of a modem
language as a 'factor in stimulating a sympathetic interest in the people for whom
it is the main channel of expression. It also aims to aid the student in developing
an understanding of the idiom of a particular language and a mastery of the
rules of grammar and pronunciation. It furthermore seeks to develop an interest
in the history, literature and life of the people whose language he is learning,
and to transmit to American life the best of their cultural and religious heritage.
A special aim is to provide language facility and technical training for those who
plan to teach, study theology, or become candidates for higher academic degrees.
GERMAN
Minor, 20 credits.
8 Cr.
I-2.f BEGINNING
GERMAN. I, 11.
A study of the grammar and vocabulary of the German language so that the
student attains a reading knowledge.
3, 4. INTERMEDIATE
GERMAN. I, 11.
3, 3 c r .
This course continues to build up the vocabulary of the student through the
study of easy (prose and poetry. Special work in conversation is required of all
students planning to teach.
Upper Division Cou.rses
1I , 12. GERMANLITERATURE.I, 11.
Reading of standard authors. Brief survey of German literature.
3. 3 Cr.
SCANDINAVIAN LANGUAGE AND LITERATURE
Minor, 24 credits.
I-2.f BEGINNING
NORWEGIAN.Fr. I, II.
8 Cr.
Reading, translation, spelling, and exercises in writing and in pronunciation.
3, 4. INTERMEDIATE
NORWEGIAN.SO. I, 11.
3, 3 c r Further study of grammar. Reading of standard authors. Brief survey of Norwegian literature. Composition.
I I.
SCANDINAVIAN
HISTORY.
I.
3 Cr.
A brief survey of the history of the Scandinavian peoples, with history of
Norway as the core. (Offered 1961-62.)
Division of the Humanities / 5 5
I 6.
MODERNSCANDINAVIA.
11.
3 Cr.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1961-62.)
Upper Division Courses
THEMODERNSCANDINAVIAN
NOVEL. Jr., Sr. I.
Cr.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlgif,
and others. Knowledge of a Scandinavian language not required. ( m e r e d
1960-61.)
5 5.
2
56. THEMODERNSCANDINAVIAN
DRAMA. Jr., Sr. 11.
t Cr.
The course includes dramas by Bjernson, Zbsen, and Stridberg. Knowledge of
a Scandinavian language not required. (Offered 1960-61.)
FRENCH
Minor, t o credits.
I-2.t BEGINNINGFRENCH. I, H.
8 Cr.
The course includes the study of French sounds and their spelling, the essentials
of grammar, oral and written work, and the reading of suitable selections from
French literature.
3, 4. INTERMEDIATE
FRENCH. I, 11.
3, 3 Cr.
One half of the time is devoted to the further study af grammar, composition,
and oral work. The other half is spent in reading representative types of French
literature.
Upper Division Courses
5 I. SURVEY
OF FRENCHLITERATURE.I.
3 Cr.
A study of the authors and literary movements of the seventeenth, eighteenth,
and nineteenth centuries.
52.
FRENCHPHONETICS,CONVERSATION,
AND COMPOSITION. 11.
3 CC
A thorough study of French sounds, phonetic symbols, drill on pronunciation,
phonetic readings, various types of oral work, memorization, dictation and
composition.
SPANISH
Minor,
20
credits.
8 Cr.
I-z.? BEGINNINGSPANISH. I, 11.
Stresses pronunciation, the essentiat of grammar, elementary conversation, and
background reading in Spanish on the I.atin American countries.
Includes further study of grammar, oral and written work, and the reading d
short stories, novels, and plays in the Spanish language.
56
/ Division
of the Humanities
Upper Division. Courses
5 I . SURVEY
OF SPANISHLITERATURE.I.
3 Cr.
A study of Spanish literature from the Poema del Cid to modern times. Lectures in Spanish, reading of representative works and reports.
52. SPAXBH CONVERSAT~ON
~m Cornsmow. 11.
3 cr.
A course aiming to fncilitate free expression in Spanish through conversation
and composition, including original themes. Lzhratory, including audio-visual
aids, inregrared wirh classroom work and instruction.
DEPARTMENT OF MUSIC
THE DEPARTMENT
OF MUSICoffers training to students who wish to become
teachers of music, directors of choral and instrumental ensembles, or who are
primarily interested in performance, as well as preparatiod for those who expect
to pursue specialized study in the field of music. General instruction is afforded
other students who also wish to broaden their cultural background with an
understanding of and appreciation for the music of the masters. Emphasis is
laid upon the rich musical heritage of the Christian Church.
Major: 40 credits. Excepting 3 and lo, courses I through 58, 61-6r* or 6364*, 6 9 , 77 or 78, 80, and 10 credits in applied music, of which 4 must be in
private lessons in voice or on an instrument, and 4 as a member of a musical
organization. At least 2 credits in private instruction must be earned in the
junior and senior years. Non-education studears may subsrirute 10 for 77 or 78.
One public performance in their area of specialization is required of juniors
y
in
and seniors. This requirement may be fuifilled by s a r i ~ f ~ c t o rparticipation
the monthly Performance Smnhtrs. Fomzl public recitals are encouraged and,
upon recommendation of the department, may be given in fulfillment of the
requirement.
Sophomores, Juniors, and Seniors are required to attend monthly Performance
Seminars. Freshmen are encouraged to attend. The seminars are student recitals
which provide opportunity for public performance and acquaint the students
with a repertory of musical excellence.
All majors are required to pass a piano proficiency examination, preferably by
the end of the sophomore year. Ir includes: the major and minor scales in a
moderate tempo; three pieces in different styles, such as (a) a Bach invention
or a dance from one of the suites, (b) one of the easier sonatas of Haydn,
Mozart, or Beethoven, and (c) one of the shorter pieces by a nineteenth or
twentieth century composer; sight-reading songs af hymn-tune grade.
Minor: 2 6 credits. Excepting 3 and 10, courses I through 5 8 , 61-62" or 6 3 64*, and 6 credits in applied music, 2 of which must 'be in private lessons in
vocal or instrumental music.
A maximtlm of 10 credits in applied music may count toward the Bachelor
of Arts degree.
"A student in education should prepare for both vocal and instrumental work.
Therefore, unless he takes both technique courses, he should take Choral Technique if his applied music is largely instrumental, and Instrumental Technique
if hi applied music is largely vocal.
I , z. THEORY.
I, 11.
z, z Cr.
A basic course in the fundamentals of music, including the principles of nota-
tion, major and minor scales, intervals, triads, rhythms; aural skills; sight
reading, dictation, and part singing.
3. INTRODUCTION
TO MUSIC. 11.
z Cr.
A course for non-majors. To promote understanding and enjoyment of music.
Fulfills the fine arts requirement.
7, 8. HISTORYAND LITERATURE
OF MUSIC. I, 11.
2, 2 Cr.
An historical survey of western music from its beginnings to 1900. Supple-
mented by musical scores and recorded performances.
10. HYMNS
AND MUSICOF THE CHURCH. 11.
2 G.
Development of the music cd the Christian Church, with special attention to
Protestant hymnody. Designed for the general student, organists, choir directors,
and pre-theological students. Fulfills the requirements of a course in religion.
I 5-16.?
HARMONY.
I, 11.
4 cr.
Application of the study of scales, intervals, and chord formation in written
exercises. Written work includes harmonization of figured bass and given
melodies as well as opportunity for simple creative writing.
Upper Divisionl Courses
5 5, 5 6. ADVANCED
HARMONY.Prereq. z, 16. I, U.
2, 2 Cr.
Continuation of I 5-16, with advanced work in harmonization of figured bass
and given melodies. Modulation, advanced chord formations, the use of suspensions, retardations, and ornaments of music.
CONDUCTING.Prereq. 2, or z Cr. in piano, organ, or equivalent.
Jr. I, 11.
2, z Cr.
Techniques of conducting choral and instrumental music; organization and
administration of choral and instrumental ensembles in school, church, and
community. Students in music education should ,take the course in their junior
year.
57, 58.
61, 62. INSTRUMENTAL
TECHNIQUE.
Prereq. z. Jr., Sr. I, H.
z, z Cr.
Class instruction in string, reed, brass, and #percussion instruments, preparing
the prospective public school music teacher and director for work in band and
orchestra.
63, 64. CHORALTECHNIQUE.
Prereq. z. Jr., Sr. I, 11.
2, z Cr.
Class instruction in the ,fundamentals of voice culture as related to choral
ensemble. For public school music teachers and directors of vocal music.
69.
TWENTIETHCENTURYMUSIC. Prereq. 8, 56. Jr., Sr.
I.
z Cr.
A survey of western music with emphasis on contemporary trends.
77. COUNTERPOINT. Prereq. 5 5. Sr. I.
z Cr.
Strict counterpoint in one, two, three, and tour-part writing in all the species.
58
/ Division of
the Humanities
78. MUSICALANALYSIS. Prereq. $ 5 and 77 o r #. Sr. 11.
z Cr.
A detailed study of the structure and form of music, together with the study of
the harmonies constituting any musical composition.
80, 81. SENIORSEMINAR. Prereq. Sr. and Music Major. I, 11.
I , I Ct.
Advanced topics in music. Choral, vocal, and instrumental literature. Bibliographies and research.
APPLZED MUSZC
Vocal and instrumental instruction is available to all students. Beginners must
complete two semesters of private lessons in order to receive credit. Others
receive one credit for a minimum of sixteen thirty-minute lessons per semester.
Occasional lessons are available without credit. For statement of fees see under
Financial Information.
I, I Cr.
PIANO. I, 11.
Technique as needed, repertory, pedormance, accompanying. Music majors and
minors must pass the proficiency examination. Only those credits earned after this
examination has been passed apply toward the major o r minor.
ORGAN. Prereq. Basic piano technique and consent of instructor. I, II. I , I Cr.
Technique as needed, repertory, performance, hymn playing, accompanying.
I, I Cr.
VOICE. I, 11.
Includes correct habits of pronunciation and articulation, breath control,
flexi,bility, ear training in some cases, and interpretation of song classics, both
sacred and secular.
WOOD-WINDINSTRUMENTS. I, 11.
I, I
Cr.
BRASSINSTRUMENTS. I, 11.
I, I
Cr.
2
Cr.
I, I
Cr.
CHOIR.;
I, 11.
CONCERTBAND. I, 11.
WOMEN'S CHORUS(Cantorians) . I, 11.
%, % Cr.
%, % Cr.
o Cr.
These organizations exist not only for the benefit of the music student but
for any student who wishes to participate in groups affording opportunity for
musical expression.
PERFORMANCE
SEMINAR I, 11.
o Cr.
DEPARTMENT OF ART
THE D E P A R ~ E N OF
T ART endeavors to further the student's technical and
conceptual understanding of art. Besides experience in the disciplines of drawing,
painting, and sculpture, emphasis is given to the function of a r t in history
Dfvisim of the Humanities / 59
and religion. Because of the impact art has on contemporary life, students are
encouraged to find opportunities in teaching, graduate study, commercial designing, and avocational art.
Minor: 16 credits, including I, 17 or 18, 21 or 22, and 71.
I.
BASICDESIGN. Offered both semesters.
3 Cr.
Theory and application of basic art principles, in drawing, painting, l e t t e ~ h ~ ,
.and sculpture.
ART IN DAILYLIVING. I.
See course 3 under Department of Home Economics.
3.
3 Cr.
17, I 8. O m PAINTING.I, 11.
2, z Cr.
Investigation of the technical and expressive possibilities of oil paint. Still life,
landscape, and portrait painting.
21, rz. SCULPTURE.
I, 11.
2 , z Cr.
Design in three-dimensional form. Modeling of portraits, human figures, and
animal forms. Ceramic and plaster casting.
32. WATERCOLOR
PAINTING.11.
z Cr.
Use of transparent and opaque water color techniques, with emphasis on landscape painting.
Upper Division Courses
64. HISTORY
AND APPRECIATION
OF ART. CI.
See course 64 under Department of Home Economics.
3 Cr.
71. HISTORY
OF PAINTING.I.
3 Cr.
A historical survey of painting in western civilization from early Mediterranean
cultures to modern times.
The 65-voice Augsburg College Choir,
directed b y Leland B. Sateren, and the
55-piece Augsburg College Band, directed by Mayo Savold, perform distinctive music works and tour annua2ly.
Division of the Social Sciences
MR. CHRISLOCK,
Chairman
IT IS THE GENERAL PURPOSE of the work in this division to improve the
student's understanding of human relationships and his appreciation of their
importance and value, especially in their Christian interpretation. The work
proceeding under the guidance of the faculty in this division is therefore
intended to develop a higher grade of citizenship and to improve the individual's
adaptation to his vocation.
DEPARTMENT OF HISTORY AND POLITICAL SCIENCE
THE WORK
OF THIS DEPARTMENT is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations
of the .phenomena in the fields of History and Political Science. I t affords
preparation for graduate study and for teaching in secondary schools.
HISTORY
Major, 30 credits; minor, 2 1 credits. Students with a major or minor in
history who plan to teach in this field must include History 21 and 22. For
non-majors, ~rere~uisites
may be waived on consent of the instructor.
I , 2.
WESTERN
CIVILIZATION.
Fr. I, 11.
3. 3 Cr.
This course is a rapid survey of European history from ancient times and up to
the present. Designed to lay the foundation for ,future work in History.
21, 22. UNITEDSTATESHISTORY.
So. I, TI.
3. 3 Cr.
A survey of the life of the American people, and the development of their ideas
afid institutions. First semester, from early explorations to 186s; second semester,
the 'beginning of the reconstruction period to the present.
Upper Division Courses
52. ENGLAND
TO I 8 3 2.
Prereq. I , 2. Jr., Sr. 11.
3 Cr.
Emphasis placed on the constitutional development of England. (Offered 196061.)
5 3. HISTORY
OF CANADA.Jr., Sr. I.
3 Cr.
The development of Canada from early explorations u, the present, with
emphasis on Canadian-United States relations. (Oflered 1961-62.)
5 5 . CONTEMPORARY
UNITED
STATES. Prereq. 21, 22. Jr., Sr. I.
3 Cr.
The United States from about 1900 to the present. Seminar offered in connection with this course may be taken 'fbr one additional credit on approval of
kstructor.
Wision of the Social Scimces / 61
AMERICANDIPLOMATICHISTORY. Prereq. 6 Cr. in History or Pol. Sci.
or #. Jr., Sr. II.
3 Cr.
The history of American foreign policy. The period from 1898 to the present
is emphasized. Seminar offered in connection with this course may be taken for
one additional credit on approval of instructor. (Offered 1961-62.)
56.
AND PROBLEMS
OF SOUTHAND SOUTHEAST
ASIA.
GOVERNMENTS
Jr., Sr. I.
See course 57 under Political Science
57.
58. POLITICSAND PROBLEMS
OF THE MIDDLEEAST. Jr., Sr.
See course 58 under Political Science.
H.
3 Cr.
3 Cr.
3 Cr.
61. ANCIENTHISTORY. Prereq. I, 2. Jr., Sr. I.
A cultural and political history of ancient civilizations and their contribution
to modern cultures. (Offered I 960-6 I .)
63. MEDIEVALEUROPE,300-1200. Prereq. I , 2. Jr., Sr. I.
3 Cr.
From the decline of Rome, through the political, economic, and cultural revival
of 12th century Europe. (Offered 1961-62.;
64. MEDIEVAL
EUROPE,1200-1500.
Prereq. I, 2. Jr., Sr. II.
3 Cr.
hledieval culture at its height in the 13th century, the rise of western monarchies,
decline of the medieval ,papacy and empire, late Middle Ages and the 'Italian
Renaissance. ( m e r e d 1961-62.)
3 cr.
65. EARLY MODERNEUROPE, I 500-1648. Jr., Sr. I.
Emphasizes the religious crises of the Reformation and the religious wars.
(Offered 1960-61.)
3 cr.
66. EARLYMODERNEUROPE,164-1789. Jr., Sr. II.
A study of divine-right absolutism of Louis XlV and its influence in Europe,
contrasting political pattern af England, scientific developments and their
effects on areas of thought, 18th century background of the French Revolution. (Offered 1960-61.)
Jr., Sr. I.
3 Cr.
A ,political and cultural survey of these countries from ancient times to the
nineteenth century. (Offered 1961-62.)
67.
PRE-NINETEENTHCENTURYINDIA, CHINA, AND
JAPAN.
AND JAPAN, I 850 TO PRESENT. Jr., Sr. n.
3 Cr.
68. CHINA
A survey of the internal developments in China and Japan, their relations with
each other and with the West. (Offered 1961-62.)
FRENCHREVOLUTION
AND EARLYNINETEENTH
CENTURYEUROPE.
3 Cr.
Prereq. 12 credits in History. Jr., Sr. I.
Political, economic, social, and cultural development in Europe from 1789 to
I 8 50. The French Revolution, Napoleon, the Restoration, the Revolution of
1848.
7I.
62 / Division of the Social Sciences
LATE NINETEENTHCENTURYEUROPE. Prereq. 12 credits in History.
Jr., Sr. 11.
3 Cr.
Political, economic, social, and cultural development in Europe from, 1848 to
1914. The national unification of Germany and Italy, the rise of imperialism,
and the background of World War I.
72.
Jr., Sr. I.
75. HISTORYOF POLITICALTHEORY.
See course 75 under Political Science.
TWENTIETH
CENTURYEUROPE. Prereq.
3 Cr.
credits in History. Sr. 11.
z Cr.
A survey of recent developments in the world, extending from the outbreak of
World War I to the present. Seminar offered in connection with this course
may be taken for one additional credit on approval cif instructor.
82.
12
99. SEMINARIN NORTHWEST
HISTORY. Prereq. #., Jr., Sr. I.
3 Cr.
A study of various areas of the history of Minnesota and the Northwest. A
research paper is required. (Offered 1960-61.)
POLITICAL SCIENCE
Minor: I 5 credits.
AMERICAN
GOVERNMENT.I, 11.
6 cr.
A study of the Constitution; civil rights; federal, state, and local governments;
citizenship; and popular control of government.
41-42.$
Upper Division Courses
5 6. AMERICANDIPLOMATIC
HISTORY.
11.
See course 56 under History.
3 Cr.
57.
GOVERNMENTS
AND PROBLEMSOF SOUTH AND SOUTHEAST
ASIA. Jr.,
Sr. I.
3 Cr.
The emergence of the new national states in this area; their political and
economic problems. (Offered 1960-61.)
58. P O L I ~ CAND
S
PROBLEMS
OF THE MIDDLEEAST. Jr., Sr. 11.
3 Cr.
A survey of the contemporary political and economic problems in the Middle
East. (Offered 1960-61.)
PUBLICFINANCE. Prereq. 41-42 or Economics I 1 for Political Science
3 Cr.
minors. Jr., Sr. I.
See course 61 under Business Administration and Economics.
61.
Jr., Sr. I.
3 Cr.
75. HISTORYOF POLITICALTHEORY.
A survey of the high points in the development of political theory from the
Greeks to the present. (Offered 1961-62.)
GEOGRAPHY
14. HUMANGEOGRAPHY.Fr., So. 11.
A study of geographical factors affecting mankind.
3 Cr.
Division of the Social Sciences / 63
Combined Major in Social Sciences for Teaching: 24 credits in History (including History 2 I and 22) and Geography; Sociology I, 2; Economics I 5 , 16;
Political Science 4 1 -42.
Minor in Social Science: 6 credits each in History and Sociology; Political
Science 4 1-42; and 3 credits in Economics.
DEPARTMENT OF SOCIOLOGY
THE OBJECTIVES OF THIS DEPARTMENT are to help students attain a better
understanding of society and its social problems, as well as to prepare studenu
for social service, for graduate training in social work, and for graduate study in
Sociology. Beyond understanding of society and its problems and beyond
academic competence, the Department aims to explore the relevance of Christianity to effective social service.
Major, 24 credits including Sociology I , 2 . Reuired in addition are History
1-2, or 21, 22; Psychology 5 .
Minor, I 5 credits including Sociology I , 2. Required in addition are History
1-2, or 21, 22.
Introduction to Statistics is recommended for majors and minors in Sociology.
For other recommended courses see under Social Work curriculum.
I.
INTRODUCTION
TO SOCIOLOGY.Fr., So. I.
3 Cr.
An introduction to the field of Sociology, examining its methods, techniques,
and general concepts as they apply to an analysis of American society.
2.
SOCIALPROBLEMS.Fr., So. 11.
3 Cr.
The dynamic processes at the root of contemporary problems. Problems of
personal, family and community disorganization are selected for special study.
4. INTRODUCTION
TO STATISTICS.Fr., So. 11.
See course 4, under Business Administration and Economics.
3
e.
5 . SOCIOLOGY.I.
2 Cr.
An introduction to the field of sociology, designed especially for student nurses.
I 6.
MODERNSCANDINAVIA.11.
See course r 6 under Scandinavian Language and Literature.
3 Cr.
2 I.
RURALSOCIOLOGY.So. I.
3 Cr.
Structure, function and change of rural society with special attention to the
problems of,contemporary rural A.merica.
URBANSOCIOLOGY.SO. 11.
3 Cr.
Study of the city as to historical background, causes of growrh, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
22.
42. ~ ~ A R R I A G EAND FAMILYRELATIONSHIPS.II.
See course 42 under Department of Home Economics.
3
cr.
64 /Division of the Social Sciences
Upper Division; Courses
5 I. CRIMINOLOGY.
Prereq. I. Jr., Sr. I.
3 Cr.
A study of the nature of delinquency and crime in contemporary society. An
examination of causal factors, methods of apprehension, treatment, and prevention of delinquency and crime.
52. RACERELATIONS
AND ,MINORITY
PROBLEMS.Prereq. I. Jr., Sr. 11. 3 Cr.
The dynamics of prejudice, racism, and discrimination, together with an
examination of social action programs. (Offered 1960-61.)
5 6. LABOR
AND MANAGEMENT
RELATIONS.Jr., Sr. I1
3 Cr.
An analysis of the socio-economic roles of labor and management in a dynamic
society. (Offered 19.61-62.)
3 Cr.
57. FIELDSOF SOCIALWORK. Prereq. I. Jr., Sr. I.
An introductory exploration of the scope, nature, and functions of social work.
A survey of private and public social agencies in the field of family welfare,
child welfare, medical social work, group work, and other community agencies.
3 G60. PUBLICWELFARE. Prereq. I. Jr., Sr. H.
An introduction to the historical development, basic concepts, legislative policies,
organizational structure, and institctional functions of social welfare, including
a survey of contemporary public welfare and social security. (Offered 1960-61.)
Prereq. I, Psy. 5 . Jr., Sr. I.
3 a61. SOCIALPSYCHOLOGY.
Society and the individual, the socialization .process, the development of personality, the impact of group norms. Selected forms of collective behavior
such as crowd, rumor, and audiences.
PSYCHOLOGY.
62. ABNORMAL
See course 62 under Psychology.
3 Cr.
64. INTRODUC~ON
TO METHODS
OFSOCIAL
WORK. Prereq. #. II.
3 Cr.
Princi.ples and procedures of case work and group work designed especially for
students who anticipate entering the field of social work. (Offered 1961-6s.)
DEPARTMENT OF PSYCHOLOGY AND EDUCATION
PSYCHOLOGY
THE CURRICULUM IN PSYCHOLOGY is designed to acquaint students with the
data and methods used in the scientific study of human behavior. The work in
psychology is further designed to aid the student in more adequately understanding, predicting, and modifying his own behavior as well as that of his
#fellowmen.
Minor: 15 credits.
Division of. the Social Sciences / 6y
GENEU PSYCHOLOGY.
Offered both semesters.
y.
3 Cr.
A study of the basic processes underlying human behavior. The general principles, methods and problems of psychology are discussed.
7. GENERAL
PSYCHOLOGY.I.
z Cr.
An introductory course intended for student nurses. Special emphasis is placed
upon normal and abnormal reactions to stress and frustration, mental hygiene,
and to methods of therapy.
10. PSYCHOLOGY
OF ADJOSTATENT.
Prereq. y . So. 11.
3 Cr.
Motivations of man with emphasis on behaviors necessary for adequate living,
theories of adjustment, defense mechanisms and adjustive techniques considered
with respect to personality and mental hygiene.
Upper Division Courses
61. SOCIALPSYCHOLOGY.Jr., Sr. I.
Sec course 61 under Department of Sociology.
3 Cr.
62. ABNORMAL
PSYCHOLOGY.
Prereq. y. Jr., Sr. 11.
3 Cr.
The sociological, psychological, and biological factors involved in neurotic and
psychotic behavior. Modern methods of diagnosis, treatment, and prevention.
Community organization for mental hygiene.
64.. EXPERIMENTAL
PSYCHOLOGY.Prereq. y. Jr., Sr. 11.
3 Cr.
Experiments to illustrate the basic methods used by psychology as a contemporary science. Demonstrations and experiments in human and animal
learning, problem-solving, perception, measurement of abilities and personality
traits. One two-hour and one three-hour period per week. (Offered 1961-62.)
IN PSYCHOLOGY.
Prereq. y, and 8.Jr., Sr. 11.
1-2 Cr.
66. TOPICS
A study of special problems. For students desiring to continue investigations
begun in the regular courses or to carry out individual research on topics of
their choice.
71. EDUCATIONAL
PSYCHOLOGY.Jr. I.
See course 71 under Education.
3 Cr.
EDUCATION
THE EDUCATION
CURRICULUM has been designed primarily for those preparing
to do public school teaching, although any student who is preparing to work
with youth is encouraged to study in this area. The work in this department
will qualify the graduate ifor teaching on the elementary or the junior and
senior high school level, as well as for further study in the field of education.
ELEMENTARY EDUCATIOh7
PLANNING FOR elementary school teaching are required to follow
STUDENTS
the prescribed course of study. See under curriculum for Elementary Education.
Formal admission to the program takes place in the sophomore year. During
this year the student has regular conferences with the Director for orientation
66 / Division of the Social Sciences
ar;d counseling purposes, and is tested in the subject matter of the fields which
are taught in elementary schools. Students with deficiencies may be required to
take additional work. Each student wishing to complete the program must
make written application on the form provided and must be recommended by
the Director and approved by the Committee on Teacher Education.
2, 2 Cr.
50,51. CHILDPSYCHOLOGY.Prereq. Psy. 5 , Jr. I, 11.
This is a study of child development and the process of learning. I t includes
consideration of the techniques of studying children.
METHODSAND MATERIALS
OF THE ELEMENTARY
SCHOOLCURRICULUM.
Prereq. Psy. 5, and concurrent registration in Ed. yo and 1 1 . Jr. I, 11.
3, 3 c r .
A study of the methods and the materials o;f the curriculum of the elementary
school in the fields of mathematics, science and health, physical education, music,
and art; it utilizes staff assistance from several of the academic departments involved. Special attention is given to the content of the mathematics program of
the elementary school.
5 2 , J 3.
METHODSAND MATERIALSIN SOCIALSTUDIES
AND THE LANGUAGE
ARTS
ELEMENTARY
SCHOOL. Prereq. 5 I . Sr. I.
j Cr.
The methods and the materials of the curriculum of the elementary school in
the fields of social studies and language arts.
54.
IN THE
Prereq. 53. Jr. I, 11. Sr. I.
5 y, 56, 57. %SERVATION OF TEACHING.
A combination of laboratory experience and seminar. Students spend two to
three hours a week in observing teaching in an elementary school and may
assist the room teacher with certain classroom tasks. One seminar or discussion
hour a week. I credit per semester.
J
8.
TEACHING
OF READING. Prereq. 5 I. Sr. I.
3 Cr.
Deals with the problems of teaching reading to elementary school children. T h e
materials and methods are studied in the context of learning theory.
19.
CHILDREN'SLITERATURE.Prereq. 5 I. Sr. I.
3 Cr.
This is a study of literature suitable for children of elementary school age. I t
requires extensive reading and evaluation of books.
60.
SEMINARIN TEACHING.
Prereq. 5 5. Sr. 11.
2
Cr.
This deals with the practical problems o;f teaching as they arise in the student
teaching experience.
62.
DIRECTED
TEACHING
IN
THE
ELEMENTARY
SCHOOL. Prereq. 55. Sr. 11.
8 Cr.
Students spend half days for a full semester observing, assisting the regular
teacher, and much of the time in actual teaching in cooperating schools.
Supervision is carried out by the classroom cooperating teacher and the college
staff.
Division of the Social Sci,mces/ 67
SEGONDARY EDUCATION
ADMISSION
TO THE SECONDARY EDUCATION CURRICULUM requires an application
to be approved .by the Committee on Teacher Education. Application must be
made during the second semester of the sophomore year if the student is to
complete the program in the regular time of two years. Approval is granted on
the basis of a satisfactory health report, favorable personality characteristics,
and a minimum in scholastic achievement of 1.5 honor point ratio in the major,
a 1.0 ratio in the minor, and a 1.0 ratio for the over-all average. Except in
special fields the applicant should be preparing for competency in at least two
subjects that are taught on the high school level, that is, he should complete
a major and a minor or two majors.
All students admitted to the secondary education curriculum must secure
two credits of Group Activity usually to be taken in connection with Ed. 71
and 72. They are also required to have a course in health and three semester
hours in general psychology, the latter to be completed before taking Ed. 71.
For a proposed course of study see under Curriculum for High School Teaching.
71. EDUCATIONAL
PSYCHOLOGY.Prereq. Psy. 5, Jr. I.
3 Cr.
A study of human development, learning, and adjustment in order to better
understand human behavior, especially the behavior of adolescents in a school
context.
72. TEACHING
IN SECONDARY
SCHOOLS. Prereq. 71. Jr. 11.
3 Cr.
This course has three parts: a study of the purposes and programs of secondary
schools; developing personal competency in planning instructional activities; and
developing the ability to evaluate the outcome of instruction.
73, 74. GROUP ACTNITY. I. 11.
I, I Cr.
This is not given as a separate course, but offered in connection with Education
71,72; Religion 9, 58; Physical Education 6, I I, 13, 14, 81,82. The nature
of the experience will vary with the course with which i t is associated, and
nlay include such activities as teaching, supervising recreation, and advising
clubs. The cooperation of the agencies involved is necessary, with reports from
the supervisor and the student to the teacher of the course with which the
work is connected, A student may not receive more than z credits in Group
Activity.
76. PRINCIPLESOF GUIDANCE. Prereq. 71.Sr. 11.
3 Cr.
A study of the guidance function of the classroom teacher, tools and techniques
used in studying students, and methods appropriate for student guidance,
including counseling.
78. ISSUESm CONTEMPORARY
EDUCATION. Sr. 11.
3 Cr.
The purpose of the course is to develop skill in perceiving and defining current
problems in education, to gain an understanding of possible solutions, and to
develop some ability to evaluate the various solutions proposed. The relation
of the problems to the development of American education and to a philosophy
of education is stressed.
OF NATURAL
SCIENCESIN
79. TEACHING
THE
SECONDARY
SCHO~L. Sr. I.
2
Cr.
68 / Division of the Social Sciences
81.
TEACHING
OF BUSINESS
IN
THE
a3. TEACHING
OF MATHEMATICS
IN
SECONDARY
SCHOOL. Sr. I.
THE
z Cr.
SECONDARY
SCHOOL. Sr. I.
2
Cr.
SECONDARY
SCHOOL. Sr. I.
2
Cr.
85.
TEACHINGOF SOCIALSTUDIES
IN
87.
TEACHINGOF HEALTH
EDUCATIONAND PHYSICALEDUCATION
M THE
SECONDARY
SCHOOL. Sr. I.
s Cr.
88.
TEACHING
OF MUSICIN
THE
ELEMENTARY
SCHOOL.
89. TEACHINGOF MUSICIN
THE
SECONDARY
SCHOOL. Sr. I.
91.
THE
TEACHINGOF HOME ECONOMICS
nu
m E
JT.
11.
2
cr.
2
Cr.
SECONDARY
SCHOOL. Sr. I.
z Cr.
AND ADULTE D U C A ~ OIN
N HOMEECONOMICS.Sr. 11. z Cr.
92. EVALUATION
93.
TEACHING
OF ENGLISHIN
THE
SECONDARY
SCHOOL. Sr. I.
OF MODERNLANGUAGES
IN
94. TEACHING
THE
z Cr.
SECONDARY
SCHOOL. Sr. I.
z Cr.
95 . TEACHINGOF SPEECHIN THE SECONDARY
SCHOOL. Sr. I.
2 Cr.
Courses 79 through 91 include the study of the materials, organization, and
teaching procedures of the field for which they are given; applications of the
principles of teaching are made in the specific field. Usually, each student is
required to take two of these courses to prepare 4or student teaching; this
means one course related to the major and one to the minor. Prerequisites are
a major or a ,minor in the field and Education 7 2 .
97. STLTDENT
TEACHINGIN m E SECONDARY
SCHOOL. Prereq. 72. Offered
4-5 Cr.
both semesters.
Observation, participation in teaching activities, and experience in actual control
of the classroom situation. Direction of the program is shared by the college
supervisor and selected critic teachers.
99. TOPICS
IN EDUCATION.Offered both semesters. Sr.
1-2 Cr.
Independent study offering students an opportunity to explore areas of specialization in education. Each student does research and presents a report of hi
tindings on the requirements, present status, and future possibilities of his own
field of interest. Conducted largely on a seminar ,basis. Open to seniors with the
approval of the department.
LIBRARY SCIENCE
THE FOLLOWING COURSES prepare the student to meet the state requirements
for a minor in library science. They train him in making a wise choice of books
for the. school library, in preparing books and other library materials for
circulation, in administering a school library, and in making intelligent and
effective use of library tools for hi own needs as a teacher.
M i o r , 16 credits.
Division of the Socid Sciences / 69
55-56.?
OF
BASICFUNCTIONS
THE
SCHOOLLIBRARY.So., Jr. I, TI.
3 Cr.
Designed to acquaint the student with the place of the library in the school
and community; local public, county, state, and national services; standards;
relations with school administration, faculty, students, and community; the
budget; planning, housing, and equipment; library records; organization of
materials; school library administration. Two credits first semester; one credit,
second.
57-58.i
4 Cr.
ELEMENTARY
MATERIALS.Jr., Sr. I, 11.
Library materials for the elementary school lhrary; book selection, principles
and standard lists; correlating the library holdings with the grade curriculum;
reviewing of individual titles. Sources. (Offered 1960-61.)
6 Cr.
59-60.? SECONDARY
MATERIALS.Jr., Sr. I, 11.
Introduction to book selection; book selection in subject fields, including reference books and related fiction; periodicals and other non-,book materials, standard lists for book selection; reviewing of individual titles. Sources. (Wered
1961-62.)
61. PRACTICAL
~ ~ T H O D S . Prereq. 5 6. Sr. I.
I Cr.
Giving the student practice experience in school libraries; teaching the use of
thc library; weeding and withdrawal procedures.
2 Cr.
62. READINGGUIDANCE. Prereq. 56. Sr. 11.
Remedial reading in the school as it relates to the school library, reading ladders;
student's personal library; professional literature in the field; lists, testing,
and records; guiding individual students in their recreational reading.
DEPARTMENT OF BUSINESS ADMINISTRATION AND
ECONOMICS, AND SECRETARIAL STUDIES
THE
OBJECTIVE OF m I s DEPARTMENT is to help students gain a broad
knowledge and sound perspective of business and our economic society. The
business major prepares a student for positions in the business community. T h e
economics major provides the background necessary for further study in
gaduate school. Together with secretarial studies, the department also provides
a teaching major and minor.
BUSINESS ADMINISTRATION AND ECONOMICS
Major in Business Administration: 36 credits, including courses
16, 53, 72. In addition, Psychology 5 is required.
I , 2,
3, 4, 15,
Major in Economics: 24 credits, including courses 4, 15, 16, 60, and twelve
credits from 51, 54, 56, 61, 62. In addition, I, z, and Math. 13 are required.
Minor in Business Administration: 21 credits, including courses I, z, 3, 15,
16, and six credits in Upper Division courses.
Minor in Economics: 15 credits, including courses 15, 16 and nine credits
from 51, 54, 56, 60, 61, 62.
70
/ Division oj
the Social Sciences
I, 2, PRINCIPLES
OF A C C O U N ~ N GSO.
. I, 11.
3, 3 c r .
An introduction to the principles of accounting and their application to the
single proprietorship, partnership, and corporation; preparation of hancial
statements; and procedure in recording and classifying business transactions.
Meets four hours per week.
3. ILVTRQIY~CT~OK
TO Busn~ss. Fr. I.
f Cr.
An introductory survey of busincss and b&ws mamgement including a study
of rhc varicry, namre and inrerrrlariomhip of problems of 8 b m i u aperation.
~
Finance, p w n n e i , prduction, marketing, internal organization and control,
and governrnenrd relationships are a few o f the topics cowred.
INTRODUCTION
TO STATISTICS.SO. 11.
3 Cr.
A course in scientific methods of dealing with the collection, organization,
comparison and interpretation of numerical data. The technique of constructing
graphs and tables, as well as &dina measurer of central tendencies, variability,
correlation and sound rnethds of sampling.
4.
I 5, I 6.
PRINCIPLES OF ECONOWCS. So. I, 11.
3, 3 Cr.
The foundations of economic analysis; ,production, employment and prices; and
public policy. The objective is to promote interest in economic problems and
the ability to use economic analysis in reaching judgments about economic
policy problems.
Upper Division, Courses
5 I. MONEYAND BANKING. Prereq. 15, 16. Jr., ST. I.
3 Cr.
The influence of money and banking on economic activity and of monetary and
fiscal policies which might be adopted to yield a stable general price level with
high levels of output and employment. (Offered 1960-61.)
53. BUSINESS
LAW. Jr., Sr. I.
3 Cr.
Legal rules relating to contracts, agency, negotiable instruments, property and
business organizations.
54. MARKETING. Prereq. I 1, 16. Jr., Sr. 11.
3 Cr.
An introductory course in which the functions and institutions of marketing
are studied. Problems in selecting channels of distri,bution and in determining
merchandising and pricing plicies are also considered. (Offered 1961-62.)
RELATIONS. Jr., Sr. 11.
56. LABORAND MANAGEMENT
See course 56 under Department of Sociology.
3 Cr.
58. INDUSTRIAL
,MANAGEMENT.Jr., Sr. 11.
3 Cr.
The more important production procedures commonly employed in progressive
manufacturing plants, and their relationship to the attainment of management
objectives. (Offered 1960-61.)
3 Cr.
59. COSTACCOUNTING.Prereq. I, 2. Jr., Sr. I.
Essential features of accounting for manufacturing concerns with particular
reference to the securing of unit costs of manufactured products; job order and
process costs. (Offered 1960-61.)
Divisim of the Social Sciences / 7 I
60. INTERMEDUTE
ECONOMIC
ANALYSIS.Prereq. 15, 16. Jr., Sr. 11. 3 Cr.
An advanced course in economic analysis, problems, and policies. (Offered 196162.)
61. PUBLICFINANCE. Prereq. I 5, 16. Jr., Sr. I.
3 Cr.
Governmental taxation, spending and ,borrowing, and the impact of governmental finance on economic activity. (Offered 1961-62.)
3 Cr.
62. CORPORATION
FINANCE. Prereq. 2. Jr., Sr. 11.
The various methods in financing of private businesses, and the means of
financing short-term, intermediate-term, and long-term asset requirements of
corporations. (Oflered 1960-61.)
63. TAXATION.
Prereq. 2. Jr., Sr. I.
3 Cr.
This course will give particular emphasis to the income tax, attempting to give
a knowledge of tax requirements, procedures and prablems as they relate to
business and individuals. ( m e r e d I 961-62.)
72. SEMINAR
IN BUSINESS
ADMINISTRATION.
Sr. 11.
3 Cr.
Coven p ~ b l e m sof special concern to business majors and serves as a capstone of
previous work. The course is designed to encourage advanced study by students
in areas of particular interest to them.
SECRETARIAL STUDIES
THESE COURSES ARE PLANNED to prepare students for stenographic and secretarial positions in business ofices, to assist in the preparation for the teaching
of business education in high schools, for parish secretarial work, and to provide
an opportunity for the development of business skills for personal use.
Graduation major: 31 credits above I , including 2, 3-4, 8, 5 1, 52, 53-54,
Business Administration I , 2, 3, 53.
Business education major: 37 credits above I, including courses listed for
graduation major plus Business Administration I 5, 16. Minor, 25 credits above
I, including 2, 3-4, 8, 51, 52, 53-54, and Business Administration I, 2, or
I 5, 16. S
i
x credits less will be required on the majors or minor, if the student
can demonstrate satisfactory achievement in course 3-4.
I.
ELEMENTARY
TYPEWRTTING.
M e r e d both semesters.
I Cr.
A course for the development of the fundamental skills of typewriting. Three
hours per week.
2.
INTERMEDIATE
TYPEWRITING.
11.
2 Cr.
Problems in typing tabulations, manuscript typing, use of carbons, addressing
envelopes, and in letter arrangements. Four hours per week.
3-4.t ELEMENTARY
SHORTHAND.I, n.
6 Cr.
Fundamentals of Simplified Gregg Shorthand Dictation and transcription. Four
hours per week.
8. OFFICE MACHINES. Prereq. 2. Offered both semesters.
2 cr.
The operation of the calculator, adding machine, mimeograph, mimeoscope,
spirit duplicator, and the transcription machine. Two hours per week.
72
/ Divisim
of
the Social Sciences
Upper Division Courses
5 1. ADVANCED
TYPEWRITING.Prereq. z or equivalent. I.
z Cr.
Further development of typewriting technique in ,business lemer arrangement,
billing, tabulating, and the typing of legd documents. Open ro students having
attained a speed of 5 0 words per minute. Four hours per week.
5 z. SECRETARIAL
PRACTICE. Prereq. z, 3-4, 11.
3 Cr.
Dictation, business letterwriting, filing, telephonhg, me of bwiness and legal
forms, personality development, writing appIication Ieerers, nad making application for a job. Mimeographing also taughr for chose who include this as a
part of the parish worker's course. Four hours per week.
53-14.? ADVANCED
SHORTHAND.Prereq. 4 or equivalent. I, 11.
4 Cr.
Advanced study of Gregg shorthand. Rapid dictation. Open to students who
can take dictation at a minimum of 80 words per minute. Four hours per week.
DEPARTMENT OF HOME ECONOMICS
THE OBJECTIVES OF THIS DEPARTMENT are threefold: to provide courses that
will help students to solve personal, home, and family living problems; to ofTer
training for homemaking; and to offer training for the teaching of home
economics. Graduates are qualified to teach in federally aided home economics
departments. Courses are open to all students and recommended for general
education.
Non-teaching major: 33 credits; courses are I, z, 3, 8, 39, 40, 42, 44, ~ 7 ,
66, 67, 71, 73. Also required are: Chemistry 5 or 5-6 or 5-52; Physics 3;
Economics 11; Sociology I; Biology 1-2 or 4 or 13-14,and 54; Psychology 5
and 3 additional credits in Social Science.
Non-teaching minor:
22
credits, including
I,
3 , 8, 39, 40, 42, and 44.
Teaching major: 38 credits; courses listed for non-teaching major plus 33
and 75. Also required of students preparing to teach Home Economics are
Education 91 and 92.
I. CLOTHINGSELECTION,
CAREAND REPAIR. I.
3 Cr.
Line and design in dress, wardrobe planning, clothing costs and budgets,
quality in ready made garments, textile fabrics, problems related to storing
and caring for clothing. Three single class hours per week.
2. CLOTHING
CONSTRUCTION.11.
z Cr.
Laboratory experience in making three simple garments from fabrics of dieerent
fiber content. One lecture and two double laboratory ,periods per week.
3. ART IN DAILY
LIVING. I.
3 Cr.
A study of art as it is met in the activities of everyday living. Open to all
students.
Division of tbe Social Sciences / 73
8. ELEMENTSOF NV~RITION.
TI.
A study of the nutrienrs n e c e s s q for maintenance of good health
all of life starting from prcnaral needs and continuing through old
emphasis is placed on the needs of the college student. Dietaries of
bers and published recommended dietaries will be analyzed. Three
periods per week.
3 Cr.
throughout
age. Special
class memsingle class
3 3. COLORAND DESIGN. I.
3 Cr.
Principles of design and color related to selecting and arranging household furnishings. Lettering and simple poster designing. Some craft experience. Home
Economics 3 prerequisite for Home Economics majors. Three double laboratory
periods per week.
36.
CRAFTS.
11.
2
cr.
Laboratory experience in various crafts which can be done at home or at camps
with simple equipment. Two double laboratory periods per week. (Offered
1961-62.)
AND MANAGEMENT,Prereq. 8 o r #. I, II. 3, 3 Cr.
39, 40. FOODPREPARATION
Laboratory experience in food preparation, menu planning, and table service.
Study of time and money management as related to family meals; food preservation; food costs and purchasing of food. Three double laboratory ,periods per
week.
42.
MARRIAGEAND FAMILYRELATIONSHIPS.11.
3 Cr.
P, coprse applying principles of cultural living to everyday problems of home
life. Discussions of personal family relationships, preparation for marriage, the
Christian home and its influence in the community, and related subjects.
Regular lectures, talks by guest speakers, illustrated lectures, and tours.
r Cr.
44. CHLLDDEVELOPMENT. 11.
The physical, mental and social development of the young child. Observations
in local nursery schools; a two week play school is conducted at the college fbr
10 to 12 children of pre-school age. One lecture period plus one double
laboratory period per week.
Upper Division Courses
57.
T ~ x m s . I.
2
Cr.
Study of textile fibers, fabrics, and finishes with special emphasis on selection,
use, and care of common household and clothing textiles. Two double laboratoxy
hours a week. (Offered 1961-62.)
64. HISTORYAND APPRECIATIONOF ART. 11.
3 Cr.
A study of the historical development of architecture, decoration, costume,
furniture, painting, and sculpture. Three regular hours scheduled and field trips
arranged. (Offered 1960-61 .)
66. HOMEPLANNING AND FURNISHING. 11.
3 Cr.
This course includes a consideration of housing, an analysis of floor plans, a
study of the design of exteriors and interiors, and problems in selecting,
arranging, and conserving home furnishings. Home Economics 3 and 33 prerequisite for Home Economics Education majors. Three double laboratory periods
per week.
74 / Division of the Social Sciences
67. FAMILYHEALTH. I.
z Cr.
Basic facts and practical application of home care of the sick. Problems relating
to environmental disease, prevention of illness and safety measures, as well as to
individual health problems within the family group.
71. HOMEMANAGEMENT
PROBLEMS.I.
z Cr.
Consideration of problems relating to planning, directing, guiding, and coordinating the resources of the home for happy, satisfying family living.
HOME MANAGEMENT
LABORATORY.I.
t Cr.
Actual experience in the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience
in various aspects of management met in home living such as management of
money, time, energy, and equipme-nt. Six weeks residence in a home management
house with one conference hour per week. Food costs to be determined by the
group.
73.
z Cr.
74. CONSUMEREDUCATIONAND INCOME MANAGEMENT. U.
The wise choice of consumer goods and services available on the market and
the necessity of a careful plan for spending are topics which will be considered
for the purpose of helping the student receive greater satisfaction from the use
of money income.
75. ADVANCED
CLOTHINGCONSTRUCTION. Prereq. 2. I.
z Cr.
Laboratory experience in making garments of wool. More advanced problems in
fitting and construction are used than those in Course 2. Some experience also
given in planning and constructing garments for children. Two three-hour
laboratory periods per week. (Offered 1960-61.)
Many practical demonstrations are carried
out in the home econ o m i c s department.
T h e help studem in
their personal develop
ment, prepare them for
the responsibilities of
home-making and give
training for a professional career.
Division of Natural Sciences
and Mathematics
MR. NASH, Chairman
ITLS THE PURPOSE of this division to provide training In methods and techniques of natural science and mathematics; to inrerpret Natural Science in the
light of the Word of
to acquaint rhe student with the significance of
science and rnathem~dccin 2 modern, changing world; ro emphasize a sound
mind and a strong b d y : ra train for vocations ia ~ a r i o ufields; and to equip
the student with r scientific bsckgmund which will enrich his life and the
liws of his felbw men.
a;
DEPARTMENT OF BIOLOGY
THE AIM OF ~ I I SDEPARTMENT
is to give the student a broader scientific background through the study of Biology, to further the use of leisure time, and to
prepare for vocations or graduate study.
Major, 28 credits, including courses 13-14, 25-26, and at least 3 Upper
Division courses not including 60. Also required are 8 credits in Chemistrp.
Minor for high school teaching, 20 credits, including courses 13-14, 25-26,
and at least one Upper Division course not including 60.
'
I-2.i
GENERALBIOLOGY. Fr. I, 11.
6 Cr.
A study of the broad principles of biology to meet the needs of non-science
majors. Two lectures and one double laboratory period per week.
3. HUMANANATOMY
AND PHYSIOLOGY.
Fr. I.
4 Cr.
A professional course in human anatomy and physiology with special emphasis
on structure. For student nurses. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 4 will not receive credit for
Biol. 3.
HUMANANATOMY
AND PHYSIOLOGY.
Fr. 11.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
both structure and function. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 3 will not receive credit for Biol. 4.
4.
7. GENERALBAC~ERIOLOGY.
I.
3 Cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
diseases. Laboratory techniques. Designed especially for student nurses. TWO
lectures and two double laboratory periods per week.
I 3-14.?
GENERALZOOLOGY. Fr. I, 11.
8 cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adalptation, and- reproduction of type animals. Biological principles
are emphasized Two lectures and two double laboratory periods per week.
76 / Division of Natural Sciences and Mathematics
25-16.? GENERALBOTANY. So., Jr. I, 11.
8 Cr.
A study of the morphology and physiology of higher plants, followed by a
survey of rhe plant kingdom. Emphasis is also placed o n botanical principles.
Flowering plants are idenrified in the spring. Three lectures and two single
laboratory periodr per week.
Upper Division Courses
5 I. GENETICS. Prereq. 13-14, or 25-26. So., Jr. I.
4 cr.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four lectures per week.
(Offered 1961-62.)
52. ECOLOGY.Prereq. 13-14 or 25-26. So., Jr. II.
4 Cr.
A survey of local ecological communities, and a study of the general principles
of biological association and succession. Two lectures and one double laboratory
period or field trip per week. (Offered 1961-62.)
53. GENERALENTOMOLOGY.Prereq. 13-14. Sr. I.
3 Cr.
A study of the habitat, morphology, physiology, reproduction, and classification
of insects. Two lectures and one double laboratory period per week. (Offered
1960-61.)
Prereq. Chem. 6. 11.
4 Cr.
54. GENERALBACTERIOLOGY.
A review of the general field of bacteriology, including the cause, control, and
prevention of important diseases. Training in modern laboratory techniques. Two
lectures and two double 1aboratory.periods per week.
cr-
PLANTS. Prereq. 25-26. Sr. 11.
3
56. TAXONOMYOF FLOWERING
Taxonomy af flowering plants. Special emphasis is placed on systematic principles, systems of classification, rules of nomenclature, etc. Two lectures and
one double laboratory period per week. (Offered 1960-61.)
58. COMPARATIVE
ANATOMYOF VERTEBRATES.Prereq. 13-14. TI.
4 Cr.
A camparative study dealing with the taxonomy, morphology, and evolution
of the larger vertebrate phyla. Two lectures and two double laboratory periods
per week. (Offered 1961-62.)
60. BIOLOGYSEMINAR. Sr. 11.
A review of biological techniques. (Offered 1960-61.)
DEPARTMENT OF CHEMISTRY
IT IS
THE PURPOSE of this department to give students an understanding and an
appreciation of the nature of matter and the ways by which this has been
elucidated. The curriculum in chemistry provides an opportunity to examine
the chemical aspect of the structure, the power, and beauty of one of the great
intellectual accomplishments of man-modern science, and it provides dramatic
examples of effective ways to handle certain types of problems.
Division of hTatural Sciences and Mathematics / 77
Courses in chemistry are offered not only as part of a liberal arts education,
but also to prepare for: ( I ) high school teaching, ( 2 ) the study of medicine,
dentistry, ~ h a r m a c ~medical
,
technology, nursing, and allied professions, ( 3 )
-graduate study, and (4) the chemical profession.
Major: 24 credits. Minor: 16 credits. Also strongly recommended are: Physics
J , 6; Mathematics 13, 14. Course 3 does not count toward the major or minor.
Recommended for pre-medical students: I J , 16, 53, 54, 61, 78; for pre-dental
students and majors in medical technology: J , 6, 32, 61; for graduate study:
I 5 , 16, and all courses above 50.
Majors will participate in informal, bi-weekly seminars during the junior and
senior years.
See under Curriculums for a course of study to meet recommendations of
the American Chemical Society.
3 Cr.
3. ELEMENTARY
CHEMISTRY.Fr. I. Prereq. H. S. Chem. or #.
Study of inorganic, organic, physiological, and pathological chemistry. Designed
especially to meet the needs of the Schools of Nursing of Lutheran Deaconess,
Swedish, and Fairview Hospitals. Two lectures and two hours of laboratory per
week.
INTRODUCTORY
CHEMISTRY
AND QUALITATIVE
ANALYSIS.Fr. I, 11.
4, 4 Cr.
For pre-dental, home economics, elementary education, medical technologists,
and other students not majoring in chemistry. Laws and theories of chemistry
and of non-metals and metals and their compounds. Organic chemistry is considered. Systematic semimicro qualitative analysis of cations is the main laboratory work the second semester. Three lectures and four hours of laboratory
per week.
5, 6.
AND QUALITATIVE
CHEMISTRY. Fr. I,
17, 16. INORGANIC
TI.
4. 4
(3.
For majors in chemistry, including pre-medical students; others by permission
of instructor. An intensive course. First semester devoted to fundamental principles and second to inorganic chemistry and qualitative analysis. Three lectures
and four hours of laboratory per week. Prereq.: High school chemistry, elementary algebra, and geometry.
32.
ELEMENTARY
ORGANIC
CHEMISTRY.Prereq. 5 or 15. So. 11.
4 Cr.
Designed for pre-dental students, medical technologists, and home economics
students. Aliphatic and aromatic compounds with frequent reference to biochemistry. Three lectures and four hours of laboratory per week.
Upper Division Courses
5 3. 54.
ORGANICCHEMISTRY.Prereq.
I 6.
So. I,
TI.
4. 4 Cr-
The important classes of aliphatic and aromatic compounds. Cbrrelations based
on elementary molecular orbital theory and modern concepts of reaction mechanisms. Laboratory work is study of technique and the preparation and study
of typical organic compounds. Three lectures and four hours of laboratory per
week.
78 / Division of h7atural Sciences and Matkmatics
61. QUANTITATIVE
ANALYTICAL
CHEMISTRY.Prereq. 6 or 16. Jr. I.
4 Cr.
Gravimetric and volumetric analysis. Ionic equilibria with many problems to
solve. Some contact with instrumental analysis. Two lectures and six hours of
laboratory per week.
72. ADVANCED
ORGANICAND QUALITATIVE
CHEMISTRY.Prereq. 54. Jr. 11.
4 Cr.
Lectures stress mechanism of organic reactions. Laboratory is qualitative analysis
of organic compounds and mixtures. The ultraviolet and infrared spec,trophotometers are utilized. Two lectures and six hours of laboratory per week.
O NPHYSICALCHEMIS~RY.Prereq. 54 and Math 14. Jr.
78. I N T R ~ D U C ~TO
11.
4 Cr.
For premedical students. Thermodynamics, thermochernistry, equilibrium, soluticns, electrochemistry, kinetics, colloids, states of matter, gas laws, and atomic
structure. Three lectures, one recitation, and three hours of laboratory per week.
82, 83. PHYSICAL
CHEMISTRY.Prereq. 54 and Math 52. Jr. 11, Sr. I. 3, 3 Cr.
For prospective graduate students and industrial chemists. Atomic structure,
states of matter, gas laws, thermodynamics, thermochemistry, equilibrium,
solutions, phase rule, electrochemistry, kinetics, and colloids. Three lectures per
week.
84, 85. PHYSICAL
CHEMISTRY
LABORATORY.
Jr. II, Sr. I.
I, I Cr.
Laboratory course to accompany Chemistry 82, 83. Four hours per week.
86. ADVANCED
PHYSICAL
CHEMISTRY.Prereq. 83. Sr. II.
3 cr.
Topics introducing statistical thermodynamics, introductory quantum chemistry,
and theories of chemical binding. Three lectures per week.
85 . INSTRUMENTAL
TECHNIQUES.
Prereq. 61 and 83. Sr. 11.
I Cr.
A laboratory course, usually taken with Chem. 86. Instrumental analysis
utilizing optical and electrochemical methods of measurement. Four hours of
laboratory per week.
ADVANCED
INORGANIC
CHEMISTRY.Prereq. 78 or 82. Sr. 11.
4 Cr.
Review of atomic structure. Nuclear chemistry, the ~eriodictable, h~drides,
and coordination chemistry. Preparations of inorganic compounds utilizing hottube reactions, air free systems, and similar techniques. Three lectures and four
hours of laboratory per week.
90.
93, 94, 9 5 , 96. CHEMISTRYSEMINARS.Jr., Sr. I, 11.
o Cr.
During the junior and senior years all chemistry majors will participate in these
informal bi-weekly seminars to discuess topics of general interest.
97, 98. CHEMISTRY
RESEARCH. Sr. I, 11.
Cr. Arr.
During the senior year each chemistry major preparing for graduate study in
chemistry, will participate in independent research in cooperation with a staff
member.
Division of ATlotarpl Sciences and Mathem~tics/ 79
DEPARTMENT OF PHYSICS
RECEXT DEYELCIPME~-TS in rhe field of phgsics make it imperafive dut excelleut
training be provided for those who intend to continue their smdies in gradlute
schml or who inturd ro p u m r a career in the teaching of physics. Ir is the
zim of this department ro assure the needed training far both of these groups
and m provide cht nun-science major with sugcient bckgrouud to make i t
possible for him to foIIow, with some degrec of comprehension, rht dmtloprnents in the geld of science zs they come to him from the medium of &su'entXc publica&ns.
Major: 27 credits including courses 5 3 , 5 4 .
Minor: I 6 credits.
Courses 2 and 3 do not apply toward the major or minor.
2.
D a s c m - r t v ~-~ST~ONOMY*FI, XI.
3 Cr.
A study of our galaxy with parriculnr ernphasi on the origin of our wfar
q r c m and the dkcribution and composition of the plancts aud srarr The location of wme of rhc more prominent consrcllarions and the use of the telesurpe
znd specrrmrope will h scudied. J h r c e lcceures pcr week. P e d i c evening
meetings ra observe the sky.
3. PRINCWLW
OF PHYSICS.Prereq. elementary algebra. Fr. I.
3 Cr.
A lecrure, demonstration-labratory course in the principles of physics including
mechanics, fluids, h a t , illecrriciry, magnetism, light and sound. Thii course is
intended for studma in home economics and c l e m e n t a ~education, and others
who Gsh some hasic information in rhc field of physics. T h e e lectures, one
mo-hour hboratory. Students with high school physics m a y nor: receive credit
for Physics 3 except hi). permission of r n m c w r .
GENERAL
PHYSICS. Prereq. Math I 3 or concurrent registration in Math I 3.
Fr., So. I.
4 fi.
A general course in mechanics, sound, and heat. Three lectures, one quiz, and
one two-hour laboratory period per week.
5.
6. GENERALPHYSICS. Prereq. 5. Fr., So. 11.
4 cr.
This course is a continuation of Phys. 5 and covers electricity, magnetism, and
light. Three lectures, one quiz, and one two-hour laboratory period per week.
Upper Division Courses
INTRODUCTION
TO ATOMICAND NUCLEAR
PHYSICS. Prereq. 6, and Math.
3 Cr.
5 I or concurrent registration in Math. 5 I. So., Jr. 11.
The hydrogen atom, optical and X-ray spectra determination of "e" and "e8'/m,
radioactivity, disintegration of nuclei, nuclear fission. Three hours lecture per
week.
52.
ELECTRICITY
AND MAGNETISM.Prereq. 6, and Math. 5 I or concurrent
3 Cr.
registration in Math. 5 I . So., Jr. I.
Electric and magnetic fields, potential, D.C. circuits, A.C. circuiu, electrical
instruments. Three hours lecture per week.
53.
So /Division of Natural Sciences and Mathematics
E L E C T R I C AND
I ~ MAGNETISM.Prereq. 53 and Math. 5 2 or concurrent
registration in Math jz. So., Jr. 11.
3 Cr.
Continuation of Physics 53, including also electronics and field theory.
54.
OPTICS. Prereq. 6 and Math. 51 or concurrent registration in Math. 51
Jr. I.
3 Cr.
Geometrical and physical optics dealing with topics such as reflection and refractior. by both plane and spherical surfaces, less aberrations, interference,
diffraction, polarized light. (Offered 1960-61.)
57.
61, 62. MECHANICS.Prereq. 6 and Math. 51. Jr. I, 11.
3, 3 Cr.
Introduction to vector algebra and vector analysis, forces, motion of a particle,
motion of a rigid body, work, kinetic energy, vibrations in one dimension,
motion in a conservative field.
63. 64. ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in
an upper division physics course. Jr., Sr. I, 11.
I , I Cr.
Experiments will be penformed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week.
Prereq. 6, and Math. 51 or concurrent
HEAT AND THERMODYNAMICS.
registration in Math. 5 I. Jr., Sr. I.
3 Cr.
A study of temperature, heat, expansion, change of state, ideal gases, first and
second laws of thermodynamics, h e ~ tengines. (Offered in 1961-62.)
71.
3 Cr.
72. MATHEMATICAL.PHYSICS.
Prereq. 6, and Math. 5 I . Sr. II.
Discussion of the equations of mathematical physics with applications to various
fields such as mechanics, thermodynamics, heat flow, electricity and magnetism,
optics. (Offered 1961-62.)
.
73, 74. ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in
I , I Cr.
an upper division physics course. Jr., Sr. I, 11.
Experiments will be performed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week.
Combined Science Major f o r Teaching: 46 credits, including Chemistry y, 6,
(or 15, 16) 32, 61; Biology 13-14 and 25-26; Physics 5, 6, and 6 credits in
Upper Division courses.
DEPARTMENT OF MATHEMATICS
THE DEPARTMENT OF MATHEMATICS aims to give students a working knowledge
of mathematics sufficient for solving the simpler problems of life, also to
afford students in special fields the mathematical foundation needed for a fuller
understanding of their subjects. I t aims to open to those who major in the
subject a wider horizon with experience that will make them ef3icient workers
in their chosen fields and also give them confidence to pursue further study.
Major, 26 credits; minor, 20 credits.
Courses I, 2, 5 and 6 do not count toward the major or minor in mathematics, but I and 2 must be completed as prerequisites to other courses.
Division of Natural Sciences and Mathematics / 81
I.
SECONDCOURSEALGEBRA.Prereq. elem. algebra. Fr. I.
o Cr.
Fundamentals of algebra continued and proper foundation laid for more advanced work in mathematics. Four hours per week. For students who did not
have higher algebra in high school.
2.
SOLIDGEOMETRY.Prereq. plane geometry. Fr. 11.
o Cr.
Geometry applied to solids and planes. Area and volume formulas developed.
Spherical triangles and polygons introduced. Four hours per week.
5. ENGINEERING
DRAWING.Prereq. 2 or equivalent. I.
3 Cr.
Elements of drafting with .an introduction to the use of graphs and formulas.
Eight hours a week.
6. ENGINEERING
DRAWING
AND DESCRIPTIVE
GEOMETRY.Prereq. 5. TI. 3 Cr.
Methods of representation. Graphical and alrtebraic solutions. Eight hours a
week.
TO MATHEMATICAL
ANALYSIS.Prereq. higher algebra
3, I 4. INTRODUCTION
or equivalent. Fr., So. I, 11.
5, 5 Cr.
This is an integrated course including college algebra, trigonometry and plane
analytical geometry.
I
Upper Division Courses
ELEMENTARY
CALCULUS
AND DIFFERENTIAL
EQUATIONS.Prereq. I 3,
14. So., Jr. I, 11.
5. 5 Cr.
Fundamental concepts are introduced. Formulas for differentiation and integration, and solutions for various types of ordinary differential equations are
developed and applications made.
5 I , y 2.
53. SOLIDANALYTICAL
GEOMETRY.Prereq. 14. Sr. I.
3 Cr.
Lines and planes in space are studied and their equations developed. Quadratic
surfaces and transformation are given their proper emphasis.
51.
THEORYOF EQUATIONS.Prereq. Math. y I. Sr. 11.
3 Cr.
This course inc1,udes the study of complex numbers, determinants and other
topics that aid in the solution of equations af higher degree.
6 I , 62. ADVANCED
CALCULUS.Prereq. 52. Jr., Sr. I , TI.
3. 3 Cr.
Operations with infinite series, derivatives, integrals, partial differentiation, implicit functions, line integrals, vector analysis, and complex variables. Emphasis
is placed on applications to physics and engineering problems.
DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION
THE AIM OF THE DEPARTMENT of Health and Physical Education is to promote
health and physical fitness through a well-rounded physical education program,
to develop character and good sportsmanship, to further ,the worthy use of
leisure time, and to ~rovide an effective training program for prospective
teachers of health and physical education.
e s /Division of Nat~iralSciences and Mathematics
All students are required .to take a physical examination by the college
physician as a part of the registration procedure before participating in any
phase of the ~hysicaleducation program.
One year of physical activities, course 3 and 4, is required of all students.
Major for men: 3 2 credits, including courses 2, 3, 4, 5 , 6, 8, 11, 12, 23, 51,
57, 58, 73, 74 and 84. Biology 4 also required.
Major for women: 29 credits, including courses 2, 3, 4, 5, 6, 8, 13, 14, 17,
18, 23, 57, 58, 73, 74, and 84. Biology 4 also required.
Minor, r r credits, including courses 2, 3, 4, 5 , 6, 8, 11, 12, 51, 73, 74 for
men; 2, 3, 4, 5, 6, 8, 13,14, 17,1 8 , 73, 74 for women.
PERSONAL
A N D COMMUNITY
HEALTH. Fr. Offered ,both semesters. 2 Cr.
A study of modern concepts and practices of health and healthful living applied
to the individual and the community.
2.
3, 4. PHYSICAL
ACTIVITIES. (Men). Fr., So. I, 11.
Two hours per week.
3, 4. PHYSICAL
ACTNITIES. (Women). Fr. I, 11.
Two hours per week.
%, % Cr.
5. INTRODUCTION
TO
HEALTH EDUCATION,PHYSICALEDUCATION,AND
R E C R E A ~ O NFr.
. I.
2 Cr.
A brief preview of the three present day interrelated fields of health education,
pbysical education, and recreation.
I Cr.
6. RECREATIONAL
ACTIVITIES. Fr. 11.
Theory and practice in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games. Two hours per week.
8. FIRSTAID. Fr., So. 11.
American Red Cross First Aid Course.
I
Cr.
I I.
TEAM
SPORTSAND LEAD-UPGAMES. (Men). So.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball,
and volleyball. Team games: Touch football, softball, speedball, soccer, and
volleyball. Three hours per week. (Offered I1 Sem. 1960-61; I Sem. 1961-62.)
I 2.
INDIVIDUAL
AND DUAI. SPORTS. (Men). So. 11.
2 Cr.
Theory and practice in teaching badminton, shuffleboard, handball, aerial darts,
table tennis, horseshoes, tennis, archery, golf, and bowling. Three hours per week.
2 , 2 Cr.
13, 14. TEAMSPORTSFOR WOMEN. So.
Theory and ~racticein zhe coaching and of6ciating of field hockey, soccer,
baske~ball, volleyball, and softball. Three hours per week. (Offered I1 Sern.
1960-61; I and I1 Sem. 1961-62.)
2 Cr.
17. SELF-TESTING
ACTIVITIES. (Women). So.
Theory and technique of teaching stunts and tumbling. Body mechanics. Three
hours per week. (Offered 11 Sem. 1960-61; I Sem. 1961-62.)
Divisia of Natural Sciences and Mathemtics
/ 83
\
I 8.
INDIVIDUAL
AND DUALSPORTS. (Women). So. 11.
z Cr.
Theory and practice in teaching skating, skiing, ,badminton, table tennis, s h d e board, archery, tennis, golf, and bowling. Three hours per week. (Offered
I y 60-.6 I.)
23. RHYTHMS. So. I.
Simple rhythmic games, folk and square dancing.
z Cr.
z Cr.
29. OFFICIATING. (Men). So. I.
Instruction and application of technique and rules of 05iciating in football,
hockey, basketball, baseball, and track.
Upper Division Courses
5 1. SELF-TESTING
ACTIVITIES. (Men). Jr.
z Cr.
Theory and practice in teaching individual and dual stunts, apparatus, tumbling,
boxing, and wrestling. Three hours per week. (Offered II Sem. 1960-61; I Sem.
1961-61.)
57. KINESIOLOGY.Prereq. Biology 4. So. I.
2 Cr.
This is a study of body movements and the mechanics in the effecting of
escient movements.
5 8.
PHYSICAL
EXAMINATIONS
AND ADAPTED
PHYSICALEDUCATION. Prereq.
Biol. 4, and P.E. 57. Jr. 11.
z Cr.
Procedures and interpretation of physical examinations. Analysis of functional
and organic a~bnormalities and suggested adapted activi,ties for atypical cases.
I Cr.
66. INSTRUCTOR'S
COURSEIN FIRSTAID. Prereq. 8. Jr. 11.
Methods and materials in teaching the American Red Cross First Aid Course.
PRINCIPLESAND CURRICULUM
OF HEALTH EDUCATION
AND PHYSICAL
EDUCATION.Prereq. 5 . Sr. I.
j Cr.
Aims, scope and objectives of health and physical education. Analysis and
evaluation of the elementary and secondary school health education and physical
education curriculum.
73.
ORGANIZATIONAND ADMINISTRATIONO F HEALTH EDUCATIONAN D
PHYSICALEDUCATION.Prereq. 5 . Sr. 11.
3 Cr.
Problems of organization, administration, and supervision of health education
and physical education.
74.
8 I. COACHINGOF SPORTS:FOOTBALI.AND BASKETBALL.Sr. I.
2 Cr.
Theory and techniques of coaching. Seniors only, or approval of instructor.
82. COACHINGOF SPORTS: BASEBALL
AND TRACK.Sr. II.
z Cr.
Theory and techniques c*f coaching. Seniors only, or approval of instructor.
84. TESTSAND MEASUREMENTS
IN PHYSICAL
EDUCATION.Sr. 11.
I Cr.
A survey and evaluation of tests in physical education. (Offered 1961-62.)
86. COMMUNITY
RECREATION.Jr., Sr. 11
z Cr.
Problems of community recreation including programs and program planning,
a survey of activities, and the organization and administration of recreational
work. (Offered 1960-61.)
Curriculums
The following courses of study are outlined as guides for the student
and his adviser in planning a program in accordance with his major
field of study and vocational objective.
GENERAL LIBERAL ARTS
THE COURSE OF STUDY given below suggests a sequence which may be
followed to include the required general education courses. For electives, students should take care to include all courses required for the
major field of study. Requirements for the major are listed under
departmental headings.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
Religion L, Z
.2
2
English 1, 2 ............... . 3
3,
3
History or Sacfalogy
.3
Foreign Lanwage ......... . 4
4
Natural Science
..3 or 4
3 or 4
Physical Education 3. 4 .... M
M
.............
......
.......
JUNIOR
SOPHOMORE
I Sem, I1 Sem.
Cr.
Religion 3, 4 ............... .Z
Foreign Language ......... -3
Social Science
.3
Natural Science
Electives ................... .P
.............
............-
Cr.
2
3
SENIOR
ISem. I1 Sem.
Cr.
Cr.
Religion .................... .3
3
Speech
2
Social Science or History . 3
Electives ................... 10
12
-
I Sem. I1 Sem.
Cr.
Fine Arts .................. . 3
Literature or Philosophy
.Electives .................. .14
..
Cr.
3
14
THE CHRISTIAN MINISTRY
COMPLETIONOF
THE PRE-SEMINARY curriculum qualifies the student for
admission into the three-year course in the Theological Seminary, which
prepares students for the Christian ministry as pastors or missionaries.
The following program gives the approximate pre-seminary course. It
does not specify a major or a minor. The student should seek the
counsel of the Seminary adviser as early as possible since the major
selected by the student may affect the choice of courses even in the
Freshman year.
The Seminary adviser for candidates for Augsburg Seminary is Mr.
Sonnack; for candidates for other Seminaries, Mr. Helland.
FRESHMAN
I Sem. I1 Sem.
Cr.
.2
Basic Bible ................
Freshman English ......... . 3
Foreign Language ........ . 4
Western Civilization ...... . 3
Physical Education ........ $4
Natural Science ........... . 3
Electives .................... 2
Cr.
2
3
4
3
95
3
2
SOPHOMORE
I Sem. I1 Sem.
e.
Religion .................... Z
Fine Arts ...................Natural Science ........... ,Psychology ................. . 3
Foreign Language ......... 3
Typewriting ............... .1
New Testament Greek ... - 3
Electives ....................3
Cr.
2
3
3
Curriculums / 8 5
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
3
.3
3
2
.....
.....................
N e w Testament Greek
Speech
History ..................... 3
Sociology or Economics or
Political Science ........ - 3
Electives ................... .5
SENIOR
I Sem. II Sem.
Cr.
Cr.
Religion ................... .2
Y o u t h W o r k in t h e Church2
Philosophy ................ . 3
English Literature ........ . 3
Electives .................... 8
The foreign language requirement includes 14 semester credits in
Greek, and 14 semester credits in Latin, German, or Norwegian.
PARISH AND MISSIONARY WORKERS
THE PURPOSE
OF T H ~ SCOURSE is to train men and women for effective
service in the Church at home or abroad; that is. a teachers m vacation, week-day, and Srmday schools, as youth leaders, and as parish
workers. The course is so arraned that the student will, upon its
satisfactory conclusion, receive the A.B. degree and a h a certzcate
indicating that he o r she is a qualified parish worker,
Students interested in becoming parish workers should consult with
the chairman of the department of religion.
The suggested whedule provides for a minor in Religion and makes
it p o ~ i b l eto plan for a major in History. English: Philosophp, or
Sociology. It i s also possible to plan for a major in Religion with a
minor in some other field. The courses essential for the securing of the
Parish Worker's Ce~ificateare italicized in the outline below.
FRESHlYIAN
SOPHOMORE
I Sem.
.
................ .Z
Basic Bible
Fi-eshrnan English
.3
Natural Science ........--.-3
Typewriting ............... .I
Physical Activities
'5
Foreign Language ......... . 4
Sociology 1, 2 .............. . 3
.........
.........
I1 Sem.
Cr.
2
3
3
2
'h
4
3
I Sem. I1 Sem.
Cr.
Cr.
2
Chzrrch History
.-2
Speech 11 ................ ..2
3
Speech 12 ..................3
Foreign Language
.3
General Psychology
.3
3
Fine Arts ...................1
First Aid ..............-....
Natural Science ........... .3
2
Speech 16 ................. .Electives ....................
3
3
...........
.........
.......
-
SENIOR
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
2
T h e Missionary Enterprise .
Principles of Christian
Education ................ .2
2
T h e Christian Churches
T h e Lutheran Church ..... .%
Social Psychology or Urban
Sociology ................ .3
Acting
3
Crafts
2
Elementary Shorthand .... .3
3
Recreational Activities .....
1
Electives .................. .6
4
.-
...-
-
I Sem. II Sem.
Cr.
Cr.
2
Parish W o r k ............... .Y o x t h W o r k i n t h e Church 2
Educational Psychology ... .3
H y m n s and Music o f t h e
Church .................. .2
Journalistic Writing .. .: ...
2
Literature or Philosophy .. .3
Fields o f Social W o r k ...... . 3
Secretarial Practice .........3
Electives .................. .8
6
-
HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a certificate for teaching in Minnesota at the junior and senior high school
level. The same program will meet the demands set by most of the
neighboring states. The student should apply to the Department of
Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis
of scholarship and other qualifications. Except with special majors such
as music, home economics, combined natural science, students should
usually prepare for competency in at least two subject-matter fields
in which high schools offer work. Areas in which they may obtain
teaching majors or minors include English, speech, music, history,
social science, business education, home economics, biology, physics,
chemistry, natural science, mathematics, and physical education. Minors
are also offered in German, Scandinavian language and literature,
French, Spanish, art, political science, and library science.
FRESHMAN
I Sem. II Sem.
Cr.
.2
Religion 1, 2 .............
English 1, 2 .............. . 3
History or Sociology ..... 3
Foreign Language
.4
'Natural Science ....... . 3 or 4
Health ................... .Physical Education 3, 4 . . '$
.......
.JUNIOR
Cr.
2
3
3
4
3 or 4
2
%
SOPHOMORE
I Sem. II Sem.
Cr.
Religion 3, 4 ............. .2
Foreign Language
.3
Psychology
.Natural Science ........ . 3 or 4
Fine Arts ................ .Electives in Major or
Minor . . . . . . . . . . . . . . . . . . . . .
.......
...............
Cr.
2
3
3
-
3
6
SENIOR
I Sem. I1 Sem.
Cr.
3
Religion ...................
Education 71. 72 .......... .3
Education 73. 74
-1
Speech ....................
Electives in Major
or Minor ................ 10
........
-
Cr.
3
3
1
I Sem. II Sem.
Cr.
Cr.
3
Education 76 ..............
Education 78 ..............
3
Special Methods ......... .4
Education 97 ............. .4-5
Literature or Philosophy . .
3
Electives in Major or
Minor ..................... 7
--
-
Students preparing for secondary school teaching whose programs
prevent the completion of the full requirements in the regular four
years, may be allowed certain modifications in the general education
requirements. They are required to complete courses in general psychology, 3 credits, and health, 2 credits. On the recommendation of
their registration adviser and the approval of the Committee on Admissions and Student Standing, they may secure exemption from one or
more of the following, not to exceed a total of 9 credits: Freshman
English, 3 credits; literature or philosophy, 3 credits; speech, 2 credits;
fine arts. 2 credits: natural science. 3 credits: social science. 3 credits:
foreign iianPage, 6 credits. (At Ieast one yea; of foreign lambage must
be taken in college, unless rhe student completed four pears of a language in high school) To be valid, approval of exemption mast be
f i l ~ din the Registrar's a5ce prior to registration for the j d o r year.
ELEMENTARY EDUCATION
Students planning for elementary school teaching are required to
complete the following curriculum. Except where a choice is indicated,
substitutions can be made only upon the approval of the Director of
Elementary Education. As with other students, certain exemptions are
possible. Since the optional subjects and free electives are so limited, the
program must be followed carefully from the first year. The major in
this program is Elementary Education; each student is required to take
a minor in at least one of the subject matter fields taught in the elementary schools. Variations in the requirements of the minor from
those described by the department may be permitted subject to special
departmental appreval.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
Religion .................... 2
2
3
Freshman English ......... .3
Western Civilization
.3
3
Modern Foreign Language 4
4
Physical Science ....... .3 or 4
3 or 4
(Selected from Physics 3,
Astronomy, Chemistry 5,
6. 32)
Physical Activities ........ Yi
'h
......
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion ...................
.2
Literature .................. 3
Child Psychology .......... .2
Art (Basic Design) ....... .Introd. to Music ....., .. ,..
Methods & Materials of the
c&I
~ l e m e n t a -~SchoGl
r~
culum (Music, Science &
Health. Art, Mathematics.
Physical Education) ... .3
Observation of Teaching . .I
Electives
.6
-
..................
2
SOPHOMORE
ISm.
Cr.
Sem.
Cr.
-
3
2
Religion ................... .2
General Biology ...........9
Speech .....................
General Psychology ....... . 3
Geography .................
U. S. History .............. .3
Modem Foreign Language ..3
Health .................... . 2
.-
SENIOR
'
a
3
3
3
I Sem. I1 Sem.
Cr.
.2
Religion ...................
Observation of Teaching . I
Teaching of Reading ...... .3
Seminar in Teaching .......
Directed Teachine .........
Children's ite era cure .......3
Methods & Materials of the
Elementary School Curriculum (Social Studies &
Language Arts) ......... . 3
Government ............... . 3
Electives ....................2
Cr.
.
-
VOCATIONS IN HOME ECONOMICS
Work in the Department of Home Economics is intended to equip
students for the teaching of home economics in high school, to prepare
them for homemaking, and to give them the first two years of the
training required for such vocations as dietetics, institution management, home economics and journalism, and home economics in business.
Each student who plans for a vocation in this field should consult
members of the home economics staff about the details of the program
when she begins her college work. A cur~riculumfor a home economics
education major Is given below. A graduate who completes this curriculum qualifies for certification by the Minnesota State Board for Vocational Education to teach in federally-aided secondary school home
economics departments (Smith-Hughes). Courses in italics are not
required for a general home economics major.
88
/ Curriculums
FRESHMAN
..
.............. 2
I Sem
Cr
Religion 1. 2
Physical Education ........ J'2
English ..................... 3
Sociology ................... 3
Biology 1-2. or 4 or
13-14'
I1 Sem.
Cr
2
.
Yz
3
.
Religion 3 4 ...............
Psychology
Foreign Language
Physics .....................
Chemistry 5 or 5. 6. or
I Sem . I1 Sem.
Cr .
Cr
2
2
3
4
4
3
.
..................
..........
5. 32 ..................... 4
..................
0 4
........
........................-
Marriage & Family RelationsChild Development ..........
Food Preparation & Management ..................... 3
Art in Daily Living
3
Nutrition
Clothing Selection ......... 3
Clothing Construction
JUNIOR
SOPHOMORE
.
I Sem
Cr .
Religion ................... .Foreign Language ......... 3
Speech
S
Economics ............. ,
Color and Design .......... - 3
Home Planning & Furnishing ........................
Family Health ............. 2
Textiles ..................... Z
Educational Psychology ....3
Teaching i n Sec. Schools .
Group Activity ............ .I
....
IISem .
Cr .
2
3
2
-
-
3
--
.-
-
3
1
SENIOR
..
.................... 2
I Sem
Cr
Religion
Literature
Bacteriology ............... Special Methods ........... 2
Student Teaching ........ 4 or 9
Principles of Guidance .... .Issties in Contemp. Ed ..... .Home Management Problems2
Home Management Lab .....2
Advanced Clothing Construction ................. 2
..
I1 Sem
Cr
2
3
4
2
3
3
Students preparing for secondary school teaching whose programs
prevent the completion of the full requirements in the regular four
years. may be allowed certain modifications in the general education
requirements .
CHEMISTRY
The following couise of study meets the requirements for the
Bachelor of Arts degree at Augsburg College and is recommended for
students who plan to do graduate study in Chemistry .
Students who satisfactorily complete this curriculum are exempt
from the graduation requirement of a course in the biological sciences
and the second year of a foreign language .
FRESHMAN
..
.
I Sem. II Sem
Cr
Cr
.
Chemistry 15 16 ........... 4
Mathematics 13 14 ........ 5
Religion 1. 2 ................ 2
English 1. 2 ................ 3
History or Sociology
3
Physical Education 3 4 .... %
.........
4
5
.
2
3
3
I/,
JUNIOR
I Sem. I1 Sem.
Ct.
Cr
4
Chemistry 61 72 .......... 4
. ...............
Chemistry 82
Chemistry 84 ................
Chemistry 93
11
German 1-2 ................ 4
Mathematics 61
.a
Physics ......................
Religion .....................
Fine Arts .................. 3
..............
...........
.
SOPHOMORE
I Sem. IISem .
Cr .
Cr
............ 4
4
5
4
2
2
4
..-
SENIOR
.
........5
Chemistry 53. 54
Mathematics 51. 52
Physics 5. 6 ................
Religion 3. 4 ..............
Speech .....................
Literature or Philosophy
2
3
.
I Sem. I1 Sem
.
.
Pr
Chemistry 83 88 ............ 3
~ h e m i s t G 85. 86 .......... 1
Chemistry 90
Chemistry 97. 98 . . . . . . . A m .
Chemistrv 95 . 96 ............ O
................... 2
Religion
French 1-2 ................. 4
Physics ..................... 4
................
.
..
Cr
1
3
4
Arr .
0
2
4
.
*Recommended for students planning to do graduate work in nutrition. foqds
textiles or equipment as well as for any who plan to transfer to institutions offerlng
special training in dietetics .
Curriculums / 89
BUSINESS
The program in business administration is intended for students who
are planning to work in the fields of business and industry. In addition
to giving preparation for a business vocation the following suggested
course of study leads to the Bachelor of Arts degree.
FRESHMAN
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Religion ................... .2
Freshman English .......... 3
Foreign Language ........ . 4
History or Sociology
.3
Introduction to Business .. 3
Physical Education ........ %
Natural Science ........... .-
2
3
Religion
Foreign
Principles of Economics ....3
Principles of Accounting . 3
Introduction to Statistics . .Natural Science ........... . 3
Speech ................... - 2
Sent.
Cr.
2
3
.
......
JUNIOR
ISem. IISem.
Cr.
Cr.
Religion ................... . 3
Literature or Philosophy .. .3
Psychology .................
3
Business Law ............ . 3
Public Finance or Money
and Banking ........... . 3
Corporation Finance or Marketing ...................
3
Electives .........,......... 7
7
-
-
-
I Sem.
Cr.
.................... 2
Language ........ . 3
-
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion
3
Fine Arts ............... .2 or 3
Taxation or Cost Accounting ....................... 3
Industrial Management or
Labor-Management Rela3
tions ..................... Seminar in Bus. Adrnin. ....
3
Electives ................10 or 11
7
-
-
Recommended elective fields: Psychology, Sociology, Political Science,
History, Speech, English, College Algebra.
LAW
Most law schools require, for admission, at least three years of prelegal education at the college level. No particular course of study is
required, but the student should select a broad program including
courses in language, social science, and philosophy. A suggested twoyear curriculum for students planning to transfer to Valparaiso University is given below:
FRESHMAN
I Sem. IISem.
Cr.
Cr.
Religion 1, 2 .............. . 2
2
English 1, 2 ............... . 3
3
Foreign Language ........ .4
4
History 1, 2 ............... . 3
3
Natural Science ........... .4
4
Physical Education 3, 4 ....H
%
SOPHOMORE
I Sem. I1 Sem.
Cr,
Cr.
Religion 3. 4 .............. . 2
2
English Literature
.J
3
Foreign Language
.B
3
Health ..................... . 2
Logic ..................... . 3
Social Science ............ .3
3
Natural Science ........... . 4
4
........
........
SOCIAL WORK
A rapid expansion of the field of social work during the past twenty
years has created an acute need for trained social workers. Positions
are available in public agencies on federal, state, county, and municipal
levels; in private agencies sponsored by churches or other community
90
/ Curriculums
organizations; in group work, case work, or community organization.
In response to this need, Augsburg College has developed a curriculum designed to do two things: ( a ) equip graduates for immediate
employment in social work positions that do not require post-graduate
training, and ( b ) prepare students for further study in graduate schools
oE social work.
Augsburg College is an active member of the Minnesota Conference
on Social Work Education. During recent years graduates of Augsburg
have secured positions in both public and private welfare, in probation
work, child welfare, group work, and case work.
The following courses are recommended for students interested in
Social Work. The courses which are itdicized should be taken by all
such students.
FRESHMAN
Religion
English
Hktory
Foreign
..............
I Sem. I1 Sem.
Cr.
Cr.
.2
.3
.3
Language
.4
1r.trednCtian t o Sociology . . 3
Sociel R o b I m s
Pn)~LcalEducation 3. 4 . . . .'h
1, 2
1, 2
1. 2
..............
...............
........
.........
JUNIOR
2
3
3
4
-
3
lh
I S m . IISem.
Gr.
Religion ................... . 3
Principles of Economics
.3
Fields of Social Work ..... . 3
Criminology ............... . 3
Public Welfare ........... .Fine Arts .................. .Speech
Electives ................ - 6
.
Cr.
-3
-3
3
2
5
SOPHOMORE
I Sem. II Sem.
Cr.
Cr.
Religion 3, 4 .............. . 2
American Government
.3
Natural Science ........... . 3
Psychology .................3
Statistics ....................
Rural Sociology ........... 3
Urban Sociology .......... .Foreign Language ........ . 3
...
-
SENIOR
2
3
3
3
3
3
I Sem. I1 Sem.
Cr.
Cr.
Religion
.................. .Introduction to Methods o f
Soc. Work ............... .Social Ps?/chology ......... . 3
Abnormal Psychology ......
History of Philosophy ... . 3
Electives in Upper Division
Courses ..................10
-
3
3
3
3
4
MEDICAL TECHNOLOGY
Students may complete a course leading to the Bachelor of Arts degree with a major in Medical Technology by completing three years of
work at Augsburg College and twelve months at General Hospital or
Swedish Hospital, Minneapolis. This course prepares them for examination for certification in Medical Technology. The following program is
suggested.
FRESHMAN
J S m . LISm.
CT.
Cr.
Religion 1, 2 ............. . 2
English 1, 2 ................3
Chemistry 5-6, or 15-16 ....
History or Sociology ..... .3
Foreign Language ........ .4
Physical Education 3, 4
'6
+
....
2
3
4
3
4
'h
JUNIOR
SOPHOMORE
I Sem. IISem.
Cr.
Cr.
Religion 3, 4
.2
2
Chemistry 32, or 53-54 ... . 4
0-4
Biology 13-14 ............ .4
4
Fine Arts ..................3
Foreign Language
.3
3
Electives .................. .3
.............
.........
SENIOR
I Sem. IISem.
Cr.
Cr.
Religion ................... . 3
Bacteriology
Literature or Philosophy .. . 3
Chemistry 61 .............. 4
S ~ e e c h .....................
Social Science ............ . 3
Electives .................... 4
-
3
4
2
3
5
Lectures, laboratory and
practical work at General or Swedish Hospital for 12 months ........
32
Students taking this program must register at Augsburg as well as
at the affiliated hospital in their senior year.
NURSING
Most hospitals prefer that applicants to their school of nursing have
or more years of
c~flegework are desirable. The following pre-nursing curriculum is
suggested for those planning to enter a iour-year school of nursing.
Tl:u= who plan on a three-Year nursing program should try to select
courses in college which T P ~ Unot duplicate the courses they will study
in the schaul of nursil~gwhich they plan to attend.
ut least one year of college. En many instances two
FRESHMAN
I Sem. II,Sem,
Cr.
Cr.
Religion .................. .Z
Freshman English
.3
General Zoology ......... .4
Health .................... .1
Sociology ................. . 3
Elements of PTufrition ... .Physical Education ....... .I5
Electives ................... .2
2
3
........
4
SOPHOMORE
I Sem. II Sem.
Relieion
...................
Cr.
.2
or Politic& ~ c i e n c e3
................
Psychology
-3
C h ~ l d Care ,...............
Gcneral Chand
Qualitative Analpsf<
.4
Phi,s~ral ducati in;
.2
Fjrst Aid ..................
.
-
Cr.
2
3
2
...
E!ectircs
....... -
...................
.Z
Special Progrnms in !Vmrsh~:The following courses of the School
01 h u r ~ i n gof the Lutheran Deaconess Hoepital, Minneapolis, Minnesota,
arF offered a1 Aupburg College. This is a part of the three-year course
offered by the hospital. Application for admission to the School of
Nursing ~hould be made to the Lutheran Deaconess Rospitat Minneapolis, Minnesota.
FIRST Y E A R
I Sem.
Biology 3 ..........................
Biology 7 .........................
Chemistry 3 ........................
Psychology 7 .......................
CT.
4
., 3
3
2
SECOND YEAR
I Sem.
CT.
Sociology 5
......................... 2
Students enrolled in the Schools of Nursing at Swedish Hospital and
Fairview Hospital, Minneapolis, take some of their course work at
Augsburg College. Applications for admission to this program should
be made directly to these hospitals.
ENGINEERING
A student may take two full years of pre-engineering at Augsburg
before transferring. The course outlined below a ~ ~ l i etos .the fields of
aeronautical, electrical, agricultural, civil, and mechanical engineering,
and engineering mathematics at the University of Minnesota. The
chemistry and chemical engineering programs will be slightly different.
Students planning to enter this program should complete higher algebra
and solid geometry in high school.
V
.
L
FRESHMAN
I Sem II Sem.
Cr.
Cr.
Religion 1, 2 ............... .2
2
English 1. 2 .-..-.......... . 3
3
Mathematics 13, 14 ........ .5
5
Mathematics 5, 6 ......... .S
3
Physics 5, 6
4
Physical Education 3, 4 .... ' 5
................
SOPHOMORE
I Sem. I1 Sem.
Cr
Cr.
Religion 3, 4 ............. . 2
Mathematics 51, 52
.5
Physics 52 .................
Physics 53
-3
Chemistry 15, IS .........
Social Science ... , .........3
....... -
.................
2
5
3
.+
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the courses in civil and mechanical engineering, in which case it may be taken in evening school or
summer session.
DENTISTRY
Preparation for the study of dentistry can generally be completed
in two years. The following schedule will meet the requirements for
admission to most dental schools. Students planning to enter this curriculum should take higher algebra and plane geometry in high school.
FRESHMAN
I Sem. II Sem.
C
r.
--.
.2
Religion .................
English 1, 2 .............. .a
Chemistry 5, 6 ............. 4
Mathematics 13, 14
.5
Electives .................. .3
.......
SOPHOMORE
I Sem. II Sem.
Cr.
Religion ...................
Zoology
Chemistry 52, 81
Physics 5, 6 ...............
Electives
.2
....................
............ 44
Cr.
2
4
.4
.................. .a
MEDICINE
Most medical schools require a minimum of three years of college
education, but premedical students often find it advantageous to complete their college work before entering the medical school. The following program will meet the requirements of most medical schools, but
it is advisable for the student to study the requirements of the medical
school to which he plans to apply.
Students who have not had higher algebra in high school will need
to add Second Course Algebra to the curriculum given below.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
2
.2
Religion 1, 2
3
English 1. 2 ............... . 3
#emIsm 15. 16 .......... .4
Mathema:{IS. 14 ........ .5
Physical Education 3, 4 ....%
History or Social Science . . 3
............
JUNIOR
SOPHOMORE
C*.
-
Cr.
2
4
.........
SENIOR
I S e n . II Sem.
Cr.
Cr.
Religion ....................
3
Social Science or Historv . . 3
German ....................3
Chemistry 61, 78 .......... . 4
Physics 5, 6 ...............4
Literature or Philosophy .. .3
r Sem. rr Scm.
Religion 3, 4 ............. . 2
German ....................Q
Biology 13, 14 ............ .4
Psychology ................ .Chemistry 53, 54
.4
Speech 11 .......-........ . . 2
I s m . 11 Sem.
cr.
Religion ................... . 3
Social Science .............
Fine Arts ................. .Genetics ................... . 4
Electives .................. - 9
-
Cr.
Curriculums / 93
SECRETARIAL WORK
The f i x ~ t pear of the following program p o v i d ~preparation for
certain office positions. Completion of the second year provides more
advanced training. ?I student ~ h has
o had simila~cowses in high
school may he admitted to adrancerl c l a s s on the basis of his proficiency in the subject. An outline: of h e requirements for teaching
bu9ine.s subjects in high school appears m d e ~Secretarial S t n d i ~ .
FIRST YXAR
I Sem. I1 Sem.
Cr.
Cr.
2
Religion ................... .3
Freshman Enalish ........ 3
3
Elementary ~fpewriting . . I
Intermediate Typewriting ..2
Introduction to Business . . 3
Office Machines ........... *2
Elementary Shorthand ... - 3
3
Physical Education . . . . . . . .'4
I42
Electives ................... 5
5
SECOND YEAR
I Sem. 11 Sem.
Cr.
Cr.
2
Religion ...................-2
2
Speech ..................... .Advanced Typewriting
-2
2
Advanced Shorthand ..... .2
3
Principles of Accounting ...3
3
Secretarial Practice ........
Psychology ................ .3
5
Electives .................... 5
...
-
Founded in 1869, Augsburg has served in the fieH of Christian higher
education for over 90 years, now having nearly 5,000 persons on the
Alumni Associatwn roster. Included are leaders and responsible citizens
in. aU walks of life and in all parts of the world.
Augsburg Theological Seminary
INTRODUCTORY
AUGSBURG
THEOLOGICAL
SEMINARY
is the training school for the pastors
and missionaries of the Lutheran Free Church. It offers a regular threeyear course of preparation for the Christian ministry, including both
theoretical and practicai training. In harmony with he-Principles of
the Luheran Free Church it a i m s to stress particdarly the training of
pastors and spiritual leaders dedicated to tlre ideal of building Lutheran
congregations where the Gifts of Grace are freely cultit-nted and
nurtured under t h e authority of the W o ~ dand the guidance of the
Holy Spirit.
APPLICATION FOR ADMISSION
APPLICATION
FOR ADMISSION to the Seminary should be addressed to
the Secretary of the Theological Faculty, and should include the
following :
P. A formal letter of application for admission as a student in the
Seminarp, including a personal ~taternentby the candidate concerning
his background, including baptism, confirmation, spiritual experience,
doctrinal con~iciions,and church m e d e ~ h i p .
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of
these should be from the candidate's local church.
4. A certificate of good health.
These documents should be in the hands of the Secretary of the
Seminary Faculty before July first.
The Committee on Admissions consists of the Faculty and the Seminary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
ADMISSION REQUIREMENTS
THE NORMAL REQUIREMENT for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college course must have
included the following prerequisite subjects:
Greek
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years
P h i l o s ~ ~...h...~.................................................1 year
Germs, or
Latin, or
Norwegian
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2 years
In the case of mature students of outstanding ability and experience,
an occasional exception from these requirements may be made by
special action of the Committee on Admissions.
Augsburg Theological Seminary / 9 5
SUGGESTED PRE-THEOLOGICAL COURSES
IN
ORDER THAT S ~ E N T Smap derive the greatest p o s d l e advantage
from their theoiogical studies, it is recommended that h e i r college
course of study, besides fulfilling requirements as to a major and a
minor and, in ar!di~n to (fie sabjccts i n a ' i c d above, include as
many as possible of the folIowing:
English
Speech
Psycholog
..History -.-....LL-----.L---.
Youth Work
Natural Science -.
Sociology, or Economics, or
Political Science, or
Education
..
Typewriting
1
.
-
.-1
-
2 years
1 year
year
2 years
1 semester
1 year
1 year
year
When possible, it is recommended that elementary Hebrew
be taken in the senior year of college.
All candidates for admission to the Seminary must have achieved a
good academic record in their preparatory studies in college.
TRANSFER OF CREDITS AND ADVANCED STANDING
S ~ E N TARE
S ADMITTED to the Seminet7; with the understanding that
thdr studies are to be pursued under the direction of the Theological
Faculty. h i 7 arrangement to take a part of the theological course at
another se&nav mnst have the prior approval of the Theological
Faculty at Aupburg.
Advanced standing is granted in certain instances, when a student
applying for admission presents a transcript of credits indicating work
done in other theological seminaries of recognized standing.
EXPENSES
SEMINARY
STUDENTS pay no tuition. They do, however, pay a Seminary
fee of forty dollars ($40.00) per semester. This includes the general
library, health, student activities and mail box fees. Unmarried students
living in colIege or seminary housing receive a special grant to cover
the cost of roam ~ent.The cost of board k the same as for the College
students. See under Financial Information. A graduation fee of $7.50
is papabk a month before graduation.
CLASS ATTENDANCE
A STDDENT IS EKPECTEII to attend all classes regularly. Unavoidable
absences map be excused by the Dean, Attendance at any conference
involving absence from classes must have the approval of the Dean
well in advance of the conference.
96
/ Augshrg
Theological Seminary
EMPLOYMENT
THEWORK in the Seminary should be regarded as a full time vocation.
However, when a student's circumstances require it, a limited amount
of remunerative work will be permitted. This must be arranged in
consultation with the Dean. Occasional preaching engagements may be
accepted, but a student is not allowed to supply a vacant parish more
frequently than every other Sunday.
CONDITIONS AND INCOMPLETES
A CONDITION or an incomplete received at the end of the semester
must be removed within the first six weeks of classes of the following
semester or within a year if the student has not re-enrolled. If incompletes and conditions are not removed within the time allowed, the
condition automatically becomes a failure and the incomplete will be
recorded as a passing grade only if the average of previous work is
sufficiently high.
SEMINARY INTERNSHIP
IN ADDITION to the three years of theological study in the Seminary
each student is required to spend six months in practical service, as
appointed and supervised by the Committee on Service. This work is
done during the summer vacations between the beginning and c m clusion of the Seminary course.
A limited amount of assigned collateral reading is required during
the in-service period.
The Seminary students are also encouraged to engage in a limited
amou,nt of practical church work during the school year either in the
Twin Cities or in nearby communities.
STUDENT ACTIVITIES
ALL SEMINARY STUDENTS are members of the Concordia Society. A
principal purpose of this organization is "to promote and strengthen
a deeper spiritual fellowship among its members." The weekly meetings
are devoted to prayer and to the consideration of student affairs. The
Seminary joins with the College in a daily chapel senrice.
During his seminary years, each student is associated with a specific
congregation and is encouraged to serve there. As a united project,
the Concordia Society has recently assumed responsibility for conducting Saturday noon services at the Gateway Mission.
The Concordia Society promotes student participation in the InterSeminary Movement and in the Association of Lutheran Seminaries in
America. On a more local level, the student body participates in a
fellowship of five Protestant seminaries in the Twin Cities.
Augsbxrg Theo?ogical Seminary
/ 97
The wives of the seminary students have organized as the Seminettes.
They meet once a month for fellowship and for instruction in subjects
relevant to their vocation.
The Concordia Society publishes a semiannual magazine called
Concord.
GRADUATIORr AND DEGREES
THE SEMINARY COURSE consists of a three-year cycle of lectures and
study plus six months of practical service in the congregations. Students
who complete all the requirements of the regular course are graduated
with the degree of Bachelor of Theology. These requirements may be
summarized as follows:
1. A minimum of 98 semester credits, including a seminar course
in each of the following four major fields: Old Testament, New Testament, Church History, and .Systematic Theology.
2. Courses in the Biblical languages, Hebrew and Greek, as regularly
offered.
3. The attainment of an honor-point ratio of at least 1.5 (C+
average) throughout the three years of Seminary work.
4. Six months of practical Christian service under the direction of
the Faculty Committee on Service.
5. The preparation of a scholarly thesis, approximately 8,000 words
in length, on an approved theological subject. The subject must be
submitted for faculty approval before April 15 of the Middler year
and the thesis must be completed by January 10 of the Senior year.
6. A comprehensive examination, written and oral, in Old Testament, New Testament, Church History, and Systematic Theology taken
during the third week of March. Written and oral examination sermons.
The degree of Graduate i n Theology is conferred upon the stndents
who have fulfilled the requirements listed above with an honor point
ratio of not less than 1.0 (C average) in their academic work but who
have not met all the normal prerequisites far a h i s i o n to the Seminary,
or who have not attained an honor point ratio of 1.5 in their Seminary
studies. Candidates for the Graduate in Theology degree are not required to write a thesis.
Courses of Study'
THEOLOGICAL ORIENTATION COURSE
Junior Year
I.
THE BACKGROUND
AND STRUCTURE
OF THE BIBLE. A reading course
giving the student a preliminary orientation in the Book which is the chief
source in theological study. Geography of Bible lands. General outline of Biblical
History and contemporaneous secular history. Brief survey of the historical
origin of the Biblical writings.
z Cr.
OLD TESTAMENT
A study of the essentials of Hebrew grammar,
9-10. HEBREWFOR BEGINNERS.
with the reading of selected passages from the historical books of the Old
Testament. (Offered 1960-61.)
6 Cr.
11. THE PENTATEUCH.The course includes a general introduction to the
books of the Bible, and a careful exegetical study of selections from the
Pentateuch. (Offered 1961-62.)
3 Cr.
12.
THE HISTORICAL
BOOKS.A survey of the history of Israel with emphasis
on religious values and the rise of prophetism. Selected passages from the
3 Cr.
historical books are studied. (Offered 1961-62.)
13. THE PROPHETISAIAH.A careful study of the Biblical data concerning
the plitical and religious conditions of Israel and Judah, together with a survey
of the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book. ( m e r e d 1962-63.)
3 Cr.
14. THE PROPHETJEREMIAH.A study of the ~olitical, moral, and religious
trends of the time of Jeremiah. Special attention is given to Jeremiah's personal
character, his Messianic hope, and to his portrayal of the struggle for spiritual
freedom. (Offered 1962-63.)
3 Cr.
PSALMSAND THE WISDOMLITERATURE.
Place of the Psalms in the worship
I .
of Israel and the church. Religious development in the post-exilic period. The
fundamental problems of life as posed in the wisdom literature. (Offered 196061.)
3 Cr.
"With the exception of the Theological Orientation Course, offered annually
for Juniors, the Seminary courses are rotated in a three-year cycle.
Augsburg Tbeological Seminary / 99
16. OLD TESTAMENTTHEOLOGY.The major themes of the Old Testament
approached topically: God's nature, names and self-revelation in history. Covecant, election, people of God, nature of man. Sin and forgiveness, judgment
and salvation. Vorship, sacrifice, praise and prayer. (Offered 1960-61.) z Cr.
17, 18. HEBREWEXEGESIS.
A review of Hebrew grammar. Lectures on principles of exegesis. Application of exegetical method to selected passages of the
2, z Cr.
Old Testament. (Offered 1961-62.)
A study of archaeological discoveries
19. SEMINARI N BIBLICALARCHAEOLOGY.
and their significance in relation to the Bible. The course consists of n number
of introductory lectures followed by student presentations od assigned topics
and class discussion. ( W e r e d 1960-61.)
I Cr.
NEW TESTAMENT
20-21.
NEW TESTAMENT
GREEK. Two yean of Greek is a requirement for
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction of normal load.
22.
INTRODUCTION
m m E NEW T E S T ~ E N TA. survey of the contents of
the New Testament, together with the authorship, date, and purpose of the
various books. The proceu by whiih these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manu3 Cr.
scripts and early versions. (Offered 1962-63.)
23. THE GOSPEL OF MARK.Readings from the Gospel of Mark in Greek,
with selectbns from Luke, considered in the historical frame of Jesus' ministry.
Each student will be expected to master a knowledge of the historical outline
3 Cr.
of Jesus' ministry. (Offered 1962-63.)
24. THE GOSPEL OF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
3 Cr.
appeal to the Jews. (Offered 1961-62.)
zr. THE GOSPEL OF JOHN. The purpose and special characteristics of the
Fourth Gospel, its authenticity and value, and relation to contemporary religious movements. Study of the Gospel in Greek and discussion of the themes
3 Cr.
which pervade the Gospel. (Offered 1960-61.)
26.
THE JEWISH SECTIONOF THE APOSTOLICCHURCH.Rapid survey of Acts
This will be followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Offered
3 Cr.
1960-61.)
1-12.
roo / Augrburg Theological Seminary
01: PAUL. Survey of some approaches to
27. ASPECTSOF THE THEOLOGY
Paul and a study of some of the basic themes of his theology. Selected portions
of the Epistles examined in Greek. (Offered 1961-62.)
3 Cr.
28. INTERPRETATIONS
OF ROMANS.Exegesis of the Epistle in Greek; the
essence of the Gospel as set forth by Paul. Consideration of the Gospel as Paul
relates it to the problem of Israel and the Christian life. (Offered 1960-61.) 2 Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the place of the universal Christian Church as the Body of
Christ and the spiritual goal of history. (Offered 1962-63.)
2 Cr.
OF THE REVELATION
OF JOHN. The course aims at a
30. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature.
2 Cr.
(Offered 1961-62.)
CHURCH HlSTORY
MR. SONNACK
40. THE EARLYCHURCH.The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great (190). The organization,
doctrine, government, and worship of the Early Church; the downfall of
heathenism in the Roman Empire, and the rise of the Papacy. The course begins
2 Cr.
with a brief survey of the Book of Acts. (Offered 1961-62.)
41. THE CHURCHOF THE MIDDLEAGES.A general survey of the development of Christianity in Western Europe from 590 to the period of the Protestant Reformation. The course includes the study of the development and decay
of Papacy, monastic orders, scholasticism, and of movements toward reform.
(Offered 1962-63.)
3 Cr.
A study of the causes which led to the Protestant
42. THE REFORMATION.
Reformation; the Reformation itself and its results, including the Roman
3 Cr.
Catholic Caunter-Reformation. (Offered 1962-63.)
This course covers the period
43. THECHURCHAFTER THE R~FORMATION.
from the Reformation and up to the present time, with special emphasis on
2 Cr.
the history of the Lutheran Church. (Offered 1960-61.)
AMERICANCHURCHHISTORY.Early colonization; planting of churches;
church government, religious life and worship; separation of church and state;
revivals; demminationalism. The history of the Lutheran Church in America
3 Cr,
is studied with special care. (Offered 1960-6.1.)
44.
45,46. THE HISTORYOF CHRISTIANDOCTRINE.A study of the development
of Christian doctrine and its crystallization into creeds and confessions, including
the Patristic, Scholastic, and Reformation periods. (Offered 1961-62.) z, z Cr.
CHURCHIN THE WORLDTODAY.
A study Of the consti47. THE LUTHERAN
tution and work of the Lutheran Churches in the various countries of the
world. Special attention to the work of the Lutheran World Federation. I Cr.
SYSTEMATIC THEOLOGY
MR. OLSON
OF THEOLOGY.
An inquiry into the field, sources, and
50. BASICPRINCIPLES
methods of systematic theology. (Offered 1960-61.)
2 Cr.
AND ANTHROPOLOGY.
A systematic examination of the teach5 I. THEOLOGY
ings of the Bible concerning God and man. The course includes a study of the
2 Cr.
Trinity, creation, and man's fall into sin. (Offered 1960-61.)
A careful study of the teachings of the Bible concerning
52. SOTERIOLOGY.
Christ-His Person, states, and ofice; the Person and work of the Holy Spirit;
3 Cr.
the order of salvation. (Offered 1961-62.)
AND ESCHATOLOGY.
A study of the nature and function
53. ECCLESIOLOGY
of the Church; the Sacraments; the doctrine of the last things. (Offered
2 Cr.
1961-62.)
CHRISTIANETHICS.A study of the religious and ethical implications
~ 4 55.
,
of the Christian experience. Special attention is given to ,the application of
Christian ethics to individual, group, and public life. ( m e r e d 1962-63.) 2, z Cr.
A careful study of the Book of Concord. Attention is given
56. SYMBOLICS.
to the genesis and development of each creed, its doctrinal significance, and
its place in the present life of the Church. (Offered 1960-61.)
2 Cr.
AND RELIGIOUS
CULTS. A comparative study
SYMBOLICS
57. COMPARATIVE
of the creeds of the great divisions of the Christian Church, and the teachings
2 Cr.
of various modern religious sects and cults. (Offered 1962-63.)
58. THE THEOLOGICAL
ISSUESOF THE SIXTEENTHCENTURYPROTESTANT
REFORMATION.
The basic theological differences between Roman Catholicism
and historical Protestantism. The position of historical Protestantism with
regard to divergent theological doctrines is discussed, evaluated, and compared
with the corresponding position af the Roman Church as expounded primarily
in the dogmatic definitions issued during and after the Council of Trent.
(Offered 1959-60.)
2 Cr.
102
/ A u g ~ h gTkological Seminary
PRACTlCAL THEOLOGY
All members of the Theological Faculty give instruction in this field.
A.
Pastoral Theology
60. PRINCIPLESOF PASTORALTHEOLOGY.This course deals with the B i U
basis for the Christian ministry, the call and
of Ehe pastor, hia
public and private life, and the practical aspects of his wdrk in the church
today. ( W e r e d 1960-61.)
2 0.
61. INTRODUCTION
TO PASTORAL
COUNSELING.A course dealing with the
dynamics underlying human behavior. various pastoral counseling techniques
are studied. The course attemprs to help the student recognize deviations of
personality, and to know which ones he can handle, and which ones should
be referred to more competent help. Middlers. (Offered annually.)
I Cr.
62. CLINICALPASTORAL
TRAINING.The purpose of this course is to provide an
opportunity for the student to learn Pastoral Care through. interpersonal relations in a hospital setting. I t will include ward calling, writing of clinical notes,
I Cr.
special seminar and lecture sessions. Middlers. (Offered annually.)
63. THE CHRISTIANWORLDMISSION. The worldwide responsibility of the
Church. Missionary motives, methods and, aims. Rapid survey of mission history
and a study of the present missionary situation, with special attention given
2 Cr.
to the emerging national churches. (Offered 1961-62.)
6j. PRINCIPLESAND PRAC~ICE
OF PREACHING.Technical and psychological
elements of preaching. Emphasis upon sermons. Juniors.
z Cr.
The application of the principles of preaching to the out66. HOMILETICS.
lining and presentation of brief sermons. Emphasis upon thorough preparation
2 Cr.
and constant practice in delivery. Middlers.
67. SERMONS.A course in the preparation and delivery of sermons. Both the
structural and spiritual elements are emphasized. Sermons by great preachers
2 Cr.
are studied. Seniors.
C . Polity, Worship, und Parish W o r k
70. CHURCHPOLITY. A course dealing with the Biblical theory of the congregation; officers, organization, and government in the apostolic times; the
growth of the idea of the Church; the idea of a free church. I and I1 Corinthians are studied as the best source. (Offered 1960-61.)
2 Cr.
Augsburg T h ~ o l o g i c dSeminary / 103
CHURCH ADMINISTRKTION.
A study of the various aspects of congregational organization. Methods of increasing efficiency in the performance of
the pastor's duties. Effective office procedures. The practice and teaching of
Christian stewardship. (Offered 1960-61.)
I Cr.
71.
72. PASTORALPROBLEMS.A series of lectures and discussions dealing with
practical problems in the pastor's work in the parish and the local community.
The approach to the unchurched. Congregational evangelism. Making the
occasional services effective. Problems of pastoral ethics. (Offered 1962-63.) I Cr.
The principles and forms of public worship. A study of liturgy
73. LITURGICS.
as a means of expressing and moulding religious life with emphasis on its relation
I Cr.
to varying conceptions of the Church. (Offered 1962-63.)
HYMNOLOGY.
An historical survey of the best selections of hymns from
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered 196263.)
I Cr.
74.
D. Christian Education and Sociology
Studies in the application of basic
76. METHODSOF PARISH EDUCA.~ION.
principles and methods of education to the subject matter used in catechetical
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 1962-63.)
2 Cr.
THE CHURCH
A N D SOCIETY.A study of the relation lbetween the Christian Church and present-day civilization and culture, and of the organized
movements in contemporary society with which the Church must deal.
Emphasis upon the social duties of Christians, both the individual and the
Church, and the activities and agencies by which these duties may be fulfilled.
z Cr.
77.
Emphasis upon preparation
and practice in delivery of
sermons is included in the
homilectics course for Seminary Middlers.
Personnel
THE BOARD OF TRUSTEES
Oficers of the Board
THE REV. CLIFFORDM. JOHNSON . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
.
MR. G. S. MICHAELSEN . . . . . . . . . . . . . . . . . . . . . . . . . . . Vice-president
MR. R. F. PAUTZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Secretary
.
MR. R. E. MYHRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Treasurer
Term Expires in 1960
MR. R. F. PAUTZ, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
MR. PHILIP C. HELLAND,
Willmar, Minnesota
Superintendent of Schools, Willmar, Minnesota
Term Expires in 1961
The REV. GEORGEJ. KNUDSON,Marinette, Wisconsin
Pastor, O u r Savior's Lutheran Church
Austin, Minnesota
MR. L. S. HARBO,
Superintendent of Schools, Austin, Minnesota
Term Expires in 1962
MR. GILBERTBERG, Seattle, Washington
Business, Berg Fuel Company
The REV. CLIFFORDM. JOHNSON, Minneapolis, Minnesota
Pastor, Oak Grove Lutheran Church
MR. R. E. MYHRE, Minneapolis, Minnesota
Insurance
Term Expires in 1963
The REV. L. 0. GJERDE, Minneafiolis, Minnesota
Executive Director, Lutheran Welfare Society of Minnesota
A. JOHNSON, Minneapolis, Minnesota
MR. HERBERT
Investors Syndicate Life and Annuity Company
Term Expires in 1964
The REV. ERLINGTUNGSETH,St. Paul, Minnesota
Pastor, Roseville Lutheran Church
MR. GEORGES. MICHAELSEN,Minneapolis, Minnesota
Education, University of Minnesota
Personnel / r 05
MR.
JEROME FORMO,Minneapolis, Minnesota
Research, Minneapolis-Honeywell Regulator Company
ddvisory Mern bers
The REV. DR. JOHN M. STENSVAAG,
Minneapolis, Minnesota
President, The Lutheran Free Church
DR. BERNHARDCHRISTENSEN,Minneapolis, Minnesota
President, Augsburg. College and Theological Seminary
ADMINISTRATION
BERNHARDCHRISTENSEN. . . . . . . . . . . . .
,
. . . . . . . . . . . . . .Presided
NORMANL. NIELSEN . . . . . . . . . ..Vice President in charge of Development
MARTIN QUANBECK. . . . . . . , . . . . . . .
PAUL G. SONNACK. .
,
. . . . . . . . . . Dean of the College
. . . . . . . . . . . . . . . . ..Dean
of the Theological Seminary
BURTONP. FOSSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Business Manager
PETER ARMACOST. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Dean of Students
GERDAMORTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Women
MILDREDJOEL . . . . . . . . . . . . . . . . . -Registrar; Secretary of the General Faculty
MELVIN A. HELLAND
.........-
.Secretary of the Theological Faculty
Acting Dean of the Seminary, 1958-60
AGNESB. TANG
JERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Librarian
.
CARL R. HAMMARBERG
. . . . . . . . . . . . . Director of Placement and Testing
FRIEDELVINDMANN
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Treasurer
S. V . HJELMELAND
. . . . . . . . . . . . . . . . ..Associate Director of Development
HAROLDKAMBAK. . . . . . . . . . . . . . . . . . . . . . . . .Director of Public Relations
A. B. BATALDEN. . . . . . . . . . . . . . . . . . . . . . .Director of Alumni Relatias;
Manager of Musical Organizations
IRVING
HOEL . . . . . . . .Purchasing Agent; Szrpervisor of Buildings and Grounds
RICHARDL. BERG . . . . . . . . . . . . . . . . . . . . . . Assistant Business Manager
MRS. MARYRETA KARJA . . . . . . . . . . . . . . . . . . . . . ..Director of Food Services
BJARNE LANDA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C u ~ a t oof~ the Museum
IVER B. OLSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Archivist
DONOVANLUNDEEN . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Admissions
BETTY LUNDGREN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Assistant Registrar
KARLIS ( ~ O L I N S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Associate Librarian
MARCELLUSJOHNSON
. . . . . . . . . . . . . . . . . . . . . . . . . . . .Admissions Counselor
ADAIINISTRATIVE STAFF
Ofice Staff: Office of the President and Dean-June Nelson and Mrs. Gertrud
Stechmann; Business Ofice-Lois
Medin, Lilly Gerhard, Mrs. Randi Oen, and
Irene Leland; Ofice of Registrar-Borghild
Estness, Tena Mehus, and Mrs.
Alice Panttila; Development, Public Relations and Admissions-Mrs.
Ruth
Hammarberg, Violet Myers, Mrs. Dorothy Bailey, Mrs. Irene Brown, and
Adamarie Oaks; Personnel, Placement, and Employment-Marilyn
Petersen
and Mrs. Shirley Knox; Library-Mrs.
Naomi Sorkness and Mrs. Erna Staub;
Printing and Mailing-Valborg
Bosmoe, Lillian Peterson, and Grace Fifield;
Receptionist-Mildred
Nelson.
Resident Cozmselors in Dormitories: Memorial Hall, Gordon Grimm; Gerda
Mortensen Hall, Mrs. Irene G. Wolf, Elaine Green; Campus House, Mr. and
Mrs. James Glasoe.
Sujervisw of Hossekeeping: Olga Hermunslie; Manager of Grill, Arthur C.
Engen.
MEDICAL STAFF
Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Alice Swensen, R.N.,
Nurse; Myrna Hundtoft, R.N., Assistant Nurse.
COMMITTEES OF THE FACULTY - 1959-1960
Administration: Christensen, M. Quanbeck, Helland, Fosse, Armacost, Nielsen.
Educational Policies: M. Quanbeck, Christensen, Kash, Thorson, Miss Segolson,
Miss Joel, P. Quanbeck, E. Anderson, R. E. Anderson, Chrislock, Hanwick.
Library: Olson, Agre, Preus, Gisselquist, Miss Tangjerd, Ozolins.
Admissions and Student Standing: Miss Joel, M. Quanbeck, Sateren, Colacci,
Holum.
Student Personnel: Armacost, Hammarberg, Miss Mortensen, Nash, Miss Joel.
Athletics: Soberg, E. Anderson, Kleven, Mickelberg.
Social: Mrs. L. Peterson, Miss Mortensen, Stenstrom, Pearson, M i s Sonsteng.
Irrstitutional Stdies: R. Anderson, M. Quanbeck, Dahlen, Thut, Miss Pedemn.
Convocrrtions: Urdahl, Batalden, Torstenson, Mrs. Nicholl. (Student members
also included in this committee.)
Student Activities: Armacost, Miss Mortensen, Nielsen, Savold, Miss Lund. (Student members also included in this committee.)
R-eligiow Life: P. Quanbeck, Miss Cole, Tollefson. (Student members also included in this committee.)
Teacher Education: Sateren, Johnson, Thorson, Agre.
Student Conduct: Chrislock, Mrs. K. Peterson, Nelson, Swenson.
Faculty Personnel Policies: Torstenson, Fosse, Hemmingson, Urdahl, Holum.
AUGSBURG THEOLOGICAL SEMINARY
BERNHARD
M. CHRISTENSEN,
Th.M., Ph.D., President and Professor of Theology
A.B., Augsburg College, 19t r ; Augsburg Theological Seminary, 1922-25 ;
Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary
Foundation, 1929. Additional study: Columbia, Chicago, Berlin, Giittmgen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral
work, 1928-30. A t Augsburg since 1930. President since 1938.
MELVIN A. HELLAND,S.T.M., Ph.D., Professor of New Testamenf
A.B., Augsburg College, 19 I 5 ; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930. Additional study: Grenoble, Chicago. Educational Missionary in Madagascar,
19t I -3 8 ; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. A t Augsburg since 1941.
RODGERSTEEN JORDAHL,A.B,. Th.B., Assisiant Professor of Old Testament
A.B., Luther College, 1947; Th.B., Luther Seminary, 1952; Additional
Study, University of Chic'ago. A t Augsburg since 1959.
IVERB. OLSON,A.M., S.T.D., Professor of Systematic Theology
A.B., Augsburg College, 1935; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945; S.T.D., Chicago Lutheran
Theological Seminary, 1957. Teaching: Oak Grove Seminary, 1936-39;
University of Minnesota, I 945-46. Pastor, Sand Creek, Wisconsin, 1939-44.
Adviser to SPAN Group in Scandinavia, 1950. A t Augsburg since 1945.
PHILIP A. QUANBECK,Th.D., Associate Professor of New Testament and
Religion; College Chaplain
A.B., Augsburg College, 1950; Th.B., Augsburg Seminary, 19 5 I ; Th.M.,
Princeton Theological Seminary, 1954; Th.D., 1957. Pascoral work, 195 15 3. Teaching Fellow, Princeton Theological Seminary, I 9 54- 57. At Augsburg since 1957.
PAUL G. SONNACK,A.B., Th.B., Professor of Church History and Religion
(on leave).
A.B., Augsburg College, 1942; C.T., Augsburg Theological Seminary, 1945;
Th.B., 1947. Additional Study: University of Chicago. Pastor, Moose Lake,
Minn., 1945-47. A t Augsburg since 1949.
MARIOCOLACCI,Th.D., D.Litt., Lecturer in Hebrew and Theology, 1958-60.
For statement of academic preparation and experience, see College Faculty
listing.
Io8
/ Personnel
DORRISFLESNER,Ph.D., Lecturer in Church History
A.B., Carthage College, 1936; B.D., Hamma Divinity School, 1939; S.T.M.,
Wartburg Lutheran Seminary, 1950; A.M., University of Chicago, 195 3 ;
Ph.D., Hartford Seminary, 1956. Professor of Church History, Northwestern Lutheran Theological Seminary, 1957.
LAWRENCE
M. GUDMESTAD,
A.B., S.T.M., Lecturer in Pastoral Counseling
A.B., Augsburg College, 1939; C.T., Augsburg Theological Seminary, 1942;
S.T.M., Andover Newton Theological Schools, 1955. Pastoral work, 19421954. Chaplain, Lutheran Deaconess Hospital, 1 9 5 5 ~ At
. A u g k g since
'955.
AUGSBURG COLLEGE
COURTLAND
L AGRE,Ph.D., Professor of Chemistry
B.Ch.E., University of Minnesota, 1934; Ph.D., University of Minnesota,
1937; Research Ohemist, 1937-40; U. S. Army, 1940-41; Research
Chemist, 1941-46; Teaching, St. Olaf College, 1946-58; Univ. of California, Berkeley, Visiting Professor, National Science Foundation Fellowship, 1958-59. At Augsburg since 1959.
L n a MAE ANDEREGG,
M.A., Instructor in Education
A.B., University of Minnesota, 1945; M.A., Northwestern University, 1947.
Additional Study: Minnesota, Chicago, California; Teaching and Counselling, High Schools, 1945-46, 195 1-5 3; Teaching, E. Washington College,
1948-49; University of Minnesota, 1950-51; Oakland Junior College, 195456; San Francisco State College, 1957-58; St. Olaf College, 1958-59. At
Augsburg since 1959.
ALBERTB. ANDERSON,
A.M., Th.B., instructor in Philosophy
A.B., encordia College, 1951; Th.B., Luther Theological Seminary, 1956;
A.M., University of Minnesota, 1957. Additional study: University of
Copenhagen. Teaching: Concordia College, 1954-5 5 ; Luther College, 1956.
At Augsburg since 1956. (On leave 1958-60).
ERNESTW. ANDERSON,M.Ed.,
Associate Professor of Health and Physical
Education, Basbtball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 1937-41. U.S. Army, 1941-46. At Augsburg
since 1946.
RAYMOND
E. ANDERSON,
Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1946; A.M., 1950; Ph.D., University of
Minnesota, 1959. Teaching: University of Vermont, 1949. U.S. Navy,
1946. At Augsburg since 1949.
Personnel / 109
A.B., Dean of Students
PETERH. ARMACOST,
A.B., Denison University, 1957. Additional Study: University of Minnesota. Teaching Assistant at University of Minnesota. A t Augsburg since
1959.
HAROLDJ. BELGUM,A.M., M. Soc. Work, lnstructm in Sociology
A.B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa,
~ 9 3 1 ;M. SOC. Work, University of W e w r a , I g S r . Teaching: Mission
House College, Plpmourh, Wis., 1934-38: ELmhurst College. 1938-42; Lakeside S c b d for h y s , Seattle, Wmh., 1942-44. Assistant Execurive Secretary,
Director d k i d Work Services, Laheran Welfare Society of Minnesota.
A t Augsburg since 1954.
LRL
H. BREVIK,B.A., B.Th., Instructor in Religion
A.B., Concordia College 19 5 I ; B.Tl., Luther Theological Seminary, 1954.
Additional Study: Syracuse University. Teaching: Concordia College, 195456. Associate Pastor, Central Lutheran Church, 1956-. A t Augsburg since
1959.
CARLCHRISLOCK,Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 195 y. Teaching: High School, 1939-44; Tracy Junior College,
1947-48; Augustana College, Sioux Falls, S.D., 1948-51. At Augsburg
since 1952.
GRACIACHRISTENSEN,
A.M., instructor in English
A.B., Hunter College, I 9 32: A.M., Radcliffe College,
Study: University of Chicago.
I 93 1.
Additional
Th.D., D.Litt., Profexsor of New Testament Greek and Latin
MARIOCOLACCI,
Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontifical
Biblical Institute de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching Regional Seminary, Benevento, Italy, 1931-40;
Mario Pagano College and Normal Institute, Campbasso, Italy, 1941-49.
At Augsburg since 1952.
AUENE COLE, A.M., Assistant Professor o f Speech
A.B., Gustavus Adolphus College, 1936; A.M., University of Minnesota,
1949. Additional study: University of Minnesota. Teaching: High Schools,
I 936-5 6. At Augsburg since I 9 5 6.
K. BERNERDAHLEN,A.M., Associate Professor of English
A.B., Augsburg College, 193 I ; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-39; Crosby-Ironton
Junior College, 1940-41. U.S. Army Air Forces, 1942-45. At Augsburg
since 1941.
I Io
/ Personnel
IVANDOSEFF,B.S., Instructor in Art
B.S., University of Chicago, 1907. Additional study: A r t Institute af
Chicago. Teaching: Cornell College, 19I 8-19;
Iowa State Teachers College,
1919-21;
Luther College, 1922-23;Minneapolis A r t Institute, 1928-30;
University of Minnesota, I926-5 3. At Augsburg since I95 5.
JACK
FISHER, S.M.M., I n s t r z ~ t o rin Organ
B.M., University of Texas, 1946;S.M.M., Union Theological Seminary,
1948. A t Augsburg since 1955.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949.U. S. Army, 1943-46.
Industrial Engineering work, I 949-5 3. A t Augsburg since I9y 3.
DARYLGIBSON,Ph.D., Insfrumental Specialist (Brass Instruments)
B.S., University of Minnesota, 1934;A.M., 1941;Ph.D., University of
Iowa, 1947.Member of Minneapolis Symphony Orchestra, 1934-44.Teaching: University of Iowa, 1943;University of Montana, 1947-48;Gustavus
Adolphus College, I 948- 5 2. A t Augsburg since I954.
ORLOUEGISSELQUIST,
A.M., Instr~~cbor
in,History
A.B., University of Minnesota, 1943;A.M., University of Minnesota, 1956.
Teaching: Bethel College, I954-56. A t Augsburg since 1956.
W~LMM
H. HALVERSON,
Th.M., A.M., Assistant Professor of Philosophy and
Religion
A.B., Augsburg College, 195 I ; B.Th., Augsburg Theological Seminary,
1955 ; Th.M., Princeton Theological Seminary, 1957; A.M., P+ceton
University, 1959. Teaching: Princeton Theological Seminary 1917-59.A t
Augsburg 1955-56and since 1959.
ANNA M. HALVORSON,A.B., A.M.B., Assistant Professor of B&ss
Administration
A.B., Jarnestown College, I 933 ; A.M.B., University of Denver, 195 I.
Teaching: High Schools, 1934-5
2 ; Muskingum College, 195 3-56;Illinois
College, 1956-59.A t Augsburg since 1959.
CARLR. HAMMARBERG,
A.M., Assistant
A.B., Gustavus Adolphus College,
1948.Additional study: Minnesota.
Kan., 1948-53.A t Augsburg since
Professor of Psychology
1932;A.M., University of Minnesota,
Teaching: Bethany College, Lindsborg,
1953.
Personnel /
III
THEODORE
J. HANWICK,Ph.D., Professor of Physics
B.E.E., Polytechnic Institute of Brooklyn, 1 9 3 3; KS.,Polytechnic Instirute of B w k l g n , iy17; Ph.D., hTew York University, r y p . Teaching:
Polytechnic Inseinrre of Brmklpn, 1937-3 8 ; New York University, 193842; tT. S. Naval Academy, 1942-46; Rutgem University, r946-~6.Ar
Augsburg since 1976.
MAURINEM. C. HANSEN,A.M., Instructor in Home Economics a d Sociology
A.B., Rice Institute, 1920; A.M., University of Colorado, 1938. Additional study: Texas, Minnesota. Teaching: High School, 1920-21, 193443, Lamar College, 1943-48, University of Minnesota, 1949-, Hamline University, 1949-58. At Augsburg 1957-58 and since 1959.
RUBENG. HAUGEN,M.M., Instructor in \Voodwinds
B.M., MacPhail S c h d of Music, i 9 p ; M*M., MacPhail S c h l of Music,
I 9 5 I. Additional Study, Univcrsiq of Kyoto, Japan. Teaching: Minneapolis Junior Academy, rg yo-y z; B e c k Miitxry Academy, r g ~ r - g7; MacPhail
School of Music since 1950. At Augsbarg since l y f g .
MELVINA. HELLAND,S.T.M., Ph.D., Professor of Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
A. ROBERTHEMMINGSON,
A.M., Assistant Professor of Ennromics and Business
Administrotion
A.B., Dana College, 1953; A.M., University of Nebraska, 1957. Additiona!
Study: University of Minnesota. Teaching University of Nebraska, 199657. At Augsburg since 1957.
Ph.D., Associate Professor of Cbmistry
JOHN R. HOLUM,
A.B., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
Teaching: University of Minnesota, I 910-5 z; University of Maryland,
1956; Pacific Lutheran College, 1858-59. U. S. Armed Forces, 1955-57. At
Augsburg 1957-58 and since 1959.
IRENEKHW KHIN JENSEN, Ph.D., Instructor in Histmy and Political Science
A.B., Rangoon University, Burma, 1949; A.M., Bucknell University, 1951;
Ph.D., University of Wisconsin, 1956. Teaching: Rangoon University,
Burma, 1949-70. At Augsburg 1955-56 and since 1959.
MILDREDV.
JOEL,
A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947.
Additional Study: Saskatchewan, Minnesota, Denver. Teaching: High
School, 1941-46. A t Augsburg since 1947.
I I2
/ Personnel
EJNAR0. JOHNSON,A.M., Assistant Professor of Education
A.B., Concordia College, 1938; A.M., University of Washington, 19 50.
Additional study: University of Oslo, Norway, and University of Washington. A t Augsburg since 1956.
RODGERSTEEN JORDAHL,A.B., Th.B., Assistant Professor of Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
HAROLDM. KAMBAK,B.A., Instructor in Journalism and Director of Public
Relations
A.B., Augsburg College, 1959. Additional Study: University of Minnesota;
American Academy of Art; Graphic Arts Institute of Illinois. Director of
Public Relations, Augustana College, 195 6-5 8. At Augsburg since 195 8.
KARLLN,
ROBERT
B.M., A.M., Instructor in Music
B.M., New England Conservatory, 1910; A.M., University of Minnesota,
1959. Additional Study: Berkshire 'Music Center, Salzburg, Austria; Conservatoire Nationale, Paris, Nadia Boulanger. Teaching: Public Schools,
1950-13 ; St. Agatha's Conservatory, 1958-19; University of Minnesota,
1957-59. At Augsburg since 1959.
RALPH KERSTEN,D.D.S., I n ~ t r u c t o rin Health
D.D.S., School of Dentistry, University of Minnesota, 1939. Private practice, 1939-42; O&cer, U.S. Navy, 1942-46. At Augsburg since 1955.
MIMI B. KINGSLEY,A.M., Assistant Professor of Spanish
A.B., Maryville College, 1936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner College, Staten
Island, N.Y., 1941-42; Friends School, Brooklyn, N.Y., 1946-47. At
Augsburg since 1947.
BERNHARDT
J. KLEVEN,Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
Ph.D., 1941. Additional study: Harvard. Teaching: High School, 19223 5; Wheaton College, 1946-47. At Augsburg 1937-46 and since 1947.
BJARNEE. LANDA,Ph.D., Professor of Germanic Langwrges
AB., Voss
S t a t e Callege, Norway, 1925: A.B., University of Southern California, 1928; A.M., 1930; Ph;D., University of Minnesota, 1952. Teaching:
High Schhoot, rg30-3 r ; University of Minnesota, 1938-42; Fisk University,
1945-47. U. S. Ofice of Censorship, I 942-.+$. A t Augsburg since 1947.
Personnel /
I I3
CARL W. LANDAHL,M.Mus., Assistant Professor of Music
A.B., University of Minnesota, 1931; B.Mus., Columbia School of Music,
Chicago, 1933; M.Mus., 1934; B.D., California Baptist Theological Seminary, 1950. Teaching: Private Teaching, Chicago, 1931-40; Dakota Wesleyan University, Mitchell, S. D., 1940-42; Northwestern College, 1950-59.
A t Augsburg since 1952.
RAMONAH. LEER, A.B., Assistant Librarian
A.B., Augsburg College, 1934. Additional study: University o;f Minnesota.
Teaching: Long Prairie High School, 1954-56. At Augsburg since 1957.
BERTHALILLEHEI,A.B., Instructor in English
A.B., Augsburg College, 1934. Additional study: University of Minnesota.
A t Augsburg 1937-40 and since 1957.
GERTRUDES. LUND, A.M., Assistant Professor of Secretarial Science
A.B., Augsburg
Teaching: High
Morris, 1945-47;
49. A t Augsburg
College, 1936; A.M., University of Minnesota, 1951.
School, 1943-45; West Central School of Agriculture,
Duluth Business University, 1947-48; High School, 1948since 1950.
ERWIND. MICKELBERG,
A.B., Instructor in Anatomy
A.B., Augsburg College, 1954. Additional study: Columbia, Minnesota.
Teaching: Atwater High School, 19 54-5 6. A t Augsburg since 19 5 6.
F. C. MORTENSEN,Ph.D., Lecturer in Chemistry
A.B., St. Olaf College, 1914; Ph.D., University of Iowa, 1926. Teaching:
Westminster College, Coe College, Pan American College, Macalester College. U. S. Army, nineteen years (retired with rank of Colonel). At
Augsburg since I 9 59.
GERDAMORTENSEN,A.M., Dean of Women with rank of Professor
B.S., University of Minnesota, I 923 ; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 19 17-2 I ;
Hankow Private School, Hankow, China, 1934-3 5. A t Augsburg since 1923.
ARTHURNASH,Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U.S. Army
Air Force, 1942-46. Dean, Augsburg College, 1946-50. A t Augsburg since
1922.
EDORC. NELSON, M.Ed., Associate Professor of Physical Education and Coach
of Football and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41. U. S. Army, 1941-46. A t Augsburg since
1946.
I I4
/ Personnel
CATHERINE
NICHOLL,A.M., Instrzrctor in English
A.B., Hope College, 1953 ; A.M., University of Michigan, 1954. Teaching:
Colby Jr. College, 1954-51; Bradford Jr. College, 1955-56; South Oregon
College, 1956-57. A t Augsburg since 1957.
NORMANL. NIELSEN,A.B., B.Th., Vire President in Charge of Development
A.B., Augsburg College, 1944; B.Th., Luther Seminary, 1947. Additional
Study: Boston University. Pastor: Minot, N. D.; Minneapolis, Minn. A t
Augsburg since I 95 8.
IVER B. OLSON,M.A., S.T.D., Professor of Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
SULAMITOZOLINS,Cand. Phil., Instructor in French
Cand. Phil., University of Marburg, Germany, 1948
KARLISOZOLINS,B.A., Th.B., Assoriate Librarian with rank of Assistant Prof essw
A.B., Augsburg College, I 9 7 I ; B.Th., Augsburg Theological Seminary,
195 2. Additional Study: University of Marburg, Germany; University of
Minnesota. A t Augsburg since 195 5.
HOWARD
E. PEARSON,A.M., Assistant Professor of Physical Education
A.B., Augsburg College, 1953; A.M., University of Minnesota, 1977. A t
Augsburg since I 9 5 6.
ANNE PEDERSON,A.M., Professor o f English
A.B., Augsburg College, 1932; A.M., University of Minnesota, 1945. Additional study: Minnesota, Columbia, Pennsylvania. Teaching: High School,
1945-46; San Mateo Junior College, California, one semester, 1946. A t
Augsburg 1932-44 and since 1946.
KATHERINEPETERSON,M.S., Assistant Professm of Home Economics
B.S., South Dakota State College, 1936; MS., State University of Iowa,
1939. Additional study: University of Minnesota. Teaching: High Schools
in South Dakota, 1936-38; University of Minnesota, 1940-76. A t Augsburg since 1956.
LAVONNE PETERSON,A.M., Assistant Professor of Physical Edtccation f o 7
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 195 3. Additional study: Minnesota, Montana, MacPhail School of Music. A t Augsburg
since 1950.
Personnel /
II5
OVE J. H. PREUS,Ph.D., Assistant Professor of English
A.B., L&er College, 1 9 4 8 ; A,M., Unimrsiry of kliiinnesota, 1918;Ph.D.,
,958. Additional Study: University of MonrpeIIier, Frmcc, 1949-50;
University of Edinburgh, Scotland, 1 9 5 0 - T I ; Shakespeue Institute, Srratford, England, 1950. Teaching: Luther a l l e g e , r g ~ r - 1 2 ;St. Olnf Collcgc,
I ~ J Z - T ~A
. t Augsburg since 1 9 5 8 .
MARTINQUANBECK,
Ph.D., Professor of Education and Deun of the College
A.B., Augsburg College, 1929; A.M., University of Minnesota, 1933 ; Ph.D.,
1952. High School administration, Mantorville, Minn., 1929-36.Teaching:
Waldorf College, 1936-38.Registrar, Augsburg College, 1939-46; Dean,
1942-46 and since 1950. At Augsburg since 1938.
PHILIP A. QUANBECK,
Th.D., Associate Professor of Religion; College Cha@lain
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
ROBERTT. SANDIN,B.D., Ph.D., Instructor in Philosophy
A.B., Bethel College, 1949;B.D., Bethel Theological Seminary, 1974;A.M.,
University of Minnesota, 195 6; J?h.D., University of Minnesota, 195 9.
Teaching: University of Minnesota, I 95 6-58; Northwestern College, 19 5 8-.
At Augsburg since 1958.
LELANDB. SATEREN,A.M., Professor of Music
A.B., Augsburg College, 1935 ; A.M., University of Minnesota, 1943.Additional study: Composition with Donald F e r g w n (Minneapolis), 1941-43.
Teaching: High School, 1935-39.Music Director, Radio Station KUOM,
University of Minnesota, 1940-43.Educational Director, Civilian Public
Service, 1944-46. At Augsburg 1941-43and since 1946.
A. MAYOSAVOLD,
A.B., Associate Professor of Music
A.B., Luther College, 1941.Additional study: North Dakota, Minnesota.
Teaching: Benson County Agriculture and Training School, Maddock, N.D.,
1934-37;Lamberton Public Schools, 1941-42and 1946-48.U. S. Armed
Forces I 942-45; Glenwood Public Schools, I 948- 5 2. At Augsburg since
R u m SEGOLSON,
M.S., Professor of Hmne Economics
B.S., University of Minnesota, 1927; M.S., 1938. Additional study: Minnesota and Syracuse University. Teaching: High School, 1925-28;University of Minnesota, 1928-44;Washington State College, summer 1936. At
Augsburg since I 944.
GEORGESOBERG,
A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926;C.T., Augsburg Theological Seminary, 1950.
Additional study: Minnesota. At Augsburg since 1926.
PAULG. SONNACK,
A.B., Th.B., Professor of Religion
For statement of academic preparation and experience, see Theological Seminary Faculty listing.
I I6
/ Personnel
R u m SONSTENG,A.B., Instructor in Home Economics
A.B., Augsburg College, 1954. Additional study: University of Minnesota.
Teaching: Hinckley High School, 1955-56;Graduate Assistant, University
of Minnesota, 1956-57.At Augsburg since 1957.
ROBERTC. STENSTROM,
M.A., Instructor in Physics and Mathematics
A.B., University of South Dakota, 1957; A.M., University of South
Dakota, 1958. Teaching: University of South Dakota, 1956-58. At Augsburg since 195 8.
MERTONP. STROMMEN,
Th.B., Ph.D., Lecturer in Religion
A.B., Augsburg College, 1943;C.T., Augsburg Theological Seminary, 1944;
Th.B., 1951;A.M., University of Minnesota, 1955; Ph.D., 1960. Additional
study: Minnesota. Pastor: Mora, Minnesota, 1944-47.A.t Augsburg since
(Xu H.
SWENSON,A.M., Assirtant Professor of Sociology
A.B., Gustavus Adolphus College, 1943; A.M., University of Minnesota,
1950. Teaching: Gustavus Adolphus College, 1947-49,1950-5I. Probation
Oflice, Hennepin County, 195 I-. At Augsburg since 1953.
AGNESB. TANGJERD,A.M., Associatg Professor of Library Science
A.B., St. Olaf College, 1920;B.S., in L.S., University of Minnesota, 1939;
A.M., 1944.Additional study: Minnesota. Zion Society for Israel, I 922-28.
Teaching: High School, 1929-36.Eau Claire Public Library, 1936-38. At
Augsburg since 1940.
P H ~ I PJ. THOMPSON,B.A., M.F.A., Instructor in Art
A.B., Concordia College, I 9 5 5 ; F.A.M., State University of Iowa, 195 8.
Teaching: State University of Iowa, 1957-58;Kokorno Extension of Indiana University, 195 8-59. At Augsburg since 1959.
GERALDH. THORSON,Ph.D., Professor of English
A.B., Augsburg College, 1943;A.M., University of Minnesota, 1948; Ph.D.,
Columbia University, 19f7.U. S. Army, 1943-46.Teaching: Wagner
College, 195I.A t Augsburg since 1946.
JOHN THUT, A.B., M.Mus., Associate Professor of Music
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929;M.Mus., I 936. Additional study: Minnesota, Northwestern University. Private work in singing with Rollin Pease, Charles LaBerge, Aksel
Schiotz. Special studies with Theodore Harrison and Martial Singher.
Teaching: Bethel College, 1924-27;American Conservatory of Music, 193 I44; Colorado State College of Education, 1946-47.Y W A War Prisoners
Aid, England and Belgium, 1944-46.A.t Augsburg since 1947.
Personnel /
I I7
VERATHUT,B.Mus., Instructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study: American Conservatory of Music and Minnesota, Master Class Work with Silvio
Scionti, Robyn hTormal Teachers Training Course; studied under Kurt
Wanieck. Teaching: American Conservatory of Music, 1926-46; Colorado
State College of Education, 1946-47. A t Augsburg since 1947.
JOEL S. TORSTENSON,
A.M., Ph.D., Professor of Sociology
A.B., Augsburg College, 1938; A..M., University of Minnesota, 1940; Ph.D.,
1959. Additional study: Minnesota. Director of Education and Public
Relations, Midland Cooperative Wholesale, 194 5 -47. A t Augsburg 193842 and since 1947.
ADELEF. TURRITTIN,
B.A., M.A., lnstructor in German
A.B., University of Wisconsin, 1931; A.M., University of Minnesota, 1950.
Teaching: Minneapolis High Schools, I 9 5 3-5 8; University of Minnesota,
1947-49. A t Augsburg since 1958.
B.A., M.Th., lnstrtlrtor in Religion
HAROLDTOLLEFSON,
A.B., Augsburg College, 1950; B.Th., Augsburg Theological Seminary,
1953 ; M.Th., Princeton Theological Seminary, 195 5. Additional Study:
University of Heidelberg Pastoral work: Coon Rapids, Minn. At Augsburg
since 1959.
HELENULVESTAD,
B.A., Instructor in Library Science
A.B., St. Olaf College, 1931. Additional Study: University of Minnesota.
Teaching: Jackson, Minnesota High School, Minneapolis Schools. At Augsburg since 1959.
ERLINGJ. URDAHL,A.M., Associate Professor of Biology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-55. Principal, Cannon Falls, Minnesota, 1935-41. At Augsburg since 1943.
P. A. SVEEGGEN,
A.M., Professor Emeritus of English
(Deceased, October 29, 1959)
A.B., University of Minnesota, 1908; A.M., 1909. Additional Study: Minnesota, Chicago. Teaching: University of Minnesota, 1908-10; Ellsworth
College, 1913-15. A t Augsburg 1915-19gz.
MANIVALD
ALDRE,M.S., Assistant Professor of Chemistry
(Deceased, November I , 19 5 8)
Diploma of Chemical Engineer, Estonian State University of Technology,
1941; M.S., University of Minnesota, 195 I. Additional study: Minnesota.
Teaching: Estonian State University of Technology, 1941-42. At Augsburg 1949-58.
I I8
/ Personnel
ALICE LINDGREN,B.A., Graduate Assistant in Biology
A.B., Augsburg, 1958. Additional Study: Minnesota. A t Augsburg 1958-.
OLIVERG. BERGH,B.A., B.Th., Instructor in Religion
A.B., Augsburg College, 1948;B.Th., Augdburg Seminary, 195 I. Additional
Study: Tokyo School of the Japanese Language and Culture, Luther Seminary. Teaching: Tokai Lutheran Bible Institute, 1956-57. A t Augsburg
1958-59.
ROBERTH. BOYD,M.Th., Ph.D., Lecturer in Old Testament, 1958-59;Profe~sor
of Old Testament, Luther Theological Seminary.
GLENN CARLSEN,B.A., B.Th., lnstructo~in Religion
A.B., Augsburg College, 1953;B.Th., Augsburg Seminary, 1956. A t Augsburg 1958-59.
WILLIAMM. CHASE,B.S., M.S., In~tructorin Business Administration
S.B., Montana State College, 1953; S.M., Montana State College, 1957.
Additional Study: Iowa State College. A t Augsburg 1958-59.
DENNISJ. GRUNDMAN,
B.B.A., Instructor in Business Administration
A.B.B., University of Minnesota, 1958.A t Augsburg 1958-59.
LYLE C. HALL,A.B., Instructor in Chemistry
A.B., Luther College, 1956. Additional Study: State University of Iowa,
University of Minnesota. At Augsburg, I 95 8 - 5 9.
JOHN V. HALVORSON,
C.T., B.Th., M.A., Lecturer in Old Testament, 1958-59.
Professor of Old Testament, Luther Theological Seminary.
JOHN H. KRUGER,B.Min.E., M.A., lnstructor in Business Administration
B.Min.E., University of Minnesota, 1955; A.M., University of Minnesota,
1958. A t Augsburg, 1958-59.
WALTERC. LARSON,B.A., M.A., Assistant Professor of Psychology and Education
A.B., Concordia College, 1950; A.M., University of Minnesota, 1957.
Additional Study: Chicago. At Augsburg I 958-59.
BRUCELUNKLEY,B.S., Instructor in Music
B.S., University of Minnesota, 1951.Additional Study: Minnesota. At
Augsburg 1955-y6,1958-59.
Personnel / I 19
GWENDOLYNMAYO,B.A., Ph.D., Assistant Professor of Chemistry
A.B., Vassar College, 1954; Ph.D., University of Minnesota, 1958. Teaching
Assistant: University of Minnesota, 19 54-56. A t Augsburg 1958-59.
ZETTA OSWALD,B.S., Instructor in Anatomy
S.B., University of Alberta, Canada, 1949. Additional Study: Minnesota.
Teaching: Royal Alexander Hospital, Edmonton, Alberta; St. Michael's
Hospital, Lethbridge, Canada. A t Augsburg 195 5-56, 1958-59.
MARYBELLE
RILEY, B.A., Instructor in Speech
A.B., Wheaton College, 1955. Additional Study: Minnesota. A t Augsburg
1958-59.
ESTHERE. REINECKE,B.S., B.L.S., Instr~rctorin Library Science
B.S., Northern State Teachers College, 1938; B.L.S., University of Denver,
1946. Additional Study: Colorado State College. At Augsburg 1958-59.
PAULETTEROBETORYE,B.A., Instructor in Spanish
A.B., Augsburg, 1954. Additional Study: Minnesota. At Augsburg 1958-59.
DONALDSHAMBLIN,B.A., M.A., Instructor in Spanish
A.B., Marshall College, 1952; A.M., University of New Mexico, 1957.
Additional Study: Minnesota. A t Augsburg 1958-59.
SHELDONL. TORGERSON,
B.A., B.Th., Instructor in Religion
A.B., Augsburg College, 1949; B.Th., Augsburg Seminary, 1952; Dip.Sup.,
Alliance Francaise, I 9 5 3. Teaching: Manasoa Private School, Madagascar,
1954-58. A t Augsburg 1958-59.
A.M., Associate Professor of Psychology
MARVINE. TRAUTWEIN,
A.B., University of Nebraska, 1935; A.M., Colummbia, 1940. Additional
study: Harvard, Hawaii, Minnesota. Teaching: High School, 1936-42;
Dean, Norfolk Junior College, 1942. U. S. Amy Air Force, 1942-46.
Staff, Education and Training OBicer, V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, University of Minnesota, 1948-50 and
1953-55. A t Augsburg 1950-59.
ROBERTE. WRIGHT, B.A., LL.B., Instructor in Business Administration
A.B., Concordia College, 1951; LL.B., Valparaiso University, 1957. A t
Augsburg 1958-59.
Graduates
AUGSBURG COLLEGE, 1958
WITH THE
Almquist,
Anderson,
Anderson,
Anderson,
DEGREE OF
BACHELC
IR
.........
.......
James Arnold
.Spicer
Charles Harvey ..Minneapolis
Eugene M.
.Minneapolis
Marilyn Jeanne . . . ..Menahga
Bagley, Robert Lynn ............Gatzke
Bark, Paul Arhur ..........Hudson, Wis.
Beaman, Roger E. .......... .Minneapolis
Belkholm, Gudwren Ellingson
Minneapolis
b w r ~Vsmon R. ........... Clarkfield
Berg. Jack R. ............. . M i n n w Z b
Berge. Gerald P.
.Minneapolis
Bergex. UVonne Cynthia Veblen. S. Duk,
Bergtnm. R o w G.
..WinneupolLs
Bloomquist, Daniel Rudolph
San Francisco, Calif.
Boe, Ronald L. ............. ..Minneapolis
Boyum, Joyce Gertrude ... .Minneapolis
.Wyoming
Bullock, Richard W.
Bullock, Robert L. ...........Minneapolis
..........
......
........
........
Minneapolis
Carlson. Roger Alvin
.Nopeming
Cherne, John Edward
Christenson, Erwin William
Portefield, Wis.
.......
Danielson, Harland Peter . .Cadott, Wis.
Davidson. Glenn 0 . ..Charles City, Iowa
Dodds, Donald Jack
.Minneapolis
Eichstadt, Harlen Emin .... .Lamberton
Elias, LeRoi Thomas ...... .Minneapolis
Erickson. Dennis H. .............. W S
Erickson, Lynn Edwin Fairdale, N. Dak.
Evavold, Dale Edward .......... .Ashby
........
Flak, Lorents J. ............Minneapolis
Fleming, Micheal Hudson ......St. Paul
Fristedt, Conrad E. . . . . . . .Minneapolis
OF
ARTS
Johnson,
Johnson,
Johnson.
Johnson,
Johnson,
Betty J. ..........Minneapolis
C. Leroy ..........Minneapolis
Gwendolyn Syble ...... Mentor
Joy Lee Hutzell .. .Minneapolis
Wayne Charles
St. Paul
........
Kemmer. Grace Eileen Williston, N. Dak.
............Minneapolis
............Minneapolis
Lindell, Alice M.
Lindell, John L.
Lundquist, Elyce Ellen
..........Buffalo
Mackey, Lois R. ...........Mfnnmpolfa
Matala, Jon W. .............Minneupolfa
Miskowiec, John Jr.
.JTinn@apo?is
Myrvik, Donald A. ........ . M i n ~ ~ ~ p o l L ?
......
Nelson, Elaine Mae ..Blanchardville, Wis.
Niederloh. Janet M.
Chetek, Wis.
.......
Oakvik, Gerlald Charles ....Minneapolis
Ohlin, Paul Irving .......... Minneapolis
Ollila, Junia Lois ....Lake Worth, Fla.
Olson, Landis Jay ..........Minneapolis
Olson, Magne B. ...........Minneapolis
Olson, Patricia Ann Blanchardville, Wis.
Olson, Phyllis Knudson .... .Minneapolis
Olson, Richard Carl
Minneapolis
Olson, Roger A. .......... .Minneapolis
Osberg, Lorraine Phyllis ..Minneapolis
........
Pearson, Lucille Evelyn ... .Minneapolis
Petersen, Alan Helvig ..... .Minneapolis
Peterson,
Jerome F. ........ .Stanchfield
~
Radebach, Marshall D. ......Minneapolis
Reesnes, Alfred B. Jr. ... .Minneapolis
Rystad. Dennis 0. L. ...... .Minneapolis
Saure, Mabeth Louise ......Fergus Falls
Schmidt, Earl Amandus ....Crystal Bay
Schnebaum. William ..... .Minneapolis
Gllmme. Hugh
Mfnnea?wI%
Schulz. Davlci W.
.Minneapolis
Golie, Byron h'& ......... SacTerI Heurt Sideen. Wedey Thomas ...... .St. Paul
G r t q . Bonita Mad
IZemderaan
Stme. Ronald J. . . . . . . . .Minneapolis
Grmdmen. George Jon . B m k l y x . N.Y.
Stenberg. Thomas Alfred, Jr.
Gustafson, Raymond G. .. ...St. EIiletre
Minneauolis
Stiles, Joanne Darlene ....Circle, Mont.
Hagen. E. James ...........MtaneUpoIis
Studlien, LaVone Carolyn . .Minneapolis
Hagen. Kenneth George ... .Minnwpulk
Sylvester, Ione Lenore ....... .Starbuck
Hanson, Jacqolyn Lorraine
Duluth
Sylvester, Lucille Johnson . .Minneapolis
Harrington, Wayne Ervin .. .MinnenpIia
Harris, David Owen ..... Granite Falls
Thompson, Norman Ephriam
Heide, Darla Kjelstrom ....Minneapolis
Leonard, N. Dak.
Heide, Philip W. ............ Minneapolis
Tornquist, Lowell A. ...... .Minneapolis
Hellzen, Carl LeRoy ......... .Minneapolis
Turner, Gary E. ............Minneapolis
Hofstad, Lois V. .. .Glenwood City, Wis.
Wahlberg, Arden G. ........Minneapolis
Holman, Harvey L. ........Minneapolis
Wamik, Arnold H. ...........Minneapolis
Hovland, Anna Jane
Mora
Welch, Robert M.
.Minneapolis
West, William Lemore .........Clarkfield
Johnson, Arthur Neil .......Minneapolis
..............
...........
.........
......
.............
.........
.
Graduates /
1 2I
AUGSBURG COLLEGE, 1959
W
I
THE
~
DEGREE OF
BACHELOROF ARTS
Aaskov, June A. Cumberland Center, Me.
Allen, Lois L. ....................St. Paul
Almquist, Paul Hempel ..........Spicer
Andersen, Janet Louise ......Markville
Andersen. Sara Jane
Robbinsdale
Anderson, LeAnn Karen ..Walnut Grove
Anderson, Warren L. ......Minneapolis
......
.....
.Lamberton
Batalden, Charlotte D.
Benson, Norman V. ....... .Minneapolis
Berg, Ann Louise ..... .Porterfield, Wis.
Wanmka
Berg, John Allen
Berg, Lawrence J. ..........Minneapolis
Berg, Norman R. ..........Robbinsdale
.Lakefield
Berkness, Vernon Orville
Birkeland, Birgit Elizabeth
Northpod, N.Y.
Lamberton
Burreson, Dennis Basil
Byhre, Mary H.
.Minneapolis
............
....
......
.............
Carlson, Jerry D. ........... .Minneapolis
Casperson. Carl Christian .Minneapolis
Christensen, Paul James
"Stewart
Cooke, Janet Sylvia Spring Valley, Wis.
.
.....
Doren, Mary Mathilda
..........St.
Eldridge, Patricia Darlene
Fall, Ronald David
Fering, Charles A.
Paul
........Shafer
..............
Ivanhoe
Lambe~ton
...........
Gibson, Dennis F. ...............Lamberton
Grahn, Dale E.
.Minneapolis
Grahn, Theodore S. .........Minneapolis
Grant, Gaylord 0.
..Minneapolis
.Minneapolis
Green, Richard Reginald
Grill. Keith E.
.Caruthers. Calif.
Grupp, Delores M. .....LaCrosse, Wis.
Gustafson, Robert Hugo .....Minneapolis
...........
........
..
.......
Haack, Milton Gustav ........Plainview
Hagestuen. Donald John ......Starbuck
Hanson, James A. .........Minneapolis
Hawks, Franklin D.
Willmar
Heggem. Kenneth Clark
.Minneapolis
Heinonen, Margery Marie ..Minneapolis
Hemingway, G. Jerome
.Minneapolis
Hill, Rodney Elmer
Cokato
.Spring Vallql, Wis.
Hojem, Ruth E.
Horn, James K. ...........Minneapolis
.Minneapolis
Home, Harry James
Hulbert, Elsbeth M.
New York, N.Y.
...
............
...
...
............
.......
....
Jacobson,
Johnson,
Johnson.
Johnson,
Ronald Keith Marquette, Mich.
Corrine Joann ......Northf eld
Merton H. ...... .Minneapolis
.Savage
William Douglas
.....
Johnson, William F. ..Ryderwood, Wash.
Jorenby, Donald E. Blanchardville. Wis.
Juliot, Norman L. ........ .Minneapolis
Junkermeier, Larry K. ...........Spicm
.......
Kambak, Harold M.
.Minneapolis
Kim, Ock Hyung
.
- .......... Seoul. Korea
Kopka. Heinrich
Pine River
Kopp, Wilbur E.
.Minneapolis
Kvamme, Ardella E.
.Minneapolis
.............
.........
.....
Lake, Curtis M. .......... .Minneapolis
Lange. Gary D. ............Minneapolis
Lauen, LeRoy A. ............ .Minneapolis
Lindgren, Gordon Edward ......Anoka
Loftness, Lawrence D. .......Minneapolis
Lundahl, Margaret (Peggy) A.
Minneapolis
Lundeen, Walter W. ..........Annandale
Lyngdal, John Walter
.Duluth
...........
Manske, Myrtle J. ....... .Minneapolis
Martinsen. John Phillip
Menominie, Mich.
Martinson, Bonnie Jane ....Minneapolis
Matheson, Donald W.
.Minneapolis
Menken, Ruth E. ...............Litchjield
Miskowiec, Ronald G. .... .Minneapolis
Moen. Thomas Harold
.Minneapolis
Moritz, Robert D. ....Esthmille, Iowa
......
....
Neilsen, Harold Fredrich ..Minneapolis
Nelson, Hubert J. .........Minneapolis
Nelson, James Allen ........... .Dawson
Nelson, James John .......Minneapolis
Nordine, Shirley M. ........Minneapolis
Newquist, Reidun Hartmark Minneapolis
Nystuen, Joseph Philip ......Northfield
....
Olsen, Willard L.
Watertown, S.D.
Olson, Donald C.
.Minneapolis
Olson, Douglas 0.
.Minneapolis
Olson, Lee B. ........... .Cannon Falls
Overby, Richard N. ............Mound
.........
.........
Palo, Hildegarde Hokanson ..Minneapolis
Palo. Rudolph L. ..........Minneapolis
Pearson, Vivian K. Skor
.Minneapolis
Peterson, Eugene S.
.Jackson
Peterson, Gerald Simon ... .Minneapolis
Peterson, Nadia M. Christensen
Minneapolis
Peterson, Robert D. ....... .Minneapolis
Pulkrabek, Carol Rose
.St. Paul
Pundy, Eileen Marion ......Minneapolis
..
..........
.......
Quanbeck. David H. ........Minneapolis
Quanbeck, Norman J.
Bertha
..........
Quanbeck, Stanley Dwight
..Minneapolis
.............. Ashby
.... ..Minneapolis
Ringstad, David J.
Romo, Luther Edward
Sabo, Martin Olav
........Alkabo,
N.D.
.....
Sallen, Donald Arthur
.Minneapolis
Saugestad, Edwin J. .......Minneapolis
Schwarzkopf, Inez Olson ..Minneapolis
Selander, Arlene B. ............Cokato
Shih, Tai-fu ............Taipei, Taiwan
.Minneapolis
Sletten. Richard Glenn
Smith. William Albert ......Minneapolis
........Minneapolis
Solomon, Morton B.
Strand, Theodore Hagen
Svanoe, Rennard Gale
....Minneapolis
.... .Minneapolis
..........
Thorson, Dale B.
.Minneapolis
Tischer, Talvryn T. ...... ..Minneapolis
Torstenson, Gale L. .......... .Dawson
..Sun P ~ a i ~ i eWis.
,
Twiton, Mary Ann
Walden, Klara A. .............Willmar
Wennerlind, James William Minneapolis
West, Stuart E.
Cla~kjield
Willmar
Westphal, Carolyn J.
..
...............
...........
.....
Zielke, Carolyn Margaret
..Minneapolis
AUGSBURG THEOLOGICAL SEMINARY, 1958
WITH T H E
DEGREE OF
BACHELOROF THEOLOGY
Gusdal, Delmar M.
Erickson, Manitoba, Canada
Halvorson, Arvin H. G a k s b u ~ g ,N. Dak.
.Madela
Nelson, Philip A.
.............
Holmes. Arthur W. ....... .Ki~kland,Wn.
.Hoffman
Shiell, Wendell C.
Shultz. Arthur ............ .Spokane, Wn.
Steinbrecher, Wayne G.
.Long Siding
...........
...
AUGSBURG THEOLOGICAL SEMINARY, 1959
Dreyer, Earl E. ............Ferndale. Wn.
Evavold, Charles A.
.Battle Lake
Fullilove, Harry H. ..London, England
Nevin, LeRoy E.
.Cumberland, Wk.
.......
.....
Anderson Kenneth L.
Anderson, Norman E.
Hagestuen, Richard M.
Swenson, Jasper
.......Owatonna
.......Lamberton
....... . S b b u c k
.............Rendricks
Enrollment Summary
STUDENT ENROLLMENT. 1958-1 959
College
Class
Senior . . . . . . . . . . _
Junior ..................
Sophomore ............
Freshman . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . .
Fr. Nurse (D H.! ..... , . . .
Jr . Nurse (D H.) . . . . . . . . .
Fr Nurse (F H.) .........
Fr Nurse (S H.) . . . . . . . .
Evening Students (only) ....
TV Students (only) . . . . . . .
.
.
.
.
.
.
Total
First Semester
Men
Women
Total
83
107
117
191
32
30
45
68
167
11
37
32
113
152
185
358
43
37
32
46
99
14
12
46
2
1
-
. . . . . . . . . . ., 533
99
12
11
Second Semester
Men
Women
Total
78
109
113
175
32
29
46
64
153
14
107
155
177
328
46
A
558
TOTAL COLLEGE ENROLLMENT. Y 958-7959
Claw
Men
85
Senior . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . .
113
Sophomore . . . . . . . . . . . . . . . . . .122
Freshman . . . . . . . . . . . . . . . . . . .211
Special . . . . . . . . . . . . . . . . . . . . . 42
Fr. Nurse (D H.) . . . . . . . . . . . . . . .
Jr Nurse (D. H.) . . . . . . . . . . . . . . .
Fr Nurse (F. H.) . . . . . . . . . . . .
Fr Nurse (S H.) . . . . . . . . . . . . . . . .
Evening Students- (only) ..........
2
N Students (only) . . . . . . . . . . . . . . 1
.
.
.
.
.
-
Total
. . . . . . . . . . . . . . . 576
.
Women
Total
31
48
73
168
18
37
32
46
99
13
11
116
167
195
379
60
37
32
46
.
99
15
12
576
THEOL0GICA.L SEMINARY. 1958-1959
Semester I
Men
Third Year . . . . . . . . . . . . . . . . . .
Second Year . . . . . . . . . . . . . . . .
First Year . . . . . . . . . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
..................
.6
7
9
1
Semester II
Men
6
7
9
Total
Men
6
7
9
-
.
1
.
23
22
n
TOTAL ENROLLMENT. 1958-1959
College
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
576
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Total
-
.............................
Seminary
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
0
-
Total
23
.
..................................
Total enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . ., . . . .
1175
2
.
STUDENT ENROLLMENT. 1959-1960
College
Class
Men
Senior . . . . . . . . . . . . . . . . . . 91
Junior . . . . . . . . . . . . . . . 100
Sophomore . . . . . . . . . . . . . 114
Freshman . . . . . . . . . . . . . . . . 265
Special . . . . . . . . . . . . . . . . . . 37
Fr. Nurse (D. H.) . . . . . . . . .
Jr Nurse (D. H.) . . . . . . . . .
Fr. Nurse (F. H.) . . . . . . . . .
Fr. Nurse (S H.) . . . .
Evening Students (only) . . . .
2
36
44
89
171
13
42
29
45
95
21
127
144
203
436
50
42
29
45
95
29
-
615
585
1200
.
.
Total
,
............
Second Semester
Total
Men
Women
36
122
86
43
145
102
85
199
114
164
412
248
13
52
39
First Semester
Women
Total
.
TOTAL COLLEGE ENROLLMENT 1959-1961)
Class
Senior . . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . .
Special
....... . . . . . . . . . . . .
Fr Nurse (D. H.) . . . . . . . . . . . . . . .
Jr . Nurse (D. H.) . . . . . . . . . -- . . .
Fr Nurse !F . H.) . . . . . . . . . . . . .
Fr Nurse (S H.) . . . . . . . . . . . .
Evening Students (only) . . . . . .
.
.
.
.
Women
36
44
90
176
18
42
29
45
95
26
.
601
Enrollment Summary /
I2 5
THEOLOGICAL SEMINARY. 1959-1960
Semester I
Men
7
Third Year . . . . . . . . . . . . . . . . . . . . . .
Second Year . . . . . . . . . . . . . . . . . . . . . 8
First Year . . . . . . . . . . . . . . . . . . . 11
Special . . . . . . . . . . . . . . . . . . . . . . . 2
-
Total
....................
Semester II
Men
7
7
11
1
Total
Men
7
8
11
2
.
.
26
28
28
TOTAL ENROLLMENT. 1959-1960
College
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
665
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 601
.
-
Total
..........................
,
........
1266
Seminary
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
0
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
28
.
..................................
Total enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . - . . . . . . . .
.
1294
3
.
SUMMARY OF GRADUATES
Seminary
Total
.....................................
679
College
. . . . . . . . . . . . . . . . . . . . . . . . . . . 2320
Graduates-1870-1957
Graduates-1958 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Graduates-1959 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Total
...................................
2538
3217
Index
Page
Academic Administration
.......... " 3 5
Accounts. Payment of ............. - 1 7
Page
Economics . . . . . . . . . . . . . . . . . . . . . . . 6 9
Education. elementary .......... .65. 87
.......................6
. . . . . . . . . . . . . . . . . . . . 105
Administrative Staff . . . . . . . . . . . . . . .1Db
Admission. College . . . . . . . . . . . . . . . . .1
!.3
Admission. Seminary . . . . . . . . . . . . . . . -94
Advanced Standing . . . . . . . . . . . . .36. 95
Aims. Fundamental . . . . . . . . . . . . . . . .B. 9
Alumni Association. The ............. 11
Archives. The ...................... 11
Art. Department of . . . . . . . . . . . . . .58. 71
Athletics .......................... 32
Attendance. Chapel ................ 23
Attendance. Class . . . . . . . . . . . . . . .38. 95
Audio-visual Education ............. 13
Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Education. secondary . . . . . . . . . . . .67. 86
Electives .......................... 41
Elimination of Students ............ - 3 7
Employment . . . . . . . . . . . . . . . . . . . .2?,
96
Engineering. Pre-Engineering Course . . .91
Accreditation
Administration
Biology. Department of
. . . . . . . . . . . . .75
Bwrd. Cost of . . . . . . . . . . . . . . . . . . . . 16
B w r d of Trustees . . . . . . . . . . . . . . . . . 1134
Buildings . . . . . . . . . . . . . . . . . . . . . . . . . 13
Business Administration. Curriculum . . .89
Business Administration and Economics .69
Calendar
Evening School . . . . . . . . . . . . . . . . . . . . 15
Examinations . . . . . . . . . . . . . . . . . . .38. 39
Expenses ................. .16. 17. 95
Faculty. The
...............
Fees . . . . . . . . . . . . . . . . . . . . . .
Financial Assistance . . . . . . . . . .
Financial Information . . . . . . . .
Finonciol Support and Control
Fine Arts . . . . . . . . . . . . . . . . . .
Food Service . . . . . . . . . . . . . . .
Forensics . . . . . . . . . . . . . . . . . . .
French . . . . . . . . . . . . . . . . . . .
General Education Requirements . . . . . .40
. . . . . . . . . . . . . . . .7
. . . . . . . . . . . . . . . . . . . . . . . .62
German . . . . . . . . . . . . . . . . . . . . . . . . . . 5 4
Grade Values . . . . . . . . . . . . . . . . . . . . .39
Graduates . . . . . . . . . . . . . . . . . . . . . . . 120
Church History [Seminary) . . . . . . . . -100
............
Classification of Students
37
Clubs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Cc-curricular Program . . . . . . . . . . . . . .31
Committees of the Faculty . . . . . . . . . .t 06
Community Life . . . . . . . . . . . . . . . . . . . . 23
Conditions . . . . . . . . . . . . . . . . . . . . .39. 96
Control. Financial Support and . . . . . . .10
Convocation . . . . . . . . . . . . . . . . . . . . . . . 24
Coordinator of Student Activities .... - 2 8
Counseling . . . . . . . . . . . . . . . . . . . . . . . . 25
Courses of Study . . . . . . . . . . . . . . . .42. 98
. . . . . . . . . . . . . . . . . . . . . . . .41.
Curriculums
42
. . . . . . . . . . . . . . . . . . . . . . . 84
. . . . . . . . . . . . . . . . . . . . . . . 39.
Dentistry. Pre-Dental Courses
Discipline
49
..................... -37
Chapel Service. The . . . . . . . . . . . . . . . .23
Chemistry . . . . . . . . . . . . . . . . . . . . . .76. 88
Degrees
.............
. . . . . . . . . . . . . . . . . . . . . . . . 4. 5
Cancellation
Credits
English. Department of
Enrollment . . . . . . . . . . . . . . . . . . . . . . . 123
Entrance Requirements. College ...... 35
........
97
92
. . . . . . . . . . . . . . . . . . . . . . . ..28
Distinction. Degree with
.............
41
............. 43
Dramatics . . . . . . . . . . . . . . . . . . . . . .3T. 53
Divisional Organization
General
Information
Geography
Graduates-(1 87@1959), Summary of 125
Graduation Requirements . . . . . . . .39, 97
. . . . . . . . . . . . . . . . . . . . . .21
Grants-in-aid
Greek, New Testament
. . . . . . . . . . . . . 48
Health and Physicol Education
....... 81
. . . . . . . . . . . . . . . . . . . . . 26
Hebrew . . . . . . . . . . . . . . . . . . . . . . .49. 98
High School Teaching. Curriculum . . . . . 86
Health Service
Historical
Sketch
................... 7
.............. 6 0
History. Department of
Home Economics
. . . . . . . . . . . . . . . .73,
87
. . . . . . . . . . . . . . . . . . . . . . . . 102
Honor Points . . . . . . . . . . . . . . . . . . .3Q. 41
Honors . . . . . . . . . . . . . . . . . . . . . . . . 33. 41
Homiletics
Hospital Affiliation . . . . . . . . . . . . . . . . . 15
Housing .......................... 26
Humanities. Division of the
..........48
Index /
Page
Incompletes . . . . . . . . . . . . . . . . . . . . . . . 39
Intercollegiate Athletics. Purpose and
Philosophy of . . . . . . . . . . . . . . . . .33
Introduction t o Augsburg . . . . . . . . . . . .6
. . . . . . . . . . . . . . . . . . . . . . . 52
Journalism
Junior Year Abroad
. . . . . . . . . . . . . . . . 15
Laboratories. Natural Science
. . . . . . . . 14
. . . . . . . . . . . . . . . . . . . . . . . . . . . .48
.
Law, Pre-Law Courses . . . . . . . . . . . . . . -89
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Library Science . . . . . . . . . . . . . . . . . . . .68
Loan Funds . . . . . . . . . . . . . . . . . . . . . . . 18
Latin
Location
. . . . . . . . . . . . . . . . . . . . . . . . . . .2
I 27
Page
19
............
........................
Prizes. Scholarships and
Probation
Psychology
37
. . . . . . . . . . . . . . . . . . . . . . . . 64
....................... 3 0
........................... 8
........................... 26
Publications
Purposes
Records
. . . . . . . . . . . . . . . . . .24, 28,
...........................
Recreation
Refunds
Registration
Registration,
32
18
. . . . . . . . . . . . . . . . . . . . . . -36
Change of . . . . . . . . . . . .3 7
Religion ond Philosophy, Division of
. . .44
Religious Program . . . . . . . . . . . . . . . . -23
Residence Requirement . . . . . . . . . . . . . .41
Room Costs
. . . . . . . . . . . . . . . . . . . . . .I 6
Maiors . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Mathematics, Department of . . . . . . . . . 8 0
Scandinavian Language and Literature 54
Medical Staff . . . . . . . . . . . . . . . . . . . . .106
Medical Technology . . . . . . . . . . . ..15, 90
Scholarships and Prizes . . . . . . . . . . . . .19
Secretarial Studies . . . . . . . . . . . . . . . .71
Medicine, Pre-Medic Courses
. . . . . . . . . 92
. . . . . . . .93
. . . . . . . . . . . . . . .96
Secretarial Work Curriculum
Membership in Educational Associations 6
Seminary,
Ministry, Preparation for the
. . . . . .84, 95
. . . . . . . . . . . . . . . . . . . . . . . . . . .40
Missionary Work, Preparation for . . . .85
Seminary, Courses of Study
Minors
Seminary, Expenses
Modern Languages, Department of . . . .54
Museum, The . . . . . . . . . . . . . . . . . . . . . 13
Seminary, Faculty . . . . . . . . . . . . . . . . 107
Seminary, Graduation and Degrees . . . 97
Seminary Internship . . . . . . . . . . . . . . . . 96
Music, Department of
. . . . . . . . . . . . . . .56
Music Fees . . . . . . . . . . . . . . . . . . . . . . . . 17
Musical Organizations . . . . . . . . . . .32, 58
Admission
. . . . . . . . . 98
. . . . . . . . . . . . . . . . .95
Social and Recreational Activities . . . . .24
Social Sciences, Division of the . . . . . . .60
Social Work Curriculum
Sociology, Department of
. . . . . . . . . . . .89
. . . . . . . . . . .63
Natural Sciences and Mathematics,
Division of . . . . . . . . . . . . . . . . . . . . 75
New Testament (Seminary) . . . . . . . . - 9 9
Span . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
. . . . . . . . . . . . .5 4
. . . . . . . . . . . .42
Schools of . . . . 15
Speech, Department of . . . . . . . . . . . . .52
Student Activities, Coordination of . . . . .28
Norwegian,
Courses in
Numbering of Courses
Nursing. Affiliation with
Nursing, Pre-Nursing Courses
Old Testament (Seminary)
. . . . . . . . . . . 98
. . . . . . . . . .31,
32
. . . . . . . . . . . . . . . . . . . .26,
98
Organizations, Student
Orientation
........ 91
Parish Work. Preparation for . . . .
Pastoral Theology . . . . . . . . . . . . . .
Payment of Accounts . . . . . . . . . . . .
Personnel Services. Student
Philosophy. Department of
Physical Education
.....
......
............
Physics. Department of . . . . . . . . . .
Placement Service far Graduates
.
............
................
Plant. The Physical
Political Science
Polity. Worship. and Parish Work . . . . 102
Practical Theology . . . . . . . . . . . . . . . .102
Special Programs of Study
. . . . . . . . . . 15
Student Community Life . . . . . . . . . . . . .23
Student Government . . . . . . . . . . ..29, 96
Student Personnel Services
. . . . . . . . . .25
. . . . . . . . . . . . . . . . . . . . . . . . . .4 2
Svstematic Theolwv
.. . . . . . . . . . . . . . . .101
Symbols
Table of Contents . . . . . . . . . . . . . . . . . .3
Teacher's Certificate . . . . . . . . . . . . . . . 86
. . . . . . . . . . . .86. 87
. . . . . . . . . . . . . . . . . . . . . . . .25, 38
Theological Seminary. Augsburg . . . . . -94
Teaching Curriculums
Testing
Theology. College Preparation far . .84. 95
Transfer and Advanced Standing
Trustees. B w r d of
Tuition and Fees
. .36.
95
. . . . . . . . . . . . . . . . . 104
. . . . . . . . . . . . . ..16. 17
University Courses ................. 37
Upper Division Requirements
-41
........
AUGSBURG IS CURRENTLY ENGAGED
IN A MAJOR CAMPUS EXPANSION AND
EDUCATIONAL DEVELOPMENT PROGRAM
PICTURED
AT RIGHT is the campus master plan scheduled for completion
by 1979. Objectives are timed to four 5-year phases. Total cost is
estimated at $8,000,000.
Goals for Phase I, ending in 1964, include an auditorium-gymnasium,
student union, men's and women's dormitories, additional land acquisition and campus improvements. Goals for educational development
during this same period include additional research and instructional
equipment, strengthening faculty salaries and larger student scholarship
funds.
The first building objective, "Si Melby Hall," is under construction
and scheduled for completion in early 1961. A $1,100,000 building, it
will serve campus needs in physical education, inter-collegiate athletics,
chapel services, convocations, student social life and church and community events.
The development program states as its purpose
"to challenge and enlist the active assistance and gift support
of a continuously growing corps of friends in order to bring
the college to the fulfillment of its destiny."
Joining the administration, board of trustees and faculty for this
purpox are volunteers representing the community, corporations,
parents, alumni, students, church and friends of the college. These
volunteers work with and through a Development Council.
Opportunities for gift support are regularly made available in a
manner matching the individual donor's interest and ability. Many are
thus supporting the college through a gift-a-month patron plan,
memorial gifts, the Thousand Dollar Club, or various special gifts
iccluding bequests, life insurance and a life income plan with favorable
tax benefits to the donors.
The college seeks from each concerned friend of Christian Higher
Education his special skill, thoughtful counsel, constructive evaluation
and support in prayer on behalf of Augsburg.
Inquiries concerning gift opportunities are invited and should be
addressed to Mr. Norman L. Nielsen, Vice President for Development,
Augsburg College, Minneapolis 4, Minnesota.
Show less
Catalog for the
Academic Years 1962-63 and 1963-64
Augsburg College
and
Augsburg Theological
Seminary
MINNEAPOLIS 4, MINNESOTA
RECORD FOR THE ACADEMIC YEARS 1960-61 AND 1961-62
Augsburg's location deeply affects the nature of its educational
program. From the dynamic cultural, church, sc... Show more
Catalog for the
Academic Years 1962-63 and 1963-64
Augsburg College
and
Augsburg Theological
Seminary
MINNEAPOLIS 4, MINNESOTA
RECORD FOR THE ACADEMIC YEARS 1960-61 AND 1961-62
Augsburg's location deeply affects the nature of its educational
program. From the dynamic cultural, church, scientific and business
resolurces of tbig great Upper MiXwtxt metropolitan center, Augsburg
draws v&&y und s t r w h , mmsmtwhila contributing its o w n resources
to the r
e &ebping progress oJ t
harea.
Y o u are cordially invited to tour the campus. A letter or phone
call i n advance will enable us to make special arrangements t o suit
your particular needs and interests. Administrative offices are located
i n Science Hall (pictured above) at the corner of 7 t h Street and
21st Avenue South. Visiting hours are 9 a.m. t o 5 p.m., Monday
through Friday; Saturday b y appointment. Telephone FEderal 8-0501.
NNEAPOLIS
burg College i s convenienl
MINNEAPOLIS INSTITUTE 0 1 ART
-4 nrnraR
C ~ P U S B S P ~ ~ S I 0 and
6
educational development project
is undenrap, scheduld over n 20-year period. Shaded portions of
the map belon* designate campus arcs now- being developed. The
rota1 setting, encompassing he rlngburg College campus, Fairview
HuepitaL St. Rlary's Hospital. the Main Campus ant1 T e s t Bank
expansion of the Tinir~rsitr af Tvlinnesota, i s becoming a key
medical-educational center. Constmctitilln no\+-nnderlray an a nmv
inter-city freeway bordering the south side of the ~ l u p b w gcampus
will further enllance this setting.
CbMPUS DIRECTORY
Admin#$lrol~veORlce.
121 G c o w svcrdruplibmry
161 SiMclby HmII
A"d,lorium Gymn..,um
171 S w r h - D m m a Building
4 / T h e Academic Calendar
SEPTEMBER
S
M
T
W
T
T
S
FIRST SEMESTER - 1962-63
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
::g:
:! :: i!
30
gi gi
Sept. 12-18 (Wed.-Tues.)
S e* ~. t .17,
.
OCTOBER
M
s
w
S
-
1
8
p
T
2 3 4 5
9 10 11 12
19
21 22 23 24 25 26
28 29 30 31
7
14 15 16
M
T
W
T
T
2
9
16
23
30
T
W
T
6 7
13 14
20 21
27 28
W
F
T
S
(Thurs., 9:00 p.m.) . Christmas Recess begins
20
Jan.
22-25
SECOND SEMESTER - 1963
T
W
T
T
S
1 2
3 4 5 6 7 8 9
l2 13 l4 15 l6
lo
17 18 19 20 21 22 23
24
31 25 26 27
29 30
,
1
T
2
W
T
P
3
MAY
M
T
W
T
T
S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
JUNE
s
M
T
W
Jan. 31 (Thurs.)
Feb. 22 (Fri.) .
April
I
April
10
(Fri.)
. . . . . . Late registration fee
. . . . . .
. . . . .
Washington's Birthday
End first half of Semester
(Wed., g:oo p.m.)
.
T
I
Easter recess begins
Easter recess ends
S
4 5
1l 12
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
S
...
..Registration Second Semester
Jan. 31 (Thurs., 7:45 a.m.) . . . . . Classes begin
Jan. 30 (Wed.)
April 16 (Tues., 7:45 a.m.) . . .
APRIL
M
First Semester ends
S
MARCH
S
Seminary examinations
....
. . . . . . . . . .
1 2 3 4 5
8 9 10 11 12
15 16 17 18 19
22 23 24 25 26
29 30 31
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28
M
(Tues.-Fri.)
Classes resume
College examinations
Jan. 16-24(Wed.-Thurs.)
Jan. 24 (Thurs.)
F
. . .
Jan. 3 (Thurs., 7:45 a.m.)
FEBRUARY
S
Registration
College classes begin
NOV. 13 (Tues.) . . . . End first half of Semester
Thanksgiving recess
22, 23 (Thurs., Fri.) . .
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
31
M
(Mon., Tues.) . . . . .
Nov.
JANUARY
S
Freshman Days
S
92
16
T
.
Sept. 19 (Wed.) . . . . . . . . .
Late registration fee
Oct. 26-28 (Fri.-Sun.) . . . . . . . . . . Homecoming
Dec.
M
.
Sept. 19 (Wed.) . . . . . . . . Seminary convenes
17
11 12 13 14 15
18 19 20 21 22 23 24
25 26 27 28 29 30
S
.
Sept. 19 (Wed.) . . . . . . .
s
6
13
20
27
NOVEMBER
S
I8
.
S
1
May 23-31 . . . . . . . . . . . . .
May 24 (Fri.)
. . .
College examinations
Seminary Commencement
June
2
(Sun.) . . . . . . . . . Baccalaureate Service
June
2
(Sun.) . . . . . . . College Commencement
T b e Academic Calendar /
SEPTEMBER
FIRST SEMESTER - 1963-6e
Sept.
I I -17
(Wed.-Tues.)
....
. . .. .
Sept. 18 (Wed.)
. . . ... .. .. . ..
Sept. 18 (Wed.)
. . . . . . .. . .. . . .
Sept.
Oct.
I8
I 8-20
Registration
OCTOBER
College classes begin
Seminary convenes
(Fri.-Sun.) . . . . . . . . . . . . . Homecoming
... ......
(Sat.,
12:20
....
p.m.)
Jan. 6 (Mon., 7:45 a.m.)
NOVEMBER
S
M
T
W
T
~
S
End first half of Semester
Nov. 28, 29 (Thurs.-Fri.)
21
M T W T P S
2
3
4
5
6
7
9 10 11 12 13 14
16 17 18 19 20 21
23 24 25 26 27 28
30
(Wed.) . . . . . . . . . . . . Late registration fee
Nov. 15 (Fri.)
Dec.
Fresbman Days
. . . . .. . . .
Sept. 16, 17 (Mon., Tues.)
S
1
8
15
22
29
.
Thanksgiving recess
Christmas recess begins
.. . .. . . . .
DECEMBER
-S
M
S
M
S
M
T
W
T
P
C
P
S
F
S
Classes resume
Jan. 21-29 (Tues.-Wed.) . . . . . College examinations
. . Seminary examinations
Jan. 23-29 (Thurs.-Wed.)
. . . . . . . . . . . . ..
Jan. 29 (Wed.)
First Semester ends
SECOND SEMESTER - 1964
......
Feb. 5 (Wed.)
Registration Second Semester
. . .. . . . . . .
Feb. 6 (Thurs., 7:45 a.m.)
12
(Wed.)
. . . . . . . . . . . . Lincoln's Birthday
March 25 (Wed., 9:oo p.m.)
.. .
March 31 (Tues., 7:45 a.m.)
....
fister recess begins
22
(Fri.)
. . . . .. . . . .
Seminary Commencement
May 28-June 5 (Thurs.-Fri.)
June 7 (Sun.)
June 7 (Sun.)
..... ...
.
............
.
T
College Commencement
T
W
T
MARCH
7
S7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
APRIL
1
2
3
4
5
6
7
8
9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
College examinations
Baccalaureate Service
W
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
Easter recess ends
April 9 (Thurs.) . . . . . . End first half of Semester
May
T
FEBRUARY
Ckrsses begin
Feb. 6 (Thurs.) . . . . . . . . . . . . . Late registration fee
Feb.
JANUARY
MAY
S
M
3
4
T
5
W
6
:! !i ii ii27
24 25 26
31
T
~
1
8
2
9
28 29
30
7
:: iz i:
JUNE
S
7
14
21
28
M T W T P S
1
2
3
4
5
6
8
9 10 11 12 13
15 16 17 I8 19 20
22 23 24 25 26 27
29 30
S
6
Profile
AUGSBURG COLLEGE
A four-year Liberal Arts College sponsored
by the Lutheran Free Church. Offers a broad
education in a Christian environment.
Fully accredited by the North Central Association of Colleges and Secondary Schools.
Holds membership also in the American
Council on Education, the Association of American Colleges, the National Lutheran Educational
Conference, the Association of Minnesota Colleges, and the Minnesota Private College Council.
a In addition to providing a Liberal A.rts
cdumtion, Augsburg College offers preparation
f o r teaching, business administration, social
work, medical technology, secretarial work,
parish work, m d missions. Students may prepare for further *dy in the fields of engineering, theology, dentism, medicine, nursing, and
law, and for graduate study in various fields.
Located near the main business section of
Minneapolis. Students have eat- access to
libraries, museums, and art coIIe&ons. They
have opportunity to attend lectures and musical
programs and to participate actively in the l i e
of the churches.
Maintains a friendly atmosphere, in which
students participate in all phases of campus
community life under the direction of a capable,
well-prepared faculty.
A comprehensive development program is
in operation.
AUGSBURG THEOLOGICAL SEMINARY
Offers a three-year course of study leading
to a Bachelor of Theology degree.
Located on the same campus as the college.
Aims primarily to prepare pastors and
missionaries for the Lutheran Church.
General Inf ormatian
HISTORICAL SKETCH
AUGSBURG
was begun as a seminary in 1869, at Marshall, Wisconsin.
It was the first theological school founded by Norwegian Lutherans
in America. Through an arrangement with a private institution known
as Marshall Academy, the Seminary was at first housed in the academy
building. Students who needed further preparation in academic subjects were to obtain this in the academy. In the autumn of 1872 Augsburg Seminary was removed to Minneapolis, Minnesota, where a
building had been erected for its use. In the same year the school was
incorporated under the laws of Minnesota. Its aim was to train ministers for the Lutheran congregations which were being organized in
growing numbers in the pioneer settlements that were spreading rapidly
over the Northwest.
The College was established when it became evident that in order to
get students who were adequately prepared for theological study a
college department was needed. In 1874 a curriculum was planned
which provided for one year of preparatory studies and four
years of college work along two lines, a classical course to prepare
students for theology, and a scientific course to prepare for other
professions. The first college students were enrolled in 1874 and the
first class was graduated in 1879.
In 1900 a high schaaI course covering three years was estabkhed
which in 1910 was expanded to a standard four-year course. This
was discontinued in 3833. In the years 1916-1919the mlIege course
was thoroughly revised. A s a result of W w and of subsequent growth,
the earlier clcsieal course was geatIy modified and suppIemmted bp
social and ~ i e n t i f i cstudies and a more general emphasis upon the
study nf she humanities. Tn recent rears there has been continuoas
stud? and modification Q £ the curriculum including the introduction
of a number of new majors to meet the developing needs of the ~tuderits.
The divisional organization was adopted in 1945. At the present time
26 majors are offered.
Coeducation was introduced in the College in 1922.
8
/ General information
Recent years, especially since the close of World War 11, have witnessed a greatly increased enrollment and a corresponding expansion of
physical facilities both in campus area and in buildings.
In the Theological Seminary there L s likewise been a continuing
revision of the curriculum and the addition of new courses to meet
changing needs. The requirement of a six-month period of internship
was added in 1939. A bachelor's degree or equivalent is the required
scholastic preparation for admission.
While the Theological Seminary has its own organization, the Seminary and the College continue to function in close cooperation and as
integral parts of one institution.
Five presidents have served Augsburg during the course of its history.
August Weenaas ......................................1869 - 1876
.1907
George Sverdrup .....................................1876
.
Sven Oftedal ..............................................1907 - 1911
.........
.1937
George Sverdrup ....
--,1911
H. N. Hendrickson (Acting) ..
1937 - 1938
Bernhard Christensen ..............................1938 - Present
FUNDAMENTAL AIMS
THE EDUCATIONAL PURPOSES of Augsburg College and Theological
Seminary spring from the conviction that in the Christian religion
there are revealed the most basic truths concerning both man and God,
and that Christianity is the fundamental force for good in human life
and society. All the aims of the College, as well as those of the Seminary, are integrated with this principle.
Students who enroll at Augsburg are invited to take up their work
with the distinct understanding that the Christian spirit is determining
in all things. They are expected to cooperate wholeheartedly in the
program of the school towards that end. The entire program of the
school, curricular and extra-curricular, and the discipline necessary to
make possible the carrying out of this program, spring from the aim
"to see all things through the eyes of Christ."
SPECIFIC AIMS
To express more distinctly some major aspects of its program of
Christian higher education, the following statement of aims has been
formulated by the college faculty:
General Information / 9
SCHOLARSHIP
To stimulate the student's intellectual interest and to develop his
scholarly insight, so that he may think with accuracy and comprehension in the fields of the liberal arts.
To instruct the student in scientific methods of study and to develop
his understanding of the relations of science to spiritual reality and
to the welfare of mankind.
To familiarize the student with the culture of his own and other
civilizations, for his enjoyment and for the development of a more
sympathetic understanding of his fellow men throughout the world.
To awaken and foster in the student an intelligent appreciation
and enjoyment of the best in the fine arts.
To help the student develup certain skills, such as those in language,
music, physical aclivitiee. and use of the library, which will increase
his efficiency in the rarinus relationships of life.
FAITH
RELIGIOUS
To lead the student to a deeper understanding and experience of
the Christian Gospel, to the end that he may become an effective participant in the work of the Christian Church and an earnest advocate
of the Christian way of life.
CHARACTER
To teach the student to discipline his urges, interests, ambitions,
and demands in a way that will effectively contribute toward the development of good character.
To guide the student in the understanding of social relationships
in order that he may take his place in groups with propriety and grace,
motivated in his conversation and conduct by the principles of courtesy
and sincerity.
To cultivate in the student a Christian social spirit, in order that
he may realize in his life a right balance between what he expects of
others and the service he will render his fellow men.
CITIZENSHIP
To develop the student's interest in the common purposes of our
country, so that he may work for the welfare of our institutions and
the preservation of our liberties in community and nation.
To develop in the student an enlightened interest and participation
in human affairs throughout the world.
/ General lnformatia
10
VOCATIONAL
PREPARATION
To provide guidance for the student in discovering and clarifying
his aptitudes and his life purposes.
To proride votxtional and professional prqaratinn for public schooI
teaching, business adminisvation. home economics, m d parish work;
and to give prqaration for the study of medicbe: dentis- nursing,
medical technolog, engineering. social work; and throu~ha fouryear college course to prepare the student for the study of theology
and graduate work.
HEALTHAND RECREATION
To afford the student wholesome recreation which will contribute
to effective use of leisure time, and the development of such qualities
as leadership, sportsmanship, and self-control.
To instruct the student in principles pertaining to health, so that he
may develop attitudes, practices, and skills which will promote his
physical and mental well-being, making him better able to meet the
responsibilities of life.
FINANCIAL SUPPORT AND CONTROL
AUG~BURG
COLLEGEAND THEOLOGICAL
SEMINARY
is affiliated with the
Lutheran Free Church, a church body of about 90,000 members with
headquarters located in Minneapolis, near the Augsburg Campus.
The control exercised by the Lutheran Free Church is indirect. The
Annual Conference of the Church nominates the members of the
Augsburg Corporation and the Board of Trustees. The Corporation
through the Board of Trustees exercises direct control over property,
h a n c e , and personnel. Academic control is vested in the President
and the Faculty.
In addition to the income from student tuition and fees, which has
materially increased with the growth and derelqment of the College,
a major part of the financial support of the imtitution cnmes from the
congeegations of thr Lutheran Free Church. In recent y ~ a growing
~ s
E ~ T Cof~ friends slso out~idethis Church, hoth alumni and others,
have contributed financially to the school. Since 1951, business
and indmtrv have given sign5cant support through the Minnesota Private College Fund. An enIargetl Developmmt Program,
inchding a comprehensire 20-year plan for expansion, was hunched
in 1958. Augsburg welcomes and invites support on the part of all who
believe in k r program of vitai Christian education.
General Information /
II
THE ALUMNI ASSOCIATION
THE AUGSBURG
ALUMNIASSOCIATION
has as its goal to enable graduates
and former students to maintain effective contact and cooperation with
one another and with their Alma Mater. The annual meeting is held at
Commencement time each year. Local Augsburg clubs are promoted.
The affairs of the Association are under the leadership of the Board of
Directors. The Alumni Office is located in Science Hall.
THE PHYSICAL PLANT
INSTRUCTIONAL
FACILITIES and student housing at Augsburg are conveniently located in relation to each other.
Old Main, erected in 1900, contains a large number of classrooms
and offices.
Science Hall, erected in 1943-49, is a large and completely modern
building. It includes the general administration offices, well-equipped
laboratories for chemistry, physics, biology and home economics; the
student center; a medium-sized auditorium and several classrooms and
iaculty offices. A Tower Prayer Chapel is located on the fourth floor.
The Lisa Odland Observatory, on the roof of Science Hall, was
completed in the summer of 1960. The Science Hall is shown at left
in the picture below and George Sverdrup Library is the building
extending to the right, connecting with Memorial Hall.
I2
/ General Information
The George Sverdr11,p Library, named in honor of Augsburg's fourth
president, was erected and dedicated in 1955. Adjacent to Science Hall
2nd of similar contemporary architectural design, it contains spacious
reading rooms, seminars, work rooms, a visual-education center, the
Augsburg Archives, and a number of classrooms and faculty offices.
There is stack space for approximately 100,000 volumes.
The classrooms and offices of the Theological Seminary are located
in one section of the Library building.
Si Melby Hall, the new auditorium-gymnasium, shown above, was
completed in 1961. This building, named in honor of Professor J. S.
Melby, dean of men from 1920 to 1942, basketball coach and head
of the Christianity department, provides excellent facilities for the
health and physical education program, intercollegiate athletics, chapel
services and general auditorium purposes.
The Music Hall was acquired by purchase in 1947 and has been
remodeled to serve the needs of the music department.
T h e Speech and Drama Building was acquired in 1959 and remodeled to make an extremely functional building for dramatic and
other sveech activities.
Sverdrup-Oftedal Memorial
Hall, erected in 1938, is a
dormitory affording living
quarters for about 140 men.
On the ground floor of this
building is the college cafeteria and dining hall.
General Information / I 3
Gerda Mortensen Hall, erected in
1955, provides housing for 165 women
students, as well as apartments for the
resident head and her assistant. The
dormitory incorporates the former Sivertsen Hall, remodeled as a wing of the
larger dormitory.
Miriam, Edda, Epsilon, Kappa, Omega, Sigma, and Theta are small
dormitory houses, each accommodating from 8 to 20 women students.
T h e President's Home, an attractive colonial residence, is located on
the West River Road.
A large number of dwellings have also been acquired in recent years
in the expanded campus area, and are in use for faculty, staff, men
students, and married student housing.
T H E ARCHIVES
THE AUGSBURG
ARCHIVESOCIETY
was organized in 1929, for the purpose of gathering documents, books, and other articles of historical
value. The George Sverdrup Library provides adequate, fire-proof
quarters for the archives. Here are found a large collection of periodicals, old and rare books, manuscripts, letters, and pictures, and also
about 3000 volumes of Norwegian-American literature, affording extensive resources for scholarly research.
AUDIO-VISUAL EDUCATION
TO FACILITATE INSTRUCTION the college provides many excellent visual
and auditory aids. The audio-visual center is located on the ground
floor of the Library. Varied equipment is available for classroom use
and other college activities. This equipment includes movie projectors,
slide and filmstrip projectors, a sound amplification system, a tape
recorder, an Episcope, phonographs, and a mi'crocard reader. Records,
slides, maps, filmstrips, and microcards are also housed in this center.
Science Auditorium, as well as several classrooms, is equipped with
facilities for projection.
14
/ General Znf ormation
-
-
. -.
l
T
1
--
- B1r m!
\r
pk?*e.,
.-
LIBRARY FACILITIES
k-
7
-
I' 4
Tz+::>*A~2y
-7
7
THE BEAUTIFUL and spacious
George Sverdrup Library provides 1- +
a central study-workshop for both
-r-t
faculty and students. It contains
.
about 41,000 volumes, exclusive of
pamphlets, all available on open
stacks. Students and faculty memL=bers working in either of the two
large reading rooms have easy
access to the stacks. Additional
conveniences include conference rooms for larger groups or small
classes. A typing corner is provided in the ground floor reading room.
"LA
--
--
*
hh
i
-
11
1
-
%Jd
-
The library subscribes to about 425 of the best periodicals dealing
with a large variety of subjects, as well as a number of serials devoted
to the interests of special fields.
In the Twin City area other libraries are located which make their
holdings available to Augsburg students, notably, the St. Paul and
Minneapolis public libraries, the latter of which issues library cards
to out-of-town students for each school year; the James Jerome Hill
Reference Library in St. Paul, which has one of the finest reference
collections in the Northwest; and the University of Minnesota Library,
within walking distance of the Augsburg campus. Augsburg students
make extensive use of all these libraries.
NATURAL SCIENCE LABORATORIES
THE LABORATORIES of the Natural Sciences are located in the
Science Hall. Three laboratories and storeroom and office space
for Biology are located on the second floor; three larger laboratories
and two special research laboratories for Chemistry and two laboratories for Physics are located on the third and fourth floors. A chemistry library is located near the research facilities. Storerooms and
faculty offices are also located here.
Financial Information
A
CONSIDERABLE PART of the income on which Augsburg operates is
derived from endowment and from gifts, a major part of the latter
coming from the supporting church. Therefore, the fees charged the
student do not constitute the whole cost of his education, for he enjoys
the benefits of the gifts of those who believe in and support the work
of the school. For theological students, the church assumes the full
cost of tuition; a statement of other expenses in attending the seminary
is given in the Seminary section of the catalog.
GENERAL EXPENSES PER SEMESTER1
Tuition (including student activity fee, $9.00; health fee, $11.00) . .
Student union fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Matriculation fee (for those registering for the first time) . . . . . .
Locker (optional)
...........................................
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
$400.00
7.50
10.00
1.00
$418.50
Bcoks are estimated at $25.00 to $40.00.
Students registered for more than the maximum number of credit hours
(17 in the College) are charged at the rate of $18.00 for each additional credit
hour a week per semester.
Special students will pay at the rate of $32.00 per credit hour up to 11
credits. Those who register for 12 o r more credit hours will pay the regular
tuition charge.
The fee for auditing a course is one-half the fee charged when i t is taken
for credit. Students and auditors enrolled for less than 5 credits are not charged
the student union fee. Those enrolled for 5 to 8 credits pay 1/3 the
student union fee. Those enrolled for 9 to 11 credits pay 2/3 the student
union fee.
ROOM AND BOARD PER SEMESTER1
Women
Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
$115.00
.....................................
125.00
Key Deposit (refundable) . . . . . . . . . . . . . . . . . . . . . .
1.00
$241.00
Total Room & Board . . . . . . . . . . . . . . . . . . . . . . . . .
Board*
Men
$115.00
150.00
I 6.00
$281.00
"Women students in residence are required to buy and use a minimum of
$125.00 of meal book coupons per semester, men students $ I 50.00.
1
Subject t o change.
I6
/ Financial Imfomation
SPECIAL FEES
Late registration fee per day (after classes begin) . . . . . . . . . . . . . . . . . . .
Change of registration after the beginning of the second week of classes .
Registration with the Placement Bureau . . . . . . . . . . . . . . . . . . . . . . . . . . .
Placement fee. depending upon the method of placement . . . . . . $3.00 to
Graduation fee. for seniors in both the College and Seminary . . . . . . . . .
Final examinations taken at another hour than the one scheduled . . . . . .
Examination making up an incomplete o r a condition . . . . . . . . . . . . . . .
Comprehensive examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transcript of credits (after first one which is free) . . . . . . . . . . . . . . . . .
Student Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
MUSIC FEES PER S E - E S T E R
Piano . . . . . . . . . . . . . . . . . . . . . . ................................
Voice .......................................................
Organ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Private instruction, per lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Piano studio rental (one hour per day) ...........................
Organ rental (one hour per day) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Voice studio rental (one hour per day) . . . . . . . . . . . . . . . . . . . . . . . . . . .
Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Concert Band . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ESTIMATED EXPENSES PER SEMESTER1
Resident students
General expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . $4 I 8.50
$418.50
to
266.00
Room & Board' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241.00
Special. Music. Books . . . . . . . . . . . . . . . . . . . . . . . .
25.00
to
80.00
Total. approximately . . . . . . . . . . . . . . . . . . . . . . . . . $684.50
to
$764.50
*These are required minimum expenditures. Ordinarily the total cost is somewhat
higher .
Off-campus students
General expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . $41 8.50
$418.50
Special. Music. Books . . . . . . . . . . . . . . . . . . . . . . . .
25.00
to
d0.00
Total. approximately . . . . . . . . . . . . . . . . . . . . . . . . . $443.50
to
$498.50
These estimates do not include transportation. clothing. or ~ersonalexpenses.
PAYMENT OF ACCOUNTS
SEE UNDER Application for Admission for required advance deposits.
Parents may deposit additional money in advance at the college
or the student may make the remainder of the payment when he
registers. Student accounts are due in full at the time of registration
in September and February .
Recognizing that payment of fees in full at registration poses a
financial problem in some cases. the college has instituted a "budget"
plan . By this plan the resident student makes a down payment of
$475.00 at registration. then seven monthly payments of $115.00 and
1 Subject to change.
Financial Informl~tion/ 17
the balance due in May. Off-campus students pay an initial payment
of $225.00 and seven monthly payments aE $80.00 and the balance
due in May. To defray the cost of the plan, a charge of $1.00 is made
for each payment on the student's account after registration.
REFUNDS
Tuition, fees, and room charges for a student cancelling his registration
before the middle of anv semester will be charged at the rate of 10
percent per week or fraction thereof, except f;lr matriculation and
special fee.! which are not refundable. There i s no fee refund after
the middle of the semester.
Refunds for board are made on unused meal-book coupons. Students
who move out of dormitories but do not cancel out of school are
charged the full semester room rent.
FINANCIAL ASSISTANCE
Financial aids in the form of loan funds. schotawhips. grants-in-ai&
and emplo!-nlent assistance are available at +4ugbmg. Students must
complete ail application form and meet certain requirements to qualjfp
fur financial ni&. The collllep gives a~aistanceto s ~ d e n t sin securing
work bosh nn and off the campus.
LOAN FUNDS
Several loan funds have been established to assist students in working
out their financial problems. Loans may be arranged at a reasonable
rate of interest for various periods of time.
TFte GeneneralS d e n t Loan Fund', established through the gifts of
many individual donors, is chiefly maintaind by contributions from
the -4 ugsbarg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance to
students in the Seminary.
The Charles and Nora Crouch Student Loan Fund, established in
1954, extends assistance to members of all classes.
The Senior Loan Fund, established by the class of 1955, is available
to selected graduating seniors.
The John and Anna Jorgine Gregory Theological Student Loan Fund
is available to students who are preparing for the ministry.
The Student Aid Fund of the Zion Lutheran Hour, established by the
Zion Lutheran Church of Minot, North Dakota, likewise extends loans
to students preparing for the ministry.
National Defense Student Loam, established by h e National Defense
Education Act of 1958, are available to students capable of maintaining
good standing in their chosen course of study. Special consideration is
given to those students who express a desire to teach in elementary or
secondary schools and to those whose academic background indicates
a superior capacity for preparation in science, mathematics, engineering
or modem foreign languages.
I
8
/ Financial
Information
Arrangements for the loans are made through a conference with the
Dean of Students, chairman of a faculty committee on student loans.
In addition to arranging loans, the committee counsels students on
financial matters with the objective in mind of helping the student work
out a satisfactory plan for his finances.
SCHOLARSHIPS A N D PRIZES
Fifty Freshman Scholarships of varying amounts are available to
outstanding high school graduates. Some of these scholarships are
renewable provided the student's scholastic record is 2.0 or better.
A limited number of Tuition Scholarships is awarded to outstanding
high school graduates. Students who rank in the upper five per cent of
their high school class, perform well on scholastic aptitude tests, and
can show good character references are eligible for consideration. These
scholarships are renewable if the student maintains a 2.25 scholastic
average.
Departmental Scholarships of variable amounts are awarded each
year to students who are highly recommended by the chairman of their
major department. These scholarships are renewable if the student maintains a scholastic average of 1.75 or better.
Upper-class Scholarships of $300 are awarded each year to selected
students with an honor point ratio of 2.4 or better who apply to the
Student Personnel Committee.
Augsburg awards two Foreign Student Scholarships each year to
deserving students from other countries. These scholarships cover the
cost of tuition or its equivalent.
The American Indian Scholarship was established in 1955 by Spring
Lnke Park Lutheran Church, Minneapolis. I t is a scholarship of
$200.00 to be applied on tuition at Augsburg College. I t is to be
awarded to an American Indian student selected on the basis of
scholarship and economic need.
The Henry P. Opseth Music Scholarship was established in 1953 in
memory of Henry P. Opseth, former head of the Music Department and
director of the Augsburg College Choir. It is awarded annually to a
sephomore or junior student of outstanding promise or achievement
in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from 1950
uotil the time of her death in 1953, was established in 1955 by her
parents, Mr. and Mrs. Iver Solberg and her brother, Dorvan. I t is
awarded to an Augsburg student who has music as a major or minor
and who shows outstanding promise or achievement in the art of
singing.
Financial In formatima / 19
T h e George Sverdrup Graduate Fellowship was established by the
Board of Trustees of Augsburg in 1947 to honor the memory of George
Sverdrup, President of Augsburg from 1911 to 1937. It is awarded
annually to an Augsburg graduate of outstanding character and ability
who plans to prepare further for the vocation of teaching. The amount
of the Fellowship is five hundred dollars.
T h e Keith E. Hoffman Memorial Scholarship was established in
1945 b;r- Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory
of their son whn gave his life in the conquest of Okinawa. The scholarslrip is awarded annually to a student selected on the basis of academic
achievement. personal character, and ability in the field of athletics.
Two Lutheran Brotherhood Scholarsh,ips of $300 each are provided
by the Lutheran Brotherhood Life Insurance Society and awarded each
fall to outstanding Lutheran college seniors. The students are selected
by the college in the spring of the junior year on the basis of religious
leadership and scholastic standing.
T h e Augsburg College Women's Club Scholarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Adolph Pnulson Jfernorial Price. from a fund established by
Adolph Paulson
w110 [aught Social Tcience at Aughurg from 1930 to 1935. is nm+arded
a~nuall! to a college studrnt for the b e € essay r+~ittenon an assi~ned
subject in the f i ~ l dof Christian Snciolog>-.The amount of the prize i s
mcmberr; of the Paulson farnil?- in memory of Profesor
$50.00
T h e Iver and Marie Iversen Scholarskip was established in 1957
through a grant from Mr. Iver Iversen of Brooklyn, New York. It is
awarded annually to a student in the College or Seminary. The award,
in the amount of $250, is made on the basis of need, scholarship, and
interest in Christian service.
T h e Reverend Oloj Rogne Men~nrialSrholnrsbips were established
in 1958 by two anonymous donors to honor the memory of Reverend
Olaf Rogne, business administrator oi tltr snIlege from 1940 to 1952.
Three awards of $500 each are made annually tn ~ e I p c t dstudents preparing for Christian service in either the college or the seminary.
T h e Carl Fosse ;VTcmnriul Chemistry Scltolarship was established in
1960 by the d ~ p a r t m ~ noff ~llpmietryto honor the menlory of Carl Fosse.
professor of c h e ~ n i s r rat
~ ;iupsburg from 1921 tn 1942. The annual
award is made to a fred~rnanstadent whose acarl~~nic
record indicates
promise of achievement in the field of chemistry.
T h e Manivald Aldre Menzorial Chemistry Scholarship was established
in 1960 by friends and the rlepartment nf chemistry to honor the memory of Manivald Aldre. assistant p s o f ~ 5 ~ nofr chemistry at Augsburg
from 1949 to 1958. The annual award i s made to a freshman student
whose academic record indicates promise of achievement in the field
of chemistry.
20
/ Financial
Information
Tlte Walter Gordon Sclrnell 3.femorilst CJ~emisrrySch ohrship was
established by friends and the department of chemistry in 1960 to honor
the memory of Walter Gordon 5chneIL a student of chemistry at Xogburg until the time of his death in January 2960. The annual arvard
is made to a freshman dudent whose academic b n c k ~ o u n d indicates promise of achievement in the field of c h e m i s .
The Dr. F r e d e d c C,a d LLWTOE. Ifortensen Chemistry Scholarship
was a~tahliahedin 1961 hp the chemist? staff. The award is made
annually tn a chemistry student whose record indicates promise in the
field of chemistry.
The Magnus A. Kleven Family Scholarship was established in 1956
by members of the family to honor their parents. The scholarship
is awarded annually to a student on the basis of academic achievement, personal character and promise of achievement in the field of
physical education.
The Professor P. A. Sveeggen Memorial! Scho?msh,ip was establish&
in 1959 by friends to honor the memory of P. -4.. Sveeggm, profmsor of
English at Augsburg from 1915 to 1952. The award of variable amount
is made annually to an outstanding student in the field of English.
Alumni Ach.ievmmf Scho?zrships are awarded annualI7 t o three
undergradaate studenk. The amount is goivalent to one semester's
tuition and f ~ e sThese
.
scholarships are give11 to the outstandjng etudent
in the freshman, sophomore. and junior classes for we the follnlring
academic year.
The Alma Jensen Dickersan, .Memorial Sch.ularsltips were established
in 1961 by Mrs. Alma Jensen Dickerson. a member of the Augsburg
facult? from 1943 to 195S. One or more schoIarsh@s are awarded
annually to able and desening junior or senior smdents.
The Carl W . LandahI Scholarship was established by the family
and friends in memory of Professor Carl W. Landahl, a member
of the Augsburg Music Faculty from 1952 until his death in 1961. It
is awarded annually to a student on the basis of achievement in the
field of music.
The Onesirnus Sc/rolarsiU'p. established in 1962 by Mr. and Mrs.
James WelEecbon, is awarded annually in the amount of $300 to a
student in the Seminary who is preparing for service in the Christian
mini--.
The Thorvald Olsen Barrttued~ Memorial Scho7arsltip Fund was
established in 1960 by gifts from h e Bnrnbedt family and through
a church-wide offering, to honor the memory of Dr. T. 0. Burntpdt
who was President of the Lutheran Free Church from 1930 to 1955.
One or more scholarships is awarded annually to a student or students
in Augsburg Theological Seminary.
The Celia Fredrickson Scholarship consists of the income from a
fund of one thousand dollars. It is awarded annuallv to an Augsburg
student from the Lamberton, Minnesota, pariah of the Lutheran Free
Church.
Finmrcial lnf omration / 2 I
The Edward Yokie Scholarship, consisting of the income from $5,000,
was established in 1962 through a bequest of Mr. Yokie, a former
Augsburg student.
The Greater Augsburg A h m n i A s s a c i ~ i o nScholarship of $500 is
awarded annually to an outstanding dumnus of Augsburg in order to
encourage and assist promising students in the carrying out of projects
of graduate study.
The Women's Missionary Federation Scholarship is awarded by the
Federation to returned mi~sionariesor to Lutheran students of recognized Christian character and good scholastic records who are making
preparation for mission work. The scholarship varies from $50.00 to
$250.00 per year. Higher awards are possibIe for graduate work or
medical study.
GRANTS-IN-AID
GRANTS-IN-AID
are available to students in good standing who are in
special need of financial assistance. In awarding these grants, the
Student Personnel Committee gives primary consideration to demonstrated financial need which is determined by examining a statement
of the resources and anticipated expenses of both the student and his
family.
EMPLOYMENT SERVICE
AN EMPLOYMENT SERVICE, located in the Personnel Office, assists
stodents in obtaining part-timeremunerative work. Many sixdents find
it possible to pap part 'of their college expenses with money earned in
this waj-. The t y p e of work available m e of variom kinds, including
~ecreationalleader&ip, reptaurant work, domestic service, sales work,
and secretarial and clerical work. The college i s concerned that mployment not interfere ruitl~ a student's academic work. Tllerefore, it is
dsirable that Freshmen have s&cient funds to pay their entire expenses
for at Ieast one semester. Part-time employment may then be secured
in accordance with the need of the gudent and his ability to handle
extra work.
Students are employed by the college in several areas. For these
positions preference is given to upper-class students who have maintained a good scholastic average.
Assistance in obtaining summer employment is also provided each
spring by the Ernploymemt Service. Application for part-time or summer
employment may be made in the Personnel Office.
Admission to the College
APPLICATION PROCEDURE
Xupsburg College should be made to
the Director of :ldrnie~ionr;.This ma)- be done at any time after the
completion of the junior year in high school. and preferably before
July 1 preceding the fall in rvliich a &.dent seeks admission. fio appljcadona are accepted after September 1. Studentr! are adrised to
apply earl!- in their senior year. Early applicants gain an advantage
hoth in regstration and housing. Kotification of admission is sant
a ~tudenta5 soon as his appIication is complete.
~ F P U C . ~ TFOR
~ ~ ;hDMJSST0Y
S
to
Steps in applying for admission:
(1) Obtain an application form by writing or visiting:
Office of Admissions
Augsburg College
Minneapolis 4, Minnesota
12) Complete and return the application form together with a photograph a n d $15.00 admissions deposit. TlGe deposit is applied to
the tuition. I1 the auplicarion is not accepted. o r if i t is withdrawn before July 1 for the fall spmester and by January 15
for the eprinp eemeter. 810.n0 of thB d e p o d itdl bbe refunded.
(3) Request your high school to send us a cop^ af your high school
record and t e results.
~
Transfer srudcnts will request the previous cfillege nr co1Iegs to send an official transcript of grades
togerher with results of standardized re?& taken.
An interview on campus ie encouraged but not r e w e d .
After acceptance dl new studenk are rewired to pay a $50 nonrefundable &tion dcposit. Tbie deposit is due by July 1; for those
admitred thereafter. it i due within two weelcs af~er acceptance.
REQUIREMENTS FOR ADMISSION
.$UCSR'ETRG COLLEGE
admits
as h d e n t s . men and xTomenof good moral
character ancl sound health who show interest in and a b i l i t ~to do
college work. 'Estimate of ability i s determined by rank in the high
schooi graduating class. by the Minne-cota Scholastic Aptitude Test or
comparable examination. and bv the h i ~ hschooI record or pserinus
colIese record.
The normal basis for aJrni~-.ionis the completion of the courses of
grades nine to tw~Ivein an accredited high school. No definite pattern
of ~ubjccksi s required. but i t is recnrnmendecl d ~ a tthe last fonr year5
oE high school include four units of En&h, and at least two units eac5
of a foreign lanpage. social studies. mathematics. and gcience. A m i t
is defined as a course carering one academic ?-ear and qnivalent to at
least 120 hours of classwork.
Admission t o the College /
23
For entrance to the Freshman class, either the tests of the American
College Testing Program (ACT) or the Scholastic Aptitude Test (SAT)
of the College Entrance Examination Board is required.
A recent physical examination is also required. Students will be
provided with blanks to be filled out and returned to the Student
Personnel Office by August 15. The health report must be received
before the student will be permitted to register.
TRANSFER
Students are accepted by transfer from other colleges and universities if their academic record was satisfactory and they were in good
standing. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. A maximum of 64 semester
credits is allowed on transfer from a junior college.
ADVANCED PLACEMENT
Advanced placement is granted to students who qualify, on the
basis of work taken in high school or elsewhere, to enroll in courses
beyond the beginning course. Placement may be determined by tests,
or by the level and length of the course previously completed.
ADVANCED STANDING
Advanced standing, that is, college credit, is granted to high school
students who have successfully completed a college-level course provided they received a grade of 3, 4, or 5 on the Advanced Placement Examinations.
-MINNEAPOLIS
Over 400 f r e s h e n enrolled in the faU of 1961.
STAR
PHOTO
Campus Life
THEINPLUEKCES which mould life and character on a college campus are
of many kind?. While rhe exercises of classroom, Iaboratary, and
library f o m ~the organizing basis of college a c t i v i ~ ?they need ro be
supplemented by ather than academic forces. T h e e intangible but
very real supplementary influrnces have n1uc11to do with ereatirg the
spirit of an institution. At .4ugsburg definirc emphasis is placed upon
thf maintenance of a rvholcmn~espirit of Christian community living*
Students are urged t o gite conscious attmtion to this personal and
spiritual side of their development and thus contribute toward the
prevalence of a vital and happy Christian atmosphere on the campus.
It is the earnest desire of those who direct the policies of Augsburg
that the institution may constantly be permeated by an atmosphere in
which the quest for Truth as it is in Christ is prayerfully fostered in
each life.
All students are required to conlplete fourteen credit hours in courses
offered in Religion. There are numerous voluntary religious activities
in which students are encouraged to participate. Spiritual Emphasis
Week is held twice each year. It is assumed that every Augsburg student
will find a church home in Minneapolis and attend its services regularly.
It is expected of each student that his life, conduct, and influence,
both on and off campus, shall be worthy of a member of a Christian
College. Those who do not feel drawn to this quality of life and to the
fellowship in which it is nourished should not seek to be enrolled at
Augsburg. A truly Christian spirit and environment must be the
product of the united effort and prayer of faculty, students, and administration.
THE CHAPELSERVICE
The heart of Augsburg's program of Christian education is the daily
Chapel Service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
RECREATION STANDARDS AND DISCIPLINE
At Augsburg all the work of the college rests on certain Biblical
affirmations about human nature and man's relation to God. The college
regards the Christian life as the truly significant life. This life implies
an intimate relation to the person of Christ. In the content of this
primary relationship the Christian also lives in a relationship to people,
to events, to things. The fact that God not only created the world but
became Man gives evidence that life in this world is not to be despised.
Campus Life
/ 25
The Christian liberal arts college takes seriously these relationships
and therefore seeks to educate the whole man. It follows that one of its
important responsibilities is to establish recreational programs and
policies that contribute to this end. It should be clear, however, that
in an age which is much concerned with the pursuit of pleasure, a
college like Augsburg should never subordinate its academic program
to leisure-time activities. On the contrary, the recreational program
must be in the content of, and be congruent with, the major inellectual
quests of the college; and both must have as their goal to help the
individual to live an effectual Christian life in the world.
In setting up a recreational and social program, Augsburg is conscious of its position as a coeducational Christian college of liberal
arts. The program takes into account the relationship between sexes
and seeks to provide normal and healthy opportunities for the expression
of the mutual attraction of the sexes. Augsburg offers a varied and
selective recreational and social program which gives preference to
those activities which are emancipatory rather than restrictive, those
which enrich community life rather than those which are divisive or
encourage selfish satisfactions.
The college provides a rarietr- of activities designed to meet these
requirements. The ancial p-rogam includes a number of organized allschool went5 combined with many les-structured activities designed
for specified smaller poups. Tn nttempting to meet the needs and
interests o f all Angsburg fhdenb, we make use of dl existing facilities
on campus and m a t y of those which are available in the Twin City area.
In seeking to develop a constructive recreational program, some
limitations have been placed upon certain other activities. The college
is opposed to all forms of gambling. I t forbicb the posmaion or consumption of alcoholic bererages in dormitories; in any collegeapproved place of residence, or at an? college-spansored event. Any
student found under the influence of Liquor i s subject to disciplinary
action. SociaI. or ballroom dancing. is not a part of the recreztiond
program of the college. Students arr encouraged to be digcriminating in
all types of recreation in which they engag. [hat their time may be well
v e n t . and strong moral and ethical ralues map be developed. Such
common activitie: as television vierving and movie-going. for example,
can easily become time-wasting and even detrimental to the development
of moral and ethical values.
Without attempting ta dictate to the indiridud conscience, the
college regards i t as its right to ask its students t o adapt thernselve.
to the social p r a p a m approred by the college and to follow it as memh e n of the cr~llegecommunity. Although thp college l a ~ dowm
s
specific
rules regarding most mattes only with respect to activities centering
on the rampus. it reserves the right t o dismiss any studmt whose
cnntinuation in colZegr is deemed undeirahle for social as we11 as for
academic reaFons. It i s the policy of the c o l l ~ pthat such action shall
not be taken capriciously, but only after the avaiIable campus resources
of counseling and judicial processes have been utilized. Thus, dis-
t6
/ C m W Life
ciplinary problems are first dealt with through counseling. Those not
solved in this way are channeled to a faculty-student Judicial Council
through the Office of the Dean of Students. In all such cases, careful
investigation and the privilege of a hearing precede any disciplinary
action.
RELIGIOUS PROGRAM
The Religious Life Commission, composed of students and faculty,
endeavors to promote a religious program that will stimulate growth
of Christian life in the Augsburg community. Chairman of this council
is the student Commissioner of Religious Activities. Areas for which
this committee carries primary responsibility are the Mid-Week services,
Spiritual Emphasis Weeks, prayer meetings, informal group meetings,
and a Pre-seminary club.
This Commission also serves as a coordinating agency for all voluntary Christian organizations on campus. The principal organization
is the Student Christian Association. The SCA seeks to serve as a
stimulus and outlet for Christian faith and life. Students participate
in regional and national Lutheran Student Association of America
Conferences, and conduct a schedule of meetings on campus.
The Mission Society, the service organization of SCA promotes
interest in missions through a program of study, fellowship, worship,
and service. A highlight of the year is the Mission Festival, a week-end
conference devoted to the study of missionary activity and recruitment
of workers.
The Concordia Society is an organization for all the students in the
Theological Seminary.
CONVOCATION
Regular convocations are held each Thursday throughout the year.
These programs acquaint the campus community with outstanding
personalities in various fields. A wide range of interests is covered,
including the scientific, political, social, religious, and artistic.
SOCIAL AND RECREATIONAL ACTIVITIES
Students at Augsburg are given many opportunities for social training
and recreation. The S t d e n t Council through the Commissioner of
Social Activities, assisted by a Commission on Social and Recreational
Life, sponsors each month an all-school social activity which all students
may attend. Most of these are informal. The Sophomore and Junior
classes spon:or semi-formal banquets. The Associated Women Students
and.a number of other organizations sponsor teas, dinners, and social
affairs on and off campus.
,4ugsbnrg7's location in Minneapolis gitw i t s shdmts unique opportunities to make use of some of rhe finest educational and cultural
adrantag3 which the Northwst has to offer. Excellent art coUectinns
are to he fonnd i n the Minneapolis Institute of
and the WaIker
Art Center. The Twin City libraries are evteneive in their services.
The Historical Museum in St. Paul gives access to large coflections of
historical material. The Minneapolis Symphony @ T C ~ F ~ ~ Tprograms
~ I
and other concerts affnrd rich npporiuni~yfor the e n j o y e n t of music.
Many students and faculty attend Minneapolis Symphony Orchestra
concerts by virtue of a special college season ticket arrangement.
Season tickets are available also for other University concerts and the
University Theater drama programs.
A monthly bulletin, Augsburg Plus, listing programs, concerts, art
displays and exhibitions is compiled and issued from the Student Personnel Office.
STUDENT GOVERNMENT
THE STUDENT
SOCIETYconsists of all full-time and part-time students
enrolled at Augsburg College and Theological Seminary.
The central concern of student government is focused on education
to rhe end that i n d i d n d s may develop their full capabilities through
intellectual gror+-lh.The student government relates to this broad objective by assuming rqonsibilities for fm-thering etudent affairs, educating
members to the democratic prace-fe, derelnping a sense of community,
fostering intellectual activity, and participating in policy making.
The administration, under the direction of the president, resides in
the executive branch. The Execzctizle Council consists of six commiss i o n e r w a c h responsible to the president for one of the major areas
of ~tudentlife. Eight boards also assist him in his work.
The Sttdertt Council. presided over by the ~ice-president,is the
branch of the government. Each of the
college classes has its own officers and participa~esin student government throuFh its repre~~ntatives
on the council.
ttrTentponem e d e r le+lative
The Judicial Council is a student-faculty judiciary, whose rulings
are subject to appeal only to the President of the College.
The Student-Faculi? Cotrncil. composed of students, administration
and faculty, discusses campw proble~n~,
considers legislation adopted
by one group or the o h e r rvl~jc!~affects the college as a whole, and
promotes cooperatian and understanding between the students, the
faculty, and t l ~ eadministration.
The Student Society is n member of the N a t i o n a l Student A~socistiaa,
L J I ~l a r g s t r~preserilativenatinnaI union of ~tudentsi n the United States.
Through this organization the students receire programming aide for
use on the campus. and adtl their voice ro the voice of all American
students before Ute r~ational porernment and otlther organizations in
matters of smdent concern,
The Slurlent C;n~:~mmenr
direct? siweraf projects of interest t o the
college community. These projects include ihe annual One-Appeal Campaign. Leadership Training Workshops. Political Actimn Week, Homecoming. 5~lddent Lecture Series, Academic Freedom 'K~ek. College
Union Study. and Development Council. Counseiing of FreAmen by
upper-class student%is conducted through a College Brofher-Co17ege
sister Program as a part of Freshman Orientation.
Associated Tomen Sludents. composed of all the women students,
provides opportunity for the $5-omen to develop meanin,@
seH gorernmenf. Tt aims to create a E;ense of Ilarmonv ant? fellowship, to promote
and maintain I~ighstandards of l~rrnorand i n t e g i ? in personal conilact. and i t encourages participation irl all collepe actintiea. It i s affJiatrrI with the Interccrllegiate .\r;sociated Tomen Students, a national
organization.
The Augsbzrrg Ech,o, the college newspaper, is published by a student
staff.
Augsburg's yearbook, the Arrgshurgian, prnvides a pictorial record
of the activities of the year. Work on the annual provides opporhmip
for creative expression in artistic design as \ ~ c l las in pl~ot~p-raph~.
The top staff members of the Azcgshnrg Echo and the Augsburgian
constitute the Board of Publication.
A student editor, named by the Publications Commission, compiles
the "A" Book. The Directory is published by the Registrar.
CO-CURRICULAR PROGRAM
The enlhusiasm and energy of student^ motirate them to pursue their
int~rest.Jwyonrl the rla~~r-roorn.
For most effective partidpation, ~tudents
with similar interests h a w unitrtl to form clubs. Several nf t h e e are
esten~ionsof courses beronrI the class room. Ot11ers are devoted to
i n t e r ~ ~ not
t s aRerrr1 in die currirulum. Nerv clubs are formed as the
o c c ~ ~ i odernancls.
n
The Alpha Delta Theta, Sigma Chaptm, is a prafe:siond sorority
open to students preparing for medical technolop. Ridership is
based,upon scholarship, character and professional
The Aristolelian Society unites those who have a common interest
in scientific knowledge and experimentation.
The Art Club is organized to satisfy the student's creative urge in
the field of art and to promote an interest in art.
The Business Club draws membership from the Business and Secretarial Studies classes. The development of professional interests is
the major objective.
The Chemistry Club is open to both majors and minors in chemistry. The meetings consist of seminars on current topics in this specific area.
The Cosmopolitan C1u.b brings together foreign and American students who have a mutual interest in the culture, language and people
of the various countries.
The Electronics Club is open to anyone interested in the field of
radio and electronics. Members operate an amateur radio station on
the campus.
The Augsburg Society for Drarnntic drrs provide? for its members
an opportunity to learn from participation in stage p~esmtationsand
from field trips, as well as from rending and seeing plays produced.
Membership is open to all students. b l m b e r ~ l ~ iinp ijrarional Cojleg-iute
lJlayers represents recognition for continued excellence in drama participation. It is open only to qualified upper-classmen.
The Student National Education Association, Martin Qmnbeck Chapter, offers to its members associate membership in professional education associations and strives to acquaint future teachers with the
importance of teaching as a profession.
The Home Economics Club, open to all students in the Home Economics Department, aims tc promote professional attitudes toward all
aspects of home and community life.
The Augsburg Republican Club and Democrat Club aim to stimulate
interest in public affairs and give students opportunity to participate
actively in local, state, and national politics, and in other human
relations activities.
The Sociology Forum is an organization of students preparing for
professional work in the field of Social Service.
The Writers' Club includes students who enjoy creative expression in
various forms of writing. The members share their literary efforts in an
ir?iormal atmosphere, and benefit from mutual criticism.
The "A" Club is limited to men who have won a major A at Augsburg. The aim of this organization is "to bind the 'A' men of the past,
present, and future into a more intimate bond of fellowship, and to
keep the athletics of Augsburg on the highest possible plane."
The Tomes" AtA7eric Assachtion at Augsbnrg is a member of the
Minnesota Athletic ,il;sociation of College Tomen. Membership in this
organization is gained by participation in individual and group recreationaI activities with awards given on a point bask.
Augsburg College participates in intercollegiate debating, both in
Minnesota and in the neighboring states. Students may also participate
in local and intercollegiate oratorical contests.
MUSICAL ORGANIZATIONS
The Augsburg College Choir has about sixty members selected
from all classes. In addition to local concerts, the choir goes on tour
each year to various parts of the United States and accmionally to
Canada.
The Augsburg College Concert Band makes an annual tour and
presents public concerts in Minneapolis. There are also a Varsity Band
and Instrumental Ensembles.
The Augsburg College Cantorians, a women's chorus, participates
in school programs and concerts and makes short tours annually.
The Male Chorus sings at various churches in the Twin City area
and makes short tours in the vicinity.
PHYSICAL EDUCATION AND RECREATION
Under he direction of the Department of Physical Education, a wide
range of recreational activities is arranged for general student participation. Every student is urged to participate in some activity for his own
recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well ae indi~idaalperformance actidties. Climaxing the intramural Frogram is the Extramural Meet, a tournament for the winners
of intramuraI scbedulea in I-ariou~;colleges.
Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams in football,
basketball, hockey, wrestling, baseball, track, tennis, and golf.
IT IS TKE PURPOSE of Augshurg College to provide an intercaIIegiate
azhIetic program wlzich is in harmony with its Christian philost?phy.
This philosophp k to be reflected in the conduct and outlook of both
the pla?-era and the spectaton. The edncationaI program of the college
reco,gnizes that recreation and play are n fundamental part of hlife, and h a r ihjs phase of Life needs to be cultivated 8 physical,
mental, and crnationa1 health are to be maintained. IntercolIegiate
athletics, as a phase of that progam, g i v e recognition to the fact that
co~npetitiveplay can contribute to the development of student interests,
skills. insights, and loyalties.
More specifically. the following outcomes are sought: (I) The shrdrnt participating in athletics sl~ouldacquire and exhibit, both in and
out of athlckiw, sucFr Isaeic qualities of character as self-discipline,
h o n ~ t y . sense of fair pIay. ant! cooperation. ( 2 ) The participant
511ould de\.elop the knowledge. interests. and skills which will be of
special use to him in such r*oc;rtions as teaching and coaching or
recreational leadership, or in his own recreational activities. Far from
being set apart from his educational goal or in any way competing
wit11 it, the student's participation in intescnllegiate alliIetics must either
contribute directly to this goal ar be complementary LO his other
educational actirities. 131 The ~ t n d e n tspectator ~honlda c e r e and
erhibit snme of the finer qualities of Chridian character, such as
self-restraint. sense of fair play, appreciation of high-grade performance
on i l ~ epart of both oppnnents and fellow-students. and respect for
individual personalit!*. (4) The intercollegiate athletic program should
contrilmte to the development of a unified and healthy "schnol ~ i r i t . "
Err Aueiasrn for intercollegiate athletics or other c o - c d d a r sctivitie-s
should not overshadorv pride in high schola.~ticachievement. nor can
i t take the place of a well-roundcd and effective intramural and general
recreatianal progam.
HONORS AND AWARDS
On the 1927 Class Cup for Scholarship Trophy is engraved the name
of each student who has achieved the highest scholastic standing in his
college graduating class. He must have attended Augsburg for at least
two years.
Omicron Chapter of Lambda lota Tau, a national honor society, is
open to English majors who have attained a high scholastic average
and have presented a paper on a literary topic before a public audience.
The purpose? of the Timia Soci~ty.the Augsbwg lionor sociehr. are
to recngnize scademic achie\vement and to promote scholarship. Vembership is by invitation only. Juniors and Seniors who have earned 3
2.5 honor point ratio accmulative are normally indited. while Freshmen
and Snphomores with a 2.25 honor point ratio arc aclmifted as pledps.
Augsburg has a Chapter of Pi Garnrnn M r t . the National Social Science Honor Societ!-. wlirrh is affiliated rvith the Association of College
Honor Societies. A high lei-el of xholarship in the social sciences is
required for election to r n e m b c ~ h i ~ .
The d u g b u r g Guild of Honor is an organization to recognize and
hunor those members of the senior graduating c l s s rvho have shown
tl~emselves to be indirriduak excelliiig to an outstanding d e g e e in
r;cholanhip, leader& ip. and participation in extra-curricular activiries.
The Dean's List includes students who have achieved an honor point
ratio of 2.5 or better in the previous semester of work at Augsburg
College.
The 1925 Class Cup in Athletics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson i n
1943, is awarded annually to the student who is judged to be the most
valuable player on the basketball team.
The Class of 1918 Ortltorical Cup was presented to the college as a
prize to arouse interest in oratory. The name of the winner of the
annual contest i s engraved upon the cup, which is to remain in the
possession of the college.
STUDENT PERSONNEL SERVICES
Tnstitutional semices to students are arganized and administered in
accordance with plans and policies estahIi&ed by the Student Personnel
Committee. Included sre such services as Counseling, Testing, Fr-hman Orientation. Stndnt Records. The Student Real& Service: Housing
and Faod Senlice, Placement, S~udentEmpIopment, snd Coordination of
Student Ac~ivities.The ac?ministralio~lof these services ia centered in
the Ofice of the Dean of Student:. The Stodent Personnel Office also
works claselp with the Director of Admigsions.
Caunseling services are maintained in an effort: tro assist each stndent
to obtain the mmimurn benefits from he learning experiences offered
at Augshurg CaIlege. RTatters such as uncertaine over vocational choice
or educational planning religious uncertain?, health, financial robletme., personal and social rtd jush-nent and personal deficiencies can
interfere wid? the learning process a d are dealt rvith in counseling
sessions. It is hoped itrat through counseling, students will develop more
realistic conceptions of themselves and the sunomding world, and
keener awareness of reources available to t h m as sltey meet the
problems of daily life.
At Angsburg the counseliig procea is carried an at a w e d levels.
.M1 faculty members participate in the counseling program, and each
ncw student is asigned to a faculty counselor who works with him until
he chooses a major field of stndy. At that h e , the major abvism
becomas his counselar. In addition. there are f a c u b members who
have specialized training in comseIing and techniques for dealing with
prohIems of adjmtment. The Dean of Stodents and the Dean of Women
are special counselors to the men and women. respechely. The connseling propam is coo~dinatedby ihe OEce of the Dean of Students in
accordance with the plane and policie,~established by the Student
Personnel Committee.
Students who have persona1 problems are mcouraged to seek heIp
through counseling conferences. If a serious problem develops which
demands profeminnaI skill and more time than the professor has to
spend in counseling the student is referred to tke Office of the Dean
of Students or Dean uf TiTomen. A further referraI may be made to
the College Chaplain, in the ca:e of spiritual problems, or a pspchiatrist. in rhe case of underl!ing emotional problems. The school phyician works lrirh the Personnel Deans in the Ixtter case.
All new students are gitren a battry of t e ~ t sduring Freshman Days.
College aptitude gcores, Englkh, and reading ability scores are used
Ey c o m s ~ l o r sto help students plan their initial progranzs. Personal
adjustment scorcs and the rocatianal interest t e t profile help the
student3 learn to know m O t F about themselves, in order to make the
best choice of subjects and occupatianal goals. The Sequential Tests
of Educational Progress ISTEP) are given to all sophomores. Saniors take the graduate record examinations.
Freshmen and other new students participate in FreAmam Days
before the beginning of classes each sernestc~.The stadenta take tests,
attend classes, inspect the college faciliti~s, and become acquainted
with their fellow students. with the facdp, and especiallj~with their
o w n f ~ c u l t ycolmselors. The facuIty counselors and students have several conferences during which they p l ~ n the student*s program of
study.
A special course in improvement of reading is offered for interested
stodents, Freshmen who expect d3Iiculty with the increased quantity
and complexity of the reading material encountered in college are
~ P C i d yE I T t~o ~flr011i n this COUTSe.
Individual student records are kept in the Records Office under the
supervision of the Registrar. These records include admissions data,
academic achievement, student participation and achievement in nonacademic activities, test scores, reports of counseling and other information.
The Student Personnel Office maintains a file of student government
officers, of clubs and societies, including the constitutions, activities,
schedules, and membership rosters.
The Student Health Senice provides campus dispensary service with
registered nurses on duty. The coltege ph?sician has daily o5ce
hours on campus for consulration and for emergency treahlent. Infimlav rooms are adjacent to the dispensaq. The Health SerPice is
housed in a first faor _~ectinnof Memorial Hd,the men's residence
hall.
two
Physical examinations are given to all seniors. Before registering,
each entering ~rturlenti~ required to have on file the report of a physical
examination girm by his family physician. Corrective treatment is
prescril~cdwhere nccded.
Students, faculty, and staff have chest X-rays taken semi-annually
through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit.
In it? residence propam, the coFlep sin15 t o dewlop in the students
Chrislian cI~aracter.self-control. and though~fulconirleration of others.
.#it he same time. the collep rcalizee t h a ~s;tudents' llappinese, comfort,
and emotional adjur;tmrnt in ;he rcsidcnce halls are rlirect influences
on their general efiriancy in the clwsroam.
Ln an effort to provide these opportunities for development while
maintaining optimal living ennditianc, active student dormitory councils
assume the responsibilities for the adlnjtlistratinn of dormitory life
policies in con~;ul~atjo~i
rr it11 he UirecLor of EcsIdences 1or Wn11te11,
the Hear! re sir lent^, and Fprsunnel Deans.
Llpper-daw studenis serw as t o u n a ~ l ~ r n~
e the dormitories and
attempt to help rlo~nlitor!- residents with prol~lerns of personal adjndment. Tllp lieat1 Resirlr~ltsand Per?onnel Deans senre as resource people
to these c o u n ~ e l o rand
~ handle cases rciprred to them.
A11 lrnmen atudents a n d freshman nlen studenti not Iiving at home
are requireti Lo live in colIege-ol~eratedhousing. Students desiring t o
reside in the city ~r.ikhr c l a t i r ~t~n u ~ tfin[ secure apprtrral for such an
arrangement from the Student Personnel Office. All studen& living in
the dormitoris. and umst sturlenk i n off-campus homing take heir
meals in she coJIcp r l i n i t q room. The c o l l e ~ ealso prorides two houses
Eor ~vornen with a cnoperati\.~huuse plan and nne house with small
apartments.
Reeiclenc~l~allcare npPn to students a day before regdar schedules
become ~ffectir-P.and the!- C ~ O ~aP day after the term clnsee. Students
%rlio 1ris11 to sta!- in residence during vacatiun~ must apply for the
privilege. R o n m ~are furnit-hrd err~p1for l ~ p dlinen. LOX$-rls,
hlankels.
and bedspreads. Laundry facilitit~ arp alaiIa1,lc i n each residence.
Red linen. and tntrels n-iay be reiltcrl rrit11 laurl(lcring fir--ice a1 a reasenahle c o ~ t .T h i ~sen~iceir; ~equircdof all \\-.\.omenstudent-. in Gerda
>Tortensen Hall. =Zn optional linm sen-ire is a r ~ i l a b l eto other students.
5tudents e l y a g e a aonm ai tlic: hegi~lninenf the fan semester f o r
the entire scltonl !;car. Rr~om resema1inn3 urrith depnsit nf 925 are
requirsrl of all 5ittgJe ~ f u r l ~ n tThis
s . rleposit is appli~dto the first semester's room rent. Rooms Tor ncrr- students are a ~ ~ i ~ ni ne dthe lare
summer according to the date of application. P r e s ~ ~~tudrnts
tt
must
make room application prior LO M a y 15 ant1 suhmit tIte rnom deposit
by July 15. After May 15, reservations for present students are assigned on the same basis as for new students. Students who find it
necessary to cancel their room reservation will receive full refund of
the deposit if the cancellation is received by August 1.
All men living in Memorial Hall are required to pay a $15.00
breakage fee at the beginning of each school year. At the end of the
year the fee is refunded if the condition of the room and the furniture is satisfactory.
The Placement Bureau assists seniors and alumni in securing positions.
Continuous contact is maintained with business, governmental, welfare,
and educational institutions and organizations at the local as well as
the state and national levels. Interviews are arranged both on and off
the campus. A registration fee and a small placement fee are charged.
An employment service, located in the Student Personnel Office, assists
students in obtaining part-time remunerative work during the school
year, Christmas vacation, and summer.
The Coordinator of Stu,dent Activities assists student officers to
maintain effective functioning of student activities, and keeps on file
the club constitutions, rosters, and schedules of meetings. Faculty
advisers to student organizations are approved by the Coordinator.
The program of student activities is a primary responsibility of the
Executive Council and the Student Council which is the legislative body
of the Augsburg Student Society.
Liaison between the Student Society and Faculty and Administration
is the function of the Student-Faculty Committee.
A weekly bulletin of events is prepared by the Student Personnel
Office. Also, the college activities calendar is kept by the Coordinator
of Student Activities assisted by the chairman of the Commission on
Student Organizations.
EXAMINATIONS
T&s are given periodically throughout the semester. In the course
of e ~ c hsemester, reports of the grades attained are made to the Registrar who forwards them to the counselors and students. Final reports
are sent at the close of each semester to the parents and students.
Written examinations are regularly scheduled at the close of each
semester. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination without a sufficient reason will
grade of failure in the course concerned. A student who has
to be &sent from a h a 1 m i n a t i o n because of a conflict with outside
work from which he cannot ahtain an excuse, may arrange to take
such an mamination during some period after the time on which the
mult i n a
subject is scheduled.
If a student has obtained permission from the Dean of the College
to take a final examination at another hour than that scheduled, he is
charged a fee of $2.00 for such an examination. Before the student
takes the examination, he mmt obtain a statement from the Registrar's
ofice and bring it to the teacher concerned.
COMPREHENSIVE EXAMINATIONS
Comprehensive examinations map be permitted in courses in which
h e Committee on Admissions and Student Standing believe the student
has adequate preparation or background. Students who wish to take a
comprehensive examination must apply in writing to this committee.
W h e n permission is granted, the necessary approval foms may be
secured at the a5ce of the Registrar. A fee of $5.00 is charged for each
examination and must be paid in advance. Examination questions and
the answers wiIl be filed in the Registrar's office.
GRADE VALUES
A -Superior, 3 honor puinb per credit
B -Very good, 2 honor paints per credit
C -Satisfactory, I honor point per credit
D -Passable, no honor points per credit
F -Failure, minus 1honor point per credit
E - Condition
I - Incomplete
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of the semester must
be removed within the first six weeks of classes of the following semester, or within a year if the student has not re-enrolled. 11 incompletes
Academic Administrotion / 39
and conditions are not removed within the time rtflowed, the condition
automatically becomes a failure and the incomplete map be changed to
a passing grade only when the average of Lhe previans work is sufficiently high. The final grade after the condition examination is taken
may not be higher than D. A fee of $2.00 is charged for an examination
making up an incomplete or a condition received at the end of a
semester.
GRADUATION REQUIREMENTS
In order to qualify for the BacheIor of h degree, certain reqtmenrents m u ~ he
t m ~ with
t
re&
to credits. courses, and grades. A student wlio plans to graduate from tlugsburp is urger1 to dudy the requiremcnts as outIimcd in this section of the catalog and in the deparkmunt in which he plans to major. It is the responsibility of the student
to pee that he includef- the rvuirad subjects a t the right time in his
program of studic~.The facull? ad&ers. IF: deans. and &e registrar
will gladly a s s i ~ thim in planning his prorrarn.
For a general college education and as a basis for study in professicnal fields, students are required to complete credits as indicated in
the following fields :
Religion, 1 4 credits, at least 8 credits in lower division courses
and 4 in upper division. A maximum of 3 credits from courses
10, 51, 52, 54 may apply. For transfer students, the requirement is an average of 2 credits per semester of attendance.
Freshman English, 6 credits from Eng. 1-2. On the basis of proficiency examinations, students may substitute Eng. 3, 21.
Literature or Philosophy, 3 credits.
Beginning Speech, 2 credits.
Fine Arts, 2 credits from Art 1, 71; H.Ec. 3, 64; Mu. 3, 7; or
Sp. 30.
Foreign Language, 0 to 1 4 credits as indicated below:
AMOUNT PRESENTED
FROM HIGH SCHOOL
Four years of one language.
Two or three years of one language.
None or one year of a language.
AMOUNT REQUIRED
I N COLLEGE
None.
Second or third year of the same
language, or two years of another
language.
Two years in one language.
Social Sciences, 6 credits from Hist. 1-2; 21, 22; or Soc. 1, 2.
Natural Scierices, 9 credits, at least 3 of these credits must be in
the biological sciences, and 3 in the physical sciences.
Physical Education, 1 credit from Courses 3 and 4.
40 / Academic Administration
All students are required to take an English test at the end of the
sophomore year and must demonstrate a proficiency in writing in order
to qualify for the A.B. degree.
Where the demands of special curriculums prevent completion of the
general education requirements in four years, exemption or modification of these requirements may be sought through petition.
All students are required to complete a major for graduation. The
major subject is determined by the student's aims as well as by his
particular interests and aptitudes as shown in the quality of work he
does in lower division courses.
Application for major must be made to the Head of the Department
offering the major. Majors are offered in the following areas:
Religion
Music
Business Education
Philosophy
History
Home Economics
Greek and Latin
Sociology
Medical Technology
English
Social Science
Biology
Language Arts
Psychology
Physics
German
Elementary Education
Chemistry
French
Business Administration Natural Science
Spanish
Economics
Mathematics
Speech
Physical Education
Except with special majors such as language arts, music, business
education, home economics, and combined natural science, students
in the teacher education curriculums should complete a minor as well
as a major.
For major and minor requirements as to hours of credit see departmental statements.
Electives are planned with the purpose of properly distributing a
student's choices among the fundamental fields of knowledge and culture, as well as among the correlatives of the major. A maximum of
40 credits in one department is permitted to count toward graduation.
Juniors and Seniors should, as a rule, choose their electives from
courses designated as Upper Division Courses, that is courses numbered 50 or above. At least 36 credits in the Upper Division Courses
must be completed for graduation.
The amount of work required for gaduation comprises a minimum
of 128 credits with an average grade of C, or one honor point for each
credit taken. A credit equals one recitation period a week throughout
or;e semester.
Honor points are computed at the rate of one honor point for each
credit with a grade of C, two honor points for each credit with a grade
of B, and three honor points for each credit with a grade of A.
Academic Administration / 41
RESIDENCE
REQUIREMENT
To receive the A.B. degree the candidate must spend at least the
concluding year for such a degree in residence.
DEGREE W I T H DISTINCTZON
THE A.B.
DEGREE
with distinction is conferred as follows:
Distinction
Summa Cum Laude
Magna Cum Laude
Cum Laude
Honor point ratio
2.8-3.0
2.5-2.79+
2.1-2.49+
To be eligible for these honors, the student must have completed at
least two years of work at Augsburg, and his record at Augsburg, as
well as his total record must meet the requirements as given above.
Academic procession approaches S i illelby Hall for Comrnencen~en~
Service. Flags o n top of building denote countries where alumni are
serving.
Courses of Study
COURSES OFFERED
DESCRIPTIONS
OF THE COURSES offered in 1962-64 are given on the
following pages. Unforeseen circumstances map necessitate making
changes. Courses with inadequate registration map LC cancelled. Stndents should consult the schedule of classes to determine definitely the
current course offerings.
NUMBERING OF COURSES
Odd numbers are used for first semester courses and even numbers
for second semester courses. The Roman numerals I, I1 after the
descriptive title also indicate the semester in which the course is to
be offered.
Numbers 1 through 49 indicate lower division courses which are
primarily for freshmen and sophomores. Numbers 50 through 99 are
upper division courses intended for juniors and seniors.
Two course numbers joined by a hyphen (1-2) indicate that the
course is a continuation course and both semesters of it must be completed before credit is given. Course numbers separated by a comma
(1,2) indicate that it is a year course, but students may receive credit
for one semester without completing the other.
SYMBOLS
i Continuation course. To receive credit for this course a student must
complete both semesters.
# Course may be taken with coneent of the instructor irrespective of
prerequisites.
CREDITS
CREDITS SHOWN are in terms of semester credits. For continuation
courses. the total credits for the year are given. A two-credit c o m e
generallT meets hvice a week and a three-credit course three 'times a
week. In the caPe of laboratory courses. the hours of meeting per week
are more than the crcdib given, A semester is appmximate\!- 1S J V P P ~ S
in length. The normal load for s student i s 16 credit hours per wrnester,
Cuurses of Study / 43
DIVISIONAL ORGANIZATION
THE COLLEGE COURSES are organized into four divisions in order to
make: interdepartmental coordination more convenient and cooperative
aims more easily achieved. A chairman is appointed for each division.
Major and minor requirements are indicated in the departmental
statements.
Religion
Philosophy
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
History, Political Science, Geography
Sociology
Psychology, Education
Library Science
Business Administration and Economics
Business Education
Home Economics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
Division of Religion and Philosophy
MR. P. A. QUANBECK,Chairman
THROUGH
m~ STUDY of religion and philosophy, the individual is appraised
of those realities which are central to the problem of human existence. The
student is encouraged to seek to understand himself and his relation to the world
within the framework of the Christian Faith. The goal is the development of
an informed and integrated Christian person who is equipped to participate
responsibly in the life of the Church and of society.
DEPARTMENT OF RELIGION
THE COURSES in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the history, doctrines, and ethics of the
Church, and to prepare him for effective service in the congregation. The fundamental aim in instruction is to lead as many as possible to personal faith i n
Christ, and to nurture the Christian life.
The graduation requirement includes 14 credits in religion. Of these credits
8 must be in the lower division, and at least 4 must be upper division. N o t
more than 3 credits earned in any of the courses numbered 10, 51, 52, and 54
may be applied to this requirement. Freshmen are required to take courses I
and 2, and Sophomores are required to take courses 3 and 4. Courses I , 2, 3,
and 4 are prerequisites for all upper division courses. Requirements for transfer
students will be determined at the time of admission.
A religion major is recommended as preparation for careers in parish education, parish work, youth work, and parish administration. Majors must consult with the Chairman of the Department regarding their course of study.
Major, 28 credits. Minor, 22 credits. Six upper division credits in Greek may
apply toward the major in religion.
r,
2.
BASICBIBLE. Fr. I, 11.
2, 2
Cr.
A brief introduction to the Bible followed by a study of the Old Testament,
including the history of Israel and special attention to one o r two Old Testament books. The second semester is devoted to the study of the New Testament
with special attention to two o r three books including Romans. Reading assignments include the entire New Testament.
3 . CHURCHHISTORY.I.
2 Cr.
A survey of the institutional development of the Christian Church, with the
purpose of creating a greater understanding of its historical foundations. Emphasis is on the Reformation.
Division of Religion and Philosophy / 45
4. CHRISTIANDOCTRINE.11.
r Cr.
The fundamental doctrines of the Christian Faith and the historical development of some of these doctrines. The significance of the Pcumenical creeds and
the Lutheran confessional writings.
10. HYMNSAND !MUSICOF THE CHURCH. 11.
See Course 10 under the Department of Music.
2
Cr.
Upper Division Courses
$1.
PRINCIPLE^ OF CHRISTIANEDUCATION.I.
3 Cr.
Seeks to develop a fundamental understanding of Christian education, its history,
objectives, curriculum, and administration, especially as applied to Sunday
School and Vacation Bible School teaching.
2 Cr.
PARISHWORK. 11.
Seeks to familiarize the student with the work of parish organization and
visitation. Class lectures are supplemented by actual field work.
52.
r Cr.
CHURCH.11.
A study of principles, methods, and materials in youth work for the purpose of
developing effective Christian leadership in this sphere.
54. YOUTH WORKIN
THE
6 1 . HISTORYOF RELIGIONS.I.
3 Cr.
A survey of some of the major religions of the world. The origin and development of these religions and their influences today. Includes readings in the
sacred writings of the religions studied.
62.
THEMISSIONARY
ENTERPRISE.11.
3 Cr.
The missionary motives, means, and results are studied as these are seen in their
varied emphases in the history of missionary work in heathen lands.
3 Cr.
71. THE EARLYCHRISTIANFATHERS.I.
The development of certain fundamental theological doctrines from the time
of the Apostolic Fathers up to the Ecumenical Councils of the Early Church.
3 Cr.
PROTESTANTISM
IN AMERICA.11.
The Protestant ethos in the United States. Special attention to the rise of religious liberty, revivalism, the American denominational structure, and the responses of American Protestantism to the challenges of its environing culture.
72.
3 cr.
8 I . THE GOSPELS.I.
The nature of the Gospels. The life and work of Jesus. Particular attention to
His teaching concerning the Kingdom of God.
46 / Division of Religion and Philosophy
8 2 . LIFE A N D EPISTLESOF PAUL. 11.
3 Cr.
A survey of the life and work of Paul, with a study of some of the leading
ideas that emerge from his writings.
8 3 . T H E MESSAGEOF THE OLD TESTAMENT.I.
3 Cr.
The various types of Old Testament literature. The distinctive ideas of Hebrew
thought with emphasis on the message of the
9 I . INTRODUCTION
TO CONTEMPORARY
THEOLOGICAL
THOUGHT.I.
3 Cr.
A study of some representative trends in Christian theological thought today,
as seen from the perspective of the enduring theological task of the Christian
Church.
9 2 . CHRISTIAN
ETHICS.11.
3 Cr.
The basic principles of ethics from a Christian point of view. Their application to selected personal and social moral problems.
94. THE CHRISTIANVIEW OF MAN. 11.
3 Cr.
The Christian doctrine of man and salvation. Its uniqueness and relevance to
certain other contemporary views of the nature and destiny of man.
DEPARTMENT OF PHILOSOPHY
THE COURSES I N PHILOSOPHY seek to assist the student to become conversant
with the great men and intellectual movements in the history of Western
civilization, to cultivate an understanding of the principles of sound reasoning,
and to develop a mature understanding of the foundations of our knowledge in
such areas as science, religion, and morals.
Major, 24 credits beyond Philosophy 2 1 . Minor, 1 8 credits. Courses 2 1 , 2 3 ,
4 1 , 42 are required for the major and the minor.
2I.
INTRODUCTION
TO PHILOSOPHY.Offered both semesters.
3 Cr.
Seeks to give the student a basic understanding of the nature and aims of
philosophy, an acquaintance with some of its central problems, and a mastery
of the terminology employed in philosophical discussion.
2 3 . LOGIC.Offered both semesters.
3 Cr.
The formal rules of sound reasoning. The nature and functions of language;
fallacies in reasoning; definition; principles of deductive reasoning; induction.
A brief introduction to the notation of modern symbolic logic.
4 1 , 4 2 . HISTORYOF PHILOSOPHY. Prereq. 2 1 . I, 11.
3, 3 Cr.
An historical survey of the outstanding men and movements in the development
of philosophical thought from the Greeks through Kant. Some reading in
selected primary sources.
Division of Religion and Philosophy
/ 47
Upper Division Courses
53. PLATOAND ARISTOTLE. Prereq. 42. I.
3 Cr.
A careful study and analysis of selected writings of each of these two great
philosophers. Extensive reading required. (Offered 1963-64.)
54. AUGUSTINE
AND AQUINAS. Prereq. 42. 11.
3 Cr.
A careful study and analysis of the most important philosophical writings of
each. Extensive reading required. (Offered 1963-64.)
63. RATIONALISM.Prereq. 42. I.
3 Cr.
A study of this important movement through the writings of its chief exponents: Descartes, Spinoza, Leibniz. Extensive reading required. (Offered 196364.)
cr-
3
64. EMPIRICISM. Prereq. 42. 11.
A study of this important and influential movement through the writings of its
outstanding modern representatives. Emphasis is placed upon the works of Locke,
Berkeley, and Hume. (Offered 1963-64.)
65. GERMANIDEALISM. Prereq. 42. I.
3 Cr.
A study of Kant and his immediate successors. Reading of selected primary
sources supplements classroom lectures and discussion. The first half of the
course is devoted entirely to a careful study of the philosophy of Kant. (Offered
1962-63.)
66. EXISTENTIALISM.Prereq. 42. 11.
3 Cr.
A study of modern existentialism from Kierkegaard to the present day. Emphasis is placed upon the reading of selected primary source materials. (Offered
1962-63.)
7 I . CONTEMPORARY
PHILOSOPHY. Prereq. 42. I.
3 Cr.
An historical survey of the main currents of philosophical thought since Kant.
Some reading in primary sources. (Offered 1963-64.)
3 Cr.
73. PHILOSOPHY
OF SCIENCE.Prereq. 42. I.
A study of the meaning, methods, and implications of modern science by
means of an analysis of basic concepts, presuppositions, and procedures. (Offered
1962-63.)
3 Cr.
OF RELIGION.Prereq. 21. I.
85. PHILOSOPHY
An inquiry into the nature of religious faith and experience with special attention to the problem of the nature of religious language. (Offered 1962-63.)
3 cr.
86. MORALPHILOSOPHY.Prereq. 21. 11.
An inquiry into the nature of the moral experience, and an analysis of the language of moral discourse. ( W e r e d 1962-63.)
91, 92. PHILOSOPHY SEMINAR. Prereq. #. I, II.
1-3, 1-3 Cr.
For philosophy majors. Individual study and research on some philosophical
topic of interest to the student, worked out in consultation with the head
of the department.
Division of the Humanities
MR. THORSON,Chairman
IT rs THE PURPOSE of the Division of the Humanities to transmit to the students
a knowledge of and interest in the cultural heritage of mankind, and to assist
the student in finding his place within this culture. The Division seeks to
stimulate the student's desire to acquaint himself with the cultural treasures
as these are found in language, literature, and the h e arts, and to seek an expression of these upon the basis and within the framework of the Christian faith.
DEPARTMENT OF NEW TESTAMENT GREEK, LATIN,
AND HEBREW
THECOURSES in this department aim to give the students a direct insight into
our biblical and classical heritage. Hebrew and New Testament Greek are tools
by which a student may gain a more complete understanding of the Scriptures.
A knowledge of New Testament Greek is a standard prerequisite for admission
to most theological seminaries.
Combined Major in Greek and Latin:
14 credits in Latin.
20
credits in New Testament Greek and
N E W TESTAMENT GREEK
Minor: t o credits.
I-2.f
ELEMENTSOF NEW TESTAMENT
GREEK. I, 11.
8 Cr.
In addition to the theoretical and practical study of the grammar of' the Greek
language of the New Testament, the course will cover the manuscript transmission of the Greek text of the New Testament with the description of the
main uncial manuscripts and ancient versions.
Upper Division Courses
5 I , 5 2. ADVANCED
NEWTESTAMENT
GREEK. Prereq. 2. I, 11.
3, 3 Cr.
Selections ,from the Synoptic Gospels and Acts. Special emphasis is given to
parsing and syntax of the Greek text.
$ 3 , 54. GREEKEXEGESIS. Prereq. 12. I, 11.
3 9 3 Cr.
Selections from the Pauline and Catholic Epistles. Special emSphasis is given to
the syntactical and exegetical approach to the Greek text.
LATIN
BEGINNINGLATIN. Fr. I, 11.
Grammar and exercises in translation.
1-2:;-
8 Cr.
3 , 4. CZSAR, ST. AUGUSTINE,AND MEDIEVALWRITERS.
Prereq. 2. So. I, 11.
3 , 3 Cr.
Continuation of grammar and syntax. Selections from Caesar's Gallic War,
St. Augustine's Confessions, and Medieval Latin writers.
Uivisron of the Humanities / 49
HEBREW
g3-g4.t HEBREWFOR BEGINNERS.I, n.
See Course 9-10 under Theological Seminary.
n.
a5, 86. HEBREWEXEGESIS.I,
See Course 17, 18 under Theological Seminary.
6 Cr.
2,
n Cr.
DEPARTMENT OF ENGLISH
THE DEPARTMENT
OF ENGLISHaims to train students in the proper use of
English in oral and written expression; to increase proficiency in reading and
in analyzing literary texts; to acquaint the students with the beginnings of
Western literature and its development in England and America; and to instill
a deeper understanding of the fundamental truths and realities of life revealed
in great literature.
The department prepares specifically for the teaching of English in secondary
schools and for gaduate study.
Freshman English is required of all students. This requirement is met by
satisfactory completion of English I and 2, or, for students of superior rating,
satisfactory completion of English 3 and 21. English 2 1 also meets the literature requirement for graduation. Satisfactory completion of English I is a
prerequisite for English 2.
All students are required to take an English test at the end of the sophomore
year and must demonstrate a proficiency in writing to qualify for the A.B.
degree.
Major: 26 credits above course 9, including 21, 3 I , 32, 5 I , 6 1 , 62, 74,
and a course in modern literature. Recommended for students who plan
graduate study, in addition to those listed above, courses 52, 76 or 78, 92, 94,
three credits of electives, plus mastery of French and German.
Teaching major: 28 credits above course 9, including courses listed for the
major, plus 2 5 or lo, and 71. A minor in speech, library science, or a foreign
language is recommended. All teaching majors must meet the foreign language
requirement.
Minor:
I8
credits above course 9, including 21, 3 I , 32, 5 I , 61, and 62.
Teaching minor: For secondary school: 2 1 credits above 9, including courses
listed for the minor, plus 50 or 7 1 . For elementary school: 18 credits above
9, including 21, 25 or 50, Y I , 71, and 3 credits in modern literature.
A.
IMPROVEMENT
OF READING. Fr.
(Oflered both semesters.)
I Cr.
Designed to improve reading speed and comprehension. May be taken by upperclassmen, but only freshmen receive credit.
6 Cr.
I-2.t FRESHMAN
ENGLISH.(Offered both semesters.)
A study of language, composition, and literature. Themes and a reference paper.
Students who do not meet the minimum requirements in the entrance English
tests are placed in special sections meeting five hours a week.
yo / urvrston 01 tne Hll?nlr~~~reS
3 . FRESHMAN
ENGLISH.I.
3 Cr.
An accelerated course providing experience in writing a reference paper, expository, narrative, and descriptive themes. Includes study of language, correct usage, and types of literature. Introduction to analysis and criticism of
literary selections.
7. ENGLISHFOR THE FOREIGN-BORN.I.
2 Cr.
An introduction to colloquial English. Training in speaking, writing, and
listening. T o be taken by foreign-born students before Freshman English.
2 Cr.
A course including reading of literary selections and practice in the skills of
writing, speaking, and listening. For student nurses.
9 . COMMUNICATIONS.
(Offered both semesters.)
12. FORMSOF JOURNALISTIC WRITING. 11.
See course I 2 under Journalism.
z Cr.
21, 22. LITERATURE
OF THE WESTERNWORLD.Prereq. 2 o r 3. (Offered both
semesters.)
3, 3 Cr.
Reading, analysis, and discussion of some of the world's great classics. Various
literary movements and the influence of the classical tradition.
25. EXPOSITORY
WRITING. Prereq. 2 o r 3. I.
2 Cr.
Practice in the writing of exposition and argumentation. Reading and analysis
of models.
26. CREATIVE
WRITING.Prereq. 2 o r 3 . 11.
2 Cr.
Writing of description and narration. Study of techniques in the composition
of fiction, poetry, and drama. Individual and group projects.
3 I . MEDIEVAL
LITERATURE.
Prereq. 2 o r 3. I.
2 Cr.
Literature of the Middle Ages, chiefiy English. Special attention given to
Chaucer.
32. RENAISSANCE
LITERATURE.
Prereq. 2 o r 3. 11.
z Cr.
Literature of England from 1481 to the death of Shakespeare. Some attention
given to non-English works.
Upper Division Courses
yo. MODERNENGLISHUSAGE.Prereq. 2 or 3. (Offered both semesters.)
2 Cr.
A course in grammar and usage for the general student. Recommended for students preparing for teaching. Satisfactory completion of this course meetss the
graduation requirement for proficiency in English.
11, 52. AMERICANLITERATURE.
Prereq. z o r 3. I, 11.
3, 3 c r .
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
55. THEMODERNSCANDINAVIAN
NOVEL. I.
Sec course 15 under Scandinavian Language and Literature.
r Cr.
Division of the Humanities / 5 I
56. THE MODERNSCANDINAVIAN
DRAMA. 11.
See course 56 under Scandinavian Language and Literature.
2
Cr.
3 Cr.
57. THE BRITISHNOVEL.Prereq. 2 or 3. I.
The development of the novel in England. A study of the major novelists and
their novels. (Offered 1963-64.)
3 cr.
58. MODERNFICTION.Prereq. z or 3. 11.
The modern novel and short story. British, American, and continental writers.
(Offered 1963-64.)
59. MODERNPOETRY.Prereq. r or 3. I.
3 Cr.
A study of major English and American poets with attention to themes,
forms, and techniques.
60. MODERNDRAMA.Prereq. 2 or 3. 11.
3 Cr.
A survey of the chief dramatists from the time of 1,bsen. Representative plays
studied as literature and as theater. (Offered 1962-63.)
61. BRITISHLITERATURE
OF THE SEVENTEENTH
AND EIGHTEENTH
CENTURIES.
3 Cr.
Prereq. r or 3. I.
The principal authors from John Donne through Samuel Johnson. Discussion
of literary movements and historical backgrounds.
62. BRITISH LITERATURE
OF
THE NINETEENTHCENTURY.Prereq. 2 Or 3.
11.
3 Cr.
Romantic and Victorian literature in England. Stress placed on major writers of
prose and poetry.
3 Cr.
71. INTRODUCTION
TO MODERNENGLISH.Prereq. 2 or 3. I.
The study of American English vocabulary, sounds, and grammar. Designed to
give prospective teachers an introduction to the study of language. (Not offered
(1962-63.)
2 Cr.
CRITICISM.
Prereq. 2 or 3. I.
73. LITERARY
A study of basic texts, with emphasis on principles and issues which have
special relevance for modern thought. (Offered 1962-63.)
3 Cr.
74. SHAKESPEARE.
Prereq. 3 2 or #. 11.
A study of selected plays with attention given to Shakespeare's development,
to dramatic technique, and to the Elizabethan Age.
76. MILTON. Prereq. 61 or #. 11.
z Cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of the seventeenth century. (Offered 196364.)
78. CHAUCER. Prereq. 3 I or #. 11.
z Cr.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Canterbury Tales. (Offered I 962-63.)
5 2 / Division of the Humanities
83. MODERNBRITISHLITERATURE.
Prereq. 6 crs. in Br. lit. or #. I.
2 Cr.
The immprtant literary movements of the present century in England, concentrating on leading authors and notable productions. (Offered 1962-63.)
85. CONTEMPORARY
AMERICAN
LITERATURE.Prereq. 5 2 or #. I.
2 Cr.
A study of major writers and movements since World War I. (Offered 196364.)
92. ENGLISHSEMINAR. Prereq. Sr. and English major or minor. 11.
2 Cr.
Methods and problems of bisbliography and research. Selected topics in American
and British literature.
STUDY. Prereq. Jr. or Sr. major and consent of de94, 95. INDEPENDENT
I , I Cr.
partment chairman. (Offered both semesters.)
JOURNALISM
12. FORMSOF JOURNALISTIC
WRITING.11.
r Cr.
An introduction to news, feature, and editorial writing. Some attention given
to editing and headlining
15. EDITINGTHE SMALLPAPER. I.
2 Cr.
The mechanics of newspaper production. Designed especially for prospective
advisers of high-school publications. (Offered 1963-64.)
Major in Language Arts for Teaching: 46 credits in the following areas,
including: Eng. 21, 31, 32, 51, 61, 62, 71, 74, 2 2 or $2, 2 5 or 50; Journalism
12; Speech 31, 66, plus 2 additional credits; Library Science 63.
DEPARTMENT OF SPEECH
THISDEPARTMENT
aims to foster in students those speech skills which contribute to meaningful self-expression and effective leadership. I t seeks to
develop platform skills, intelligent speech compositions, and critical listening
habits. It aims, through courses in intenpretative reading and drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which prepares the student
to teach speech in the secondary schools and to take graduate work in speech,
theater, or speech pathology.
II
All students are required to earn 2 credits in speech for graduation.. Speech
is designed especially for this requirement.
Students needing help with speech problems such as stuttering, lisping, foreign
dialect, and excessive stage fright should contact the head of the department
for individual attention.
Major: 24 credits above Speech 11. For Education students courses 12, 30,
3 I , 5 I, 66, and 76. In addition, a course in logic is required of all majors.
Minor: 17 credits above Speech 11. For Education students courses
3 I , 5 I , 66, and 76.
12,
30,
-
Division of the Humanities / 5 3
I I. BEGMNINGSPEECH. SO. ( m e r e d both semesters.)
2 Cr.
Basic problems of effective speaking and critical listening. Three hours a week.
12.
FORMSOF PUBLICADDRESS.
Prereq. 11, Fr.,
So. 11.
z
Cr.
Public speaking projects with emphasis on style, audience psychology, and
adaptation to various situations. Three hours per week.
I 6.
STORYTELLING
AND CREATNE
DRAMATICS.SO. lT.
z Cr.
Selection of stories for various age groups. Techniques, observation, and practice
in story telling and creative dramatics. Recommended for p/arish workers and
elementary school teachers. (Offered 1962-63.)
z Cr.
21-2z.t INTERCOLLEGIATE
DEBATE. I, 11. Open to all students.
Practice in debating the intercollegiate debate question of the year. Participation
in intercollegiate debate tournaments.
25. ~NTERCOLLEGIATE SPEECH. Open to all students. I.
Prepara~ionfor and participation in intercol1egiate.speech contests.
I
Cr.
30. INTRODUCTION
TO DRAMATIC
ARTS.Open to all students. 11.
3 Cr.
An introduction to the history of the theater and to the theories of drama
and dramatic production.
3 I.
INTERPRETATIVE
READING. So. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
kinds of prose, poetry, and drama.
So. TI.
3 Cr.
An introduction to the art of acting. Practical work in pantomime and improvisation; participation in dramatic presentations.
jz.
ACTING.
Upper Division Courses
3 Cr.
5 I . ARGUMENTATION.
Jr., Sr., I.
Applications of logic in public speaking, discussion, and debate. Participation
in intercollegiate debates.
3 Cr.
52. ADVANCED
PUBLICSPEAKING.Jr., Sr., 11.
An introduction to classics in rhetoric; analysis of great speeches; practical
work in speech writing.
$5. GROUPLEADERSHIP
AND DISCUSSION.
Jr., Sr.,
I.
z Cr.
Theories of group leadership; principles and types of discussion; practice in
group discussion techniques. (Offered 1962-63.)
64. STAGECRAFT.Jr., Sr. 11.
r Cr.
A study of stage design, scene construction and theatrical lighting, with emphasis on the problems of the amateur stage. Laboratory exercises.
54
66.
/ Division
of the Humanities
STAGEDIRECTION. Prereq. 32. Jr., Sr. 11.
3 Cr.
Theory and practice of stage direction with lzboratory exercises in planning
productions and conducting rehearsals.
76. SPEECH PATHOLOGY. Jr., Sr. 11.
3 Cr.
Physical and psychological factors underlying normal and abnormal speech. An
introduction to principles and methods of speech correction.
91, 92. SPEECH SEMINAR.Sr. I, 11.
2, 2 Cr.
Selected topics in rhetorical theory; individual projects with emphasis on the
use of primary sources and the methodology of research.
93, 94. DRAMASEMINAR.Sr. I, 11.
2, 2 Cr.
Selected topics in drama; individual projects as indicated by personal needs and
interests.
DEPARTMENT OF MODERN LANGUAGES
THISDEPARTMENTaims to impart to the student the knowledge of a modem
language as a factor in stimulating a sympathetic interest in the people for whom
i t is the main channel of expression. I t also aims to aid the student in developing
an understanding of the idiom of a particular language and a mastery of the
rules of grammar and pronunciation. I t durthermore seeks to develop an interest
in the history, literature and life of the people whose language he is learning,
and to transmit to American life the best of their cultural and religious heritage.
A special aim is to provide language facility and technical training for those who
plan to teach, study theology, or become candidates for higher academic degrees.
GERMAN
Major: 24 credits above German 2.
Minor: 1 6 credits above German 2.
I - 2 . t BEGINNINGGERMAN.I,, 11.
8 Cr.
Pronunciation, grammar, reading, elementary composition and conversation.
Audio-oral exercises in laboratory required.
3, 4. INTERMEDIATE
GERMAN.Prereq. 2 o r equivalent. I, 11.
3, 3 Cr.
Emphasizes pronunciation and comprehension. Grammar review, composition,
and conversation. Required for teachers and minors. Students who have credit
for German 5 , 6 will not receive credit for this course.
y, 6. INTERMEDIATE
GERMAN.Prereq. 2 or equivalent. I, 11.
3, 3 Cr.
Emphasizes reading and interpretation of texts in German. For students who
plan to enroll in a theological seminary or graduate school. Students who have
credit for German 3, 4 will not receive credit for this course.
Upper Division Courses
51, 52. GERMANLITERATURE.
Prereq. 4 or 6. I, 11.
3, 3 Cr.
Selected works of standard German authors. A survey of German literature
and culture.
AND CONVERSATION.
Prereq. 4. I, 11.
61, 62. COMPOSITION
2, 2 Cr.
More advanced work in writing and speaking German. Required for teachers
and minors.
Prereq. 5 2 or #. I.
71. THEGERMANDRAMAQF THE 1 9 m CENTURY.
3 Cr.
A survey of the field and reading of representative works. (Offered 1963-64.)
#. 11.
3 Cr.
A survey of the genre and reading 'of works in the field. (Offered 1963-64.)
72. THEGERMANSHORTSTORY(Novelle.) Prereq. 52 or
74. THEGERMANNOVELOF
THE I ~ T HAND LOTH
#. 11.
CENTURIES.Prereq. 5 2 or
3 Cr.
Discussion and reading of representative works. (Offered 1964-65.)
91. INDEPENDENT
STUDY.Prereq. #. Offered both semesters.
r Cr.
Selected topics in German literature. Paper to be written in German. (Offered
'963-64.)
SCANDINAVIAN LANGUAGE AND LlTERATURE
Minor, 24 credits.
I-2.-1-
BEGINNING
NORWEGIAN.
Fr. I,
II.
8 Cr.
Reading, translation, spelling, and exercises in writing and in pronunciation.
3, 4.
INTERMEDIATE
NORWEGIAN.So. I, 11.
3, 3 Cr.
Further study of grammar. Reading of standard authors. Brief survey of Norwegian literature. Composition.
I I.
SCANDINAVIAN
HISTORY. I.
3 Cr.
A brief survey of the history of the Scandinavian peoples, with history of
Norway as the core. (Offered 1963-64.)
I 6.
MODERNSCANDINAVIA.11.
3 Cr.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1963-64.)
Upper Division Courses
$5.
THE MODERNSCANDINAVIAN
NOVEL. Jr., Sr. I.
z Cr.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma Lagerl~f,
and others. Knowledge of a Scandinavian language not required. ( m e r e d
1962-63.)
56.
THEMODERNSCANDINAVIAN
DRAMA. Jr., Sr. 11.
L
Cr.
The course includes dramas by Bjfirnson, Ibsen, and Strindberg. Knowledge of
a Scandinavian language not required. (Offered 1962-63.)
FRENCH
Major: 24 credits above French
Minor: 16 credits above French
I-2.t
2.
2.
8 Cr.
BEGINNINGFRENCH.I, 11.
Pronunciation, conversation and elementary grammar. Oral, written, and reading practice. Laboratory work an integral part of the course.
3 , 4. INTERMEDIATE
FRENCH.Prereq. 2 or equivalent. I, 11.
3, 3 Cr.
Further study of grammar involving aural-oral and written practice. Composition. Reading of representative works. Laboratory emphasis on the native
voice.
Upper Division Courses
51, 5 2 . SURVEYOF FRENCHLITERATURE.
Prereq. 4. I, 11.
3, 3 cr.
Study of French authors and literary movements. Lecture, reading, and reporting on literary works in the French language.
61. FRENCH C O N V E R S A ~ O
N COMPOSITION.
AND
Prereq. 4. I.
2
Cr.
Further conversation practice and composition toward facility in the language.
Vucabulary enrichment, organization, and correctness of expression.
62. FRENCH HISTORYA N D CIVILIZATION.
Prereq. 61 or
#.
11.
2
Cr.
Contribution of French thought and culture to the world is studied in conjunction with historical setting and contemporary life.
72. MODERNFRENCHLITERATURE.
Prereq. 52. I, 11.
3, 3 Cr.
Significant literary works since Balzac. Contemporary trends in literary movements and 20th century thought. (Offered 1963-64.)
71,
2 Cr.
90. SEMINARIN LITERATURE.Sr. 11.
Selected topics in French literature. Discussion and reports in French. (Offered
1963-64.)
SPANISH
Major: 24 credits above Spanish 2.
Minor: 16 credits above Spanish 2.
1-2.
t BEGINNINGSPANISH.I, 11.
8 Cr.
Aims to develop the ability to speak, write, understand, and read simple Spanish. Laboratory work an essential part of the course.
3 , 4. INTERMEDIATE
SPANISH.I, 11.
3, 3 Cr.
Further study of grammar; oral work; reading of short stories, novels, and
plays. Further laboratory work.
Upper Division Courses
j I, j t . SURVEYOF SPANISHLITERATURE.
Prereq. 4. I, 11.
3. 3 Cr.
A study of Spanish literature from the Poema del Cid to modern times. Lectures in Spanish. Reading of representative works. Written and oral reports.
Laboratory work.
z Cr.
61. SPANISHCONVERSATION
A N D COMPOSITION.
Prereq. 4. I.
Aims to facilitate free expression in Spanish through conversation and composition. Laboratory work provides opportunity for hearing native voices.
62. SPANISHCIVILIZATION.
Prereq. 61 or #. 11.
2 Cr.
Designed to acquaint the student with characteristic aspects of Hispanic life,
thought and culture. Significant texts are used as a basis for discussion and
for written and oral reports in Spanish.
71, 72. CONTEMPORARY
SPANISHA N D HISPANICAMERICANWRITERS.Prereq.
gt. I, 11.
3, 3 Cr.
Selected readings of modern writers. Oral and written reports in Spanish.
(Offered 1963-64.)
z Cr.
90. SEMINARI N LITERATURE.Sr. 11.
Selected topics in Spanish literature. Discussion and reports in Spanish. (Offered
'963-64.)
DEPARTMENT OF MUSIC
THE DEPARTMENTOF MUSIC offers training to students who wish to become
teachers of music, directors of choral and instrumental ensembles, o r who are
primarily interested in performance, as well as preparation for those who expect
to pursue specialized study in the field of music. General instruction is afforded
other students who also wish to broaden their cultural background with an
understanding of and appreciation for the music of the masters. Emphasis is
laid upon the rich musical heritage of the Christian Church.
Major: 40 credits. Excepting 3 and 10, courses I through 58, 61-62" o r 6364*, 69, 77 o r 78, 80, and 10 credits in applied music, of which 4 must be in
private lessons in voice or on an instrument, and 4 as a member of a musical
organization. A t least z credits in private instruction must be earned in the
junior and senior years. Non-education students may substitute 10 for 77 or 78.
One public performance in their area of specialization is required of juniors
and seniors. This requirement may be fulfilled by satisfactory participation in
the monthly Performance Seminars. Formal public recitals are encouraged and,
upon recommendation of the department, may be given in fulfillment of the
requirement.
Sophomores, Juniors, and Seniors are required to attend monthly Performance
Seminars. Freshmen are encouraged to attend. The seminars are student recitals
which provide opportunity for p b l i c ~erformanceand acquaint the students
with a repertory of musical excellence.
58
/ Dirision
of fbc lf zrrnanities
All majors are required to pass a piano proficiency examination, preferably
by the end of the sophomore year. I t includes: (a) major and harmonic
minor scales with triads and inversions, played two octaves, ascending and
descending, hands together, at moderate speed; ( b ) a Bach two-part invention
o r a classical sonatina; (c) a romantic o r modern piece showing expression; and
( d ) sight reading pieces of hymn-tune grade.
Minor: 26 credits. Excepting 3 and 10, courses I through 58, 61-62" o r 6364", and 6 credits in applied music, z of which must be in private lessons in
vocal o r instrumental music.
A maximum of 10 credits in applied music may count toward the Bachelor
of Arts degree.
I , 2.
THEORY.I, IT.
z, z Cr.
A basic course in the fundamentals of music, including the principles of notation, major and minor scales, intervals, triads, rhythms; aural skills; sight
rezding, dictation, and part singing.
TO MUSIC. 11.
4. INTRODUCTION
z Cr.
A course for non-majors. To promote understanding and enjoyment of music.
Fulfills the fine arts requirement.
7, -8. HISTORYAND LITERATURE
OF MUSIC. I, 11.
z, z Cr.
An historical survey of western music from its beginnings to 1900. Supplemented by musical scores and recorded performances.
10. H Y M N SAND MUSICOF THE CHURCH. 11.
2 Cr.
Development of the music af the Christian Church, with special attention to
the Protestant heritage. Designed for the general student, organists, choir directors, and pre-theological students. Fulfills the requirements of a course in
religion.
I
5-16:i-
HARMONY. I, 11.
4 Cr.
Application of the study of scales, intervals, and chord formation in written
exercises. Written work includes harmonization of figured bass and given
melodies a; well as opportunity for simple creative writing.
Upper Division Courses
55, 56.
ADVANCED
HARMONY.Prereq.
2,
16. I, 11.
2,
z Cr.
Continuation of 15-16, with advanced work in harmonization of figured bass
and given melodies. Modulation, advanced chord formations, the use of suspensions, retardations, and ornaments of music.
57, 58.
CONDUCTING.Prereq.
Jr. I, 11.
2,
or
2
Cr. in piano, organ, o r equivalent.
z, 2 Cr.
Techniques of conducting choral and instrumental music; organization and
administration of choral and instrumental ensembles in school, church, and
community. Students in music education should take the course in junior
year.
:% student in education should, unless he takes both technique courses, take
Choral Technique if his applied music is largely instrumental, and Instrumental
Technique if his applied music is largely vocal.
/ 59
Division of the Humanities
61, 62. INSTRUMENTAL
TECHNIQUE. Prereq. 2. Jr., Sr. I, II.
-2, 2 Cr.
Class instruction in string, reed, brass, and percussion instruments, preparing
the prospective public school music teacher and director for work in band and
orchestra.
63, 64. CHORALTECHNIQUE.
Prereq. z. Jr., Sr. I, 11.
2 , z Cr.
Class instruction in the 'fundamentals of voice culture as related to choral
ensemble. For public school music teachers and directors of vocal music.
69. TWENTIE-TH
CENTURYMUSIC. Prereq. 8, 56. Jr., Sr. I.
A survey of western music with emphasis on contemporary trends.
2
CL
77. COUNTERPOINT.Prereq. 56. Sr. I.
r Cr.
Strict counterpoint in one, two, three, and four-part writing in all the species.
Three hours per week.
2 Cr.
78. MUSICALANALYSIS.Prereq. 56. Sr. 11.
A detailed study of the structure and form of music, together with the study of
the harmonies constituting any musical composition.
I , I Cr.
80, 81. SENIORSEMINAR. Prereq. Sr. and Music Major. I, 11.
P,dvanced topics in music. Choral, vocal, and instrumental literature. Bibliographies and research. (Offered in 1963-64.)
APPLIED MUSIC
Vocal and instrumental instruction is available to all students. Beginners must
complete two semesters of private lessons in order to receive credit. Others
receive one credit for a minimum of sixteen thirty-minute lessons per semester.
Occasional lessons are available without credit. For statement of fees see under
Financial Information.
I, I Cr.
PIANO. I, 11.
Technique as needed, repertory, performance, accompanying. Music majors and
minors must pass the proficiency examination. Only those credits earned after this
examination has been passed apply toward the major or minor.
ORGAN. Prereq. Basic piano technique and consent of instructor. I, 11. I , I Cr.
Technique as needed, repertory, performance, hymn playing, accompanying.
I, I Cr.
VOICE. I, 11.
Includes correct habits of pronunciation and articulation, breath control,
flexibility, ear training in some cases, and interpretation of song classics, both
sacred and secular.
CHOIR.-;- I, 11.
CONCERTBAND. I, 11.
WOOD-W~ND
INSTRUMENTS,BRASSINSTRUMENTS.
2
Cr.
I, I
Cr.
I,
I
Cr.
WOMEN'S CHORUS (Cantorians), MALE CHORUS, VARSITYBAND, ORCHESTRA (Offered in 1963-64), BRASSENSEMBLE,STRINGENSEMBLE,
WOODWIND
ENSEMBLE.
I/1 Credit per semester
These organizations exist not only for the benefit of the music student but
for any student who wishes to participate in groups affording opportunity for
musical expression.
PERFORMANCESEMINAR I, 11.
o Cr.
6o/Division of the Humanities
DEPARTMENT OF ART
THE DEPARTMENTOF ART endeavors to further the student's technical and
conceptual understanding of art. Besides experience in the disciplines of drawing,
painting, and sculpture, emphasis is given to the function of art in history
and religion. Because of the place art has in contemporary life, students are
encouraged to consider the areas of teaching, graduate study, commercial designing, and avocational art.
In addition to the courses oeered for credit, students have the opportunity
to study and discuss with August Molder, artist in residence, problems of art
related to painting and the making of stained glass windows.
The department reserves the right to keep for three years examples of student art work for exhibition purposes.
Minor: 16 credits, including I , 17 or 18,
21
or 22, and 7 1 .
I . BASICDESIGN. Offered both semesters.
3 Cr.
Theory and application of basic art principles, in drawing, painting, lettering,
and sculpture.
3. ART IN DAILYLMNG. I.
See course 3 under Department of Home Economics.
3 Cr.
17, I 8. OIL PAINTING. I, 11.
2, z Cr.
Investigation of the technical and expressive possibilities of oil paint. Still life,
landscap, and portrait painting.
21, 22. SCULPTURE.I, 11.
z, z Cr.
Design in three-dimensional form. Modeling of portraits, human figures, and
animal forms. Ceramic and plaster casting.
32. WATER&LOR PAINTING. 11.
z Cr.
Use of transparent and opaque water color techniques, with emphasis on landscape painting. (Offered 1963-64.)
Upper Division Courses
n.
64. HISTORY
AND APPRECIATION
OF ART.
See course 64 under Department of Home Economics.
3 Cr.
68. PRINT MAKING.11. Prereq. I.
2 Cr.
Introduction to principles and methods of color printing and composition.
Studio practice in woodcut, linocut, monoprint and the silk screen process.
(Offered 1962-63.)
71. HISTORY
OF PAINTING. I.
3 Cr.
A historical survey of painting in western civilization from early Mediterranean
cultures to modern times.
Division of the Social Sciences
MR. CHRISLOCK,
Chairman
IT IS THE GENERAL PURPOSE of the work in this division to improve the
student's understanding of human relationships and his appreciation of their
importance and value, especially in their Christian interpretation. The work
proceeding under the guidance of the faculty in this division is therefore
ictended to develop a higher grade of citizenship and to improve the individual's
adaptation to his vocation.
DEPARTMENT OF HISTORY AND POLITICAL SCIENCE
THE WORK OF THIS DEPARTMENT is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations
af the phenomena in the fields of History and Political Science. It affords
preparation for gaduate study and for teaching in secondary schools.
Major, 30 credits; minor, 2 1 credits. Students with a major o r minor in
history who plan to teach in this field must include History 21 and 22. For
non-majors, prerequisites may be waived on consent of the instructor.
I , 2. WESTERNCIVILIZATION.Fr. I, 11.
3, 3 crThis course is a rapid survey of European history from ancient times and up to
the present. Designed to lay the foundation for future work in History.
2 I, 22. UNITEDSTATES
HISTORY.
So. I, 11.
3, 3 CrA survey of the life of the American people, and the development of their ideas
and institutions. First semester, from early explorations to 1865; second semester,
the beginning of the reconstruction period to the present.
Upper Division Courses
52. ENGLANDTO I 832. Prereq. I, 2. Jr., Sr. 11.
3 Cr.
Emphasis laced on the constitutional development of England. (Offered 196263.1
3 Cr.
53. HISTORYOF CANADA. Jr., Sr. I.
The development of Canada from early explorations to the present, with
emphasis on Canadian-United States relations. (Offered 1963-64.)
5 5 . CONTEMPORARY
UNITEDSTATES. Prereq. 21, 22. Jr., Sr. I.
3 Cr.
The United States from about 1900 to the present. Seminar offered in connection with this course may be takep for one additional credit on approval of
instructor.
62 / Dizfision of the Social Scirnces
A ~ T E R IDIFSQMATTC
C A ~ T HISTORY.
Prereq. 6 Cr. in History or Pof. Sci.
16.
=. Jr., Sr. 11.
3 Cr.
The history of Arreric3~1fortiqn policy. The period from ~ 8 9 8to the present
is emphnsiacd. Seminar o f i r e d in cr,mection with this course may be takcn for
or
one additional credit oa apprnr3l of in,strvctor.
(Offcred 1963-64.)
GOVERNMENTS
A N D PROBLEMS
OF SOUTHAND SOUTHEAST
ASIA.
Jr., Sr. I.
See course 57 under Political Science
57.
58. POLITICSAND PROBLEMSOF THE MIDDLEEAST. Jr., Sr. 11.
See course 58 under Political Science.
3 Cr.
3 Cr.
Prereq. I , 2. Jr., Sr. I.
3 Cr.
61. ANCIENTHISTORY.
A cultural and p l i t i c a l history of ancient civilizations and their contribution
to modern cultures. (Offered 1962-63.)
3 Cr.
63. MEDIEVAL
EUROPE,300-1200. Prereq. I , z. Jr., Sr. I.
From the decline of Rome, through the ~olitical,economic, and cultural revival
of I r t h century Europe. (Offered 1963-64.)
64. MEDIEVALEUROPE, 1200-1500. Prereq. I , 2. Jr., Sr. 11.
3 Cr.
Medieval culture at its height in the r 3 t h century, the rise of western monarchies,
decline of the medieval papacy and empire, late Middle Ages and the Italian
Renaissance. (Offered 1963-64.)
3 Cr.
65. EARLYMODERNEUROPE, 1500-1648. Jr., Sr. I.
Emphasizes the religious crises of the Reformation and the religious wars.
(Offered 1962-63.)
66. EARLYMODERNEUROPE, 1648-1783. Jr., Sr. 11.
3 Cr.
A study of divine-righr ahsoliltism of Louis XIV and its influence in Europe,
contrasting political pattern of England, scientific developments and their
efiects on areas of thoughr, 18th cenrury background of the French Revolution. (Offered 1962-63.)
Jr., Sr. I.
3 Cr.
A political and cultural survey of these countries from ancient times to the
nineteenth century. (Offered 1963-64.)
I67.
PRE-NINEI,EENTHCENTURYINDIA, CHINA, AND
68.
CHINA A N D JAPAN, 18y0
TO
JAPAN.
PRESENT. Jr., Sr. 11.
3 Cr.
A survey of the internal developments in China and Japan, their relations with
each other and with the West. (Offered 1963-64.)
A N D EARLYNINETEENTH
CENTURYEUROPE.
FRENCHREVOLUTION
Prereq. 12 credits in History. Jr., Sr. I.
3 Cr.
Political, economic, social, and cultural development in Europe from 1789 to
I 8 $0. The French Revolution, Napoleon, the Restoration, the Revolution of
71.
I 848.
Division of the Social Sciences / 6 3
LATE NINETEENTH C E N ~ ~ U EUROPE.
RY
Prereq. 12 credits in History.
3 Cr.
Jr., Sr. 11.
Political, economic, social, and cultural development in Europe from 1848 to
1914. The national unification of Germany and Italy, the rise of imperialism,
and the background of World War I.
72.
HISTORY
OF POLITICALTHEORY. Jr., Sr. I.
See course 75 under Political Science.
75.
82. TWENTIETHCENTURYEUROPE. Prereq.
12
3 Cr.
credits in History. Sr. 11.
3 Cr.
A survey of recent developments in the world, extending from the outbreak, of
World War I to the present. Seminar offered in connection with this course
may be taken for one additional credit on approval af instructor.
95. SEMINARI N NORTHWESTHISTORY. Prereq. #., Jr., Sr. I.
3 Cr.
A study of various areas of the history of Minnesota and the Northwest. A
research paper is required. (Offered 1962-63.)
POLITICAL SCIENCE
Minor:
I5
credits.
41-42:i- AMERICANGOVERXMENT.I, 11.
6 Cr.
A study of the Constitution; civil rights; federal, state, and local governments;
citizenship; and popular control of government.
Upper Division. Courses
5 6. AMERICANDIPLOMATICHISTORY.
11.
See course 56 under History.
3 Cr.
GOVERNMENTS
AND PROBLEMSOF SOUTH AND SOUTHEASTASIA. Jr.,
Sr. I.
3 Cr.
The emergence of the new national states in this area; their political and
economic problems. (Ogered 1962-63.)
57.
58. POLITICSAND PROBLEMS
OF .THE MIDDLEEAST. Jr., Sr. 11.
3 Cr.
A survey of the contemporary political and economic problems in the Middle
East. (Offered 1962-63.)
PUBLIC FINANCE. Prereq. 41-42 or Economics I F for Political Science
3 Cr.
minors. Jr., Sr. I.
See course 61 under Business Administration and Economics.
61.
71. HISTORY
OF POLITICALTHEORY. Jr., Sr. I.
3 Cr.
A survey of the high points in the development of political theory from the
Greeks to the present. (Offered 1963-64.)
GEOGRAPHY
14. HUMANGEOGRAPHY. Fr., So. 11.
A study of geographical factors affecting mankind.
3
Cr.
64 / Division of the Social Sciences
Combined Major in Social Sciences for Teaching: 24 credits in History (including History 21 and 22) and Geography; Sociology I , 2; Economics I F , 16;
Political Science 41-42.
Minor in Social Science: 6 credits each in History and Sociology; Political
Science 41-42; and 3 credits in Economics.
DEPARTMENT OF SOCIOLOGY
THE OBJECTIVES OF THIS DEPARTMENT are to help students attain a better
understanding ~f socircy and its socia! problems, a3 well as tu prepare students
for social senice, f o r grnduatc trnining in mcia1 nrork. and for graduare study in
Sociology. Bepond rrndersranding of society and its pmMcms and beyond
academic comperence, the Department aims to explore the relevance uf Christianity to effective social service.
Major, 27 credits including Sociology I, 2. Required in addition are History
1-2, o r 21, zz; Psychology 5 .
Minor, 11 credits including Sociology I, 2. Required in addition are History
1-2, or Z I , 22.
I.
INTRODUCTION
TO SOCIOLOGY. Fr., So. I.
3 Cr.
An introduction to the field of Sociology, examining its methods, techniques,
and general concepts as they apply to an analysis of American society.
2.
SOCIALPROBLEMS. Fr., So. 11.
3 Cr.
The dynamic processes at the root. of contemporary problems. Problems of
personal, family and community disorganization are selected for special study.
8. SOCIOLOGY.
11.
r o r 3 Cr.
A n introduction to the field of sociology. Designed especially for student nurses.
I 6.
MODERNSCANDINAVIA.11.
3 Cr.
See course 16 under Scandinavian Language and Literature.
21.
RURAL SOCIOLOGY.So. I.
3 Cr.
Structure, function and change of rural society with special attention to the
problems of contemporary rural America.
rr.
URBANSOCIOLOGY.SO. 11.
3 Cr.
Study of the city as to historical background, causes of growth, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
AND FAMILYRELATIONSHIPS.
Offered both semesters.
42. MARRIAGE
See course 42 under Department of Home Economics.
3 Cr.
Division of the Social Sciences / 65
Upper Division Courses
9 3 . INTRODUCTION
TO STATISTICS.
Jr. I.
3 Cr.
Scientific methods of dealing with the collection, organization, comparison, and
interpretation of numerical data. Constructing of graphs and tables, finding
measures of central tendencies, variability and correlation. Methods of sampling.
54. SOCIALRESEARCH.Jr. 11.
3 Cr.
Methods of investigation in sociology and psychology; an examination of problems and procedures of social research; an analysis of research designs and
techniques.
57. FIELDSOF SOCIALWOW. Jr., Sr., I.
z Cr.
An introduction to the historical development, basic concepts, legislative policies, organizational structure, and institutional functions of social welfare,
including a survey of contemporary public welfare and social security.
TO METHODS
OF SOCIALWORK. Jr., Sr. 11.
58. INTRODUCTION
z Cr.
Principles and procedures of case work and group work. Designed especially for
students who anticipate entering the field of social work. (Offered 1963-64.)
5 9 6 0 . t FIELDEXPERIENCE
I N SOCIAL
WORKAGENCIES.Jr., Sr. I, 11.
2 Cr.
Provides laboratory experience in the metropolitan community for students
preparing for social work. To be integrated with Sociology 57 and 5 8 o r 66.
63. CRIMINOLOGY.
Prereq. I. Jr., Sr. I.
3 cr.
A study of the nature of delinquency and crime in contemporary society. An
examination of casual factors, methods of apprehension, treatment, and prevention of delinquency and crime.
66. PUBLICWELFARE.Jr., Sr. 11.
z Cr.
A study of the development of public welfare in the context of historical
changes in American society, and an examination of major concomitant social
issues. (Offered 1962-63.)
3 Cr.
75. SOCIALPSYCHOLOGY.
Prereq. I , Psy. 5. Jr., Sr. I.
Society and the individual, the socialization process, the development of personality, the impact of grou,p norms. Selrcted forms of collective behavior
such as crowd, rumor, and audiences.
3 Cr.
76. RACERELATIONS.Jr., Sr. 11.
The dynamics of prejudice, racism, and discrimination, together with an examination of social action programs. (Offered 1962-63.)
78. LABOR-MANAGEMENT
RELATIONS.Jr., Sr. 11.
3 Cr.
An analysis of the socio-economic roles of labor and management in a dynamic
society. (Offered 1963-64.)
81. MODERNSOCIOLOGICAL
THEORY.
Sr. I.
3 Cr.
An examination of the nature and major types of contemporary sociological
theories in the context of their historical settings in the nineteenth and twentieth centuries. (Offered 1963-64.)
66 / Division of the Social Sciences
DEPARTMENT OF PSYCHOLOGY
THE OBJECTIVES OF THIS DEPARTMENT ARE: ( I ) to acquaint the student with
the principles and methods in the scientific study of behavior and ( 2 ) to enable
the student to better understand the processes which influence behavior. Emphasis is on the study of man, so that the student may develop an understanding of himself and his fellow man.
Major: 24 credits, including 5, 6 1 , 62, 64, 8 1 , and 86. In addition, Sociology
$3 or Business Administration 54 is required. Students planning to enter graduate school in psychology should also plan to take Biology 1-2 o r 13-14;
Chemistry 5, 6, or Physics 5, 6 ; and Philosophy 2 3 or 73.
Minor: I 5 credits, including 5, 62.
5. GENERALPSYCHOLOGY.
So. o r #. Offered both semesters.
3 Cr.
A study of the basic processes underlying behavior. The general principles and
methods of psychology are examined as they apply to the many areas of
specialization in psychology.
7. GENERALPSYCHOLOGY.
I.
2
Cr.
A study of the basic processes underlying behavior. The general principles and
methods of psychology are examined. For student nurses.
Upper Division Courses
50. H U M A NGROWTHA N D DEVELOPMENT.
Prereq. 5. Jr., Sr. o r
See course 5 0 under Education.
#.
11.
3 Cr.
60. PSYCHOLOGICAL
MEASUREMENT.
Prereq. 5 and Soc. 53 or Bus. Ad. 54.
Jr., Sr. 11.
3 Cr.
A systematic survey of problems of data collection and analysis. Special attention given to measurement of achievement, aptitudes, interests, attitudes.
61. PSYCHOLOGY
OF PERSONALITY:
NORMAL.Prereq. 5 . Jr., Sr. I.
3 Cr.
A study of the dynamics of human adjustment with emphasis on behavior
that customarily falls within the normal range. Includes an introduction to major theories of personality.
#.
Jr., Sr. 11.
3 Cr.
A study of the sociological, biological, and psychological factors involved in
abnormal behavior. Contains an examination of diagnostic categories, treatment,
and research in mental illness.
OF PERSONALITY:
ABNORMAL.Prereq. 6 1 or
62. PSYCHOLOGY
64. EXPERIMENTAL
PSYCHOLOGY.
Prereq. 5 , and Sac. 53 o r Bus. Ad. 54.
Jr., Sr. 11.
3 Cr.
An introduction to design, execution, and analysis of experiments in psychology.
One two-hour lecture and one three-hour laboratory period per week.
Division of the Social Sciences / 67
71. EDUCATIONAL
PSYCHOLOGY.
Prereq. 5 . Jr. I.
See course 71 under Education.
3 Cr.
75. SOCIALPSYCHOLOGY.
Prereq. 5 and Soc.
See course 75 under Sociology.
3 Cr.
I.
Jr., Sr. I.
81. HISTORYAND SYSTEMSIN PSYCHOLOGY.
Prereq. 9 hours in Psy. or #.
Jr., Sr. I.
3 Cr.
A survey of ideas and events of importance in the development of current
points of view in psychology.
1-2, 1-2 Cr.
83, 84. TOPICSIN PSYCHOLOGY.
Prereq. #. Jr., Sr. I, 11.
Independent study for students desiring to carry out individual research projects. Four credit maximum.
85. COUNSELING
PSYCHOLOGY.
Prereq. 61.Sr. I.
3 Cr.
An introduction to the basic principles, methods, and techniques of counseling.
Consideration given to goals and ethical problems in a counseling relationship.
(Offered 1963-64.)
86. SEMINARIN PSYCHOLOGY.
Prereq. 1 5 hours in Psy. or #. Sr. 11.
2 Cr.
A study of psychological problems in the contemporary world. (Offered 196364.)
DEPARTMENT OF EDUCATION
THE EDUCATION
CURRICULUM has been designed primarily for those preparing
to do public school teaching, although any student who is preparing to work
with youth is encouraged to study in this area. The work in this department
will qualify the graduate ifor teaching on the elementary or the junior and
senior high school level, as well as for further study in the field of education.
ELEMENTARY EDUCATIOh7
STUDENTS
PLANNING FOR elementary school teaching are required to follow
the prescribed course of study. See under curriculum for Elementary Education.
Formal admission to the program takes place in the sophomore year. During
t h i s year the srudmt has regwlw conferences with the Director for orientation
ar;d counseling purposes, and is resred in the subject matter of the fields which
are r ~ u ~ hinr elementary schools. S:udenrs wirh dctiriencies may be required to
t A e addi:ionnl work. Each scudenx w&ng to complete the program must
make written application on the form provided and must be recommended by
thc Director and approved by the Committee on Teacher Education.
Major: 3 1 credits, including all courses listed under Curriculum for Elementary Education.
6 8 /Division of the Social Sciences
51. ORIENTATIONTO ELEMENTARY
EDUCATION.
Prereq. Admission to Dept.
of Education, Jr. I.
4 Cr.
A study of the qualifications of teachers, the teaching profession, survey of
American schools, philosophies, policies, and practices. Includes observation of
teaching situations.
73.
A
HUMAN
GRDPM
AND
stndy of the growth
DEVELOPMENT.
Prereq. Psy. 5, Jr. I.
3 Cr.
and development of the human organism from con-
ception &rough adol~cmce.Emphasis on process of learning, factors influencing learn in^.
54. METHODSAND MATERIALS:ART, HEALTH,PHYSICALEDUCATION,
MUSIC.
z Cr.
Prereq. 5 I and 53. Jr. II.
Principles, methods and techniques for health and physical education in elementary grades. Philosophy, methods and materials for teaching art and music
in the elementary school.
56. METHODS AND MATERIALS:MATHEMATICS,
SCIENCE.Prereq. 5 I and 53.
Jr. 11.
r Cr.
Principles, aims, methods, techniques of arithmetic and science in the elementary school. Use of instructional materials.
61.METHODSAND MATERIALS:
LANGUAGE
ARTS.Prereq. 5 1 and j 3 . Sr. I. r Cr.
Aims, methods and techniques of the language arts sther than reading;
language, spelling and handwriting
METHODSAND MATERIALS:SOCIALSTUDIES.Prereq. j I and 53. Sr. IT. r Cr.
Objertiveg, principles, rnerhods and techniques in the social studies. Development of units.
62.
63. TEACHING
OF READING.Prereq. 5 I and 5 3. Sr. I.
3 Cr.
Deals with the problems of teaching reading to elementary school children. T h e
materials and methods are studied in the context of learning theory.
65. CHILDREN'SLITERATURE.Prereq. 5 I and j 3 o r #. Sr. I.
3 Cr.
This is a study of literature suitable for children of elementary school age. It
requires extensive reading and evaluation of books.
66. SEMINARIN TEACHING.
Prereq. Concurrent registration in 68. Sr. 11. r Cr.
This deals with the practical problems of teaching as they arise in the student
reaching experience.
68. DIRECTEDTEACHING
IN
THE ELEMENTARY
SCHOOL.Open to seniors in
elementary education. 11.
8 Cr.
Students spend eight weeks assisting the regular teacher and doing actual tea,ching in cooperating schools. Supemision is carried out by the classroom cooperating teacher and the college staff.
SECONDARY EDUCATION
TO THE SECONDARY EDUCATION CURRICULUM requires an application
ADMISSION
to be approved by the Committee on Teacher Education. Application must be
made during the second semester of the sophomore year if the student is to
complete the program in the regular time of two years. Approval is granted on
Division of the Social Sciences / 69
the basis of a satisfactory health report, favorable personality characteristics,
and a minimum in scholastic achievement of 1.5 honor point ratio in the major,
a 1.0 ratio in the minor, and a 1.0 ratio for the over-all average. Except in
special fields the applicant should be preparing for competency in at least two
subjects that are taught on the high school level, that is, he should complete
a major and a minor or two majors.
All students admitted to the secondary education curriculum must register
for Group Activity, usually to be taken in connection with Ed. 71 and 72.
They are also required to have a course in personal and community health
(Family Health for Home Economic majors) and three semester hours in general psychology, the latter to be completed before taking Ed. 71. For a proposed course of study see Curriculum for High School Teaching.
3 Cr.
71. EDUCATIONAL
PSYCHOLOGY.Prereq. Psy. 5, Jr. I.
A study of human development, learning, and adjustment in order to better
understand human behavior, especially the behavior of adolescents in a school
context.
72. TEACHING
IN SECONDARY
SCHOOLS. Prereq. 71. Jr. 11.
3 Cr.
This course has three parts: a study of the purposes and programs of secondary
schools; developing personal competency in planning instructional activities; and
developing the ability to evaluate the outcome of instruction.
o Cr.
73, 74. GROUPACTIVITY.I, 11.
This is not given as a separate course, but offered in connection with Education
71, 72. Includes such activities as teaching, supervising recreation, and advising clubs. The cooperation of the agencies involved is necessary, with reports
from the supervisor and the student.
76. ~RINCWLES
OF GUIDANCE.
Prereq. 71. Offered both semesters. Sr.
2
Cr.
A study of the guidance function of the classroom teacher, tools and techniques
used in studying students, and methods appropriate for student guidance,
including counseling.
2 Cr.
n.
both semesters. Sr.
78. SCHOOLAND S o c ~ ~ Offered
A course designed to develop skill in perceiving and defining current problems in education and the relation of the American school system to modern
society. Included are a study of educational philosophy and the development
of American education.
79.
TEACHING
OF NATURALSCIENCES
IN
THE
SECONDARY
SCHOOL. Sr. I.
2
Cr.
t
Cr.
SECONDARY
SCHOOL. Sr. I.
2
Cr.
SECONDARY
SCHOOL. Sr. I.
2
Cr.
81.
TEACHING
OF BUSINESS
IN
83.
TEACHING
OF MATHEMATICS
IN
85.
TEACHING
OF SOCIALSTUDIES
IN
87.
TEACHING
OF HEALTH
EDUCATIONAND PHYSICALEDUCATION
IN
THE
SECONDARY
SCHOOL. Sr. I.
SECONDARY
SCHOOL. Sr. I.
THE
THE
THE
s Cr.
70 / Division of the Social Sciences
88. TEACHING
OF MUSICIN
THE
ELEMENTARY
SCHOOL. Jr.
89.
TEACHING
OF MUSICIN
THE
SECONDARY
SCHOOL. Sr. I.
91.
TEACHINGOF HOME ECONOMICSr~
THE
n.
z Cr.
2 Cr.
SECONDARY
SCHOOL. Sr. I.
z Cr.
92.
EVALUATION
AND ADULTEDUCATION
IN HOME ECONOMICS. Sr. 11.
2
93.
TEACHINGOF ENGLISHIN
2 Cr.
94.
TEACHING
OF MODERNLANGUAGES
IN
THE
SECONDARY
SCHOOL. Sr. I.
THE
Cr.
SECONDARY
SCHOOL. Sr. I.
2 Cr.
TEACHING
OF SPEECH IN THE SECONDARY
SCHOOL. Sr. I.
2 Cr.
Courses 79 through 95 include the study of the materials, organization, and
teaching procedures of the field for which they are given; applications of the
principles of teaching are made in the specific field. Each student is required
to take one course related to the major field to prepare for student teaching.
Prerequisites are a major in the field and Education 72.
95.
97. STUDENTTEACHING
IN
THE
both semesters.
SECONDARY
SCHOOL. Prereq. 72. Offered
6 Cr.
Student teaching is offered both semesters of the senior year. Two alternative
experiences are possible: an eight-week, full-time teaching assignment; or onehalf day of each school day for one semester. In addition, the student attends
seminar meetings.
99.
TOPICS IN EDUCATION. Offered both semesters. Sr.
1-2 Cr.
Independent s t u d y offering students an opportunity to explore areas of specialization in education. Each student does research and presents a report of his
findings o n the requirements, present status, and future possibilities of his own
field of interest. Conducted largely on a seminar basis. Open to seniors with the
approval of the department.
LIBRARY SCIENCE
THE FOLLOWING
COURSES prepare the student to meet the state requirements
for a minor in library science. They train him in making a wise choice of books
for the school li,brary, in preparing books and other library materials for
circulation, in administering a school library, and in making intelligent and
effective use of library tools for his own needs as a teacher.
Minor,
55-56:i-
I6
credits. Recommended elective, Education 65.
BASICFUNCTIONSOF
THE
SCHOOLLIBRARY. SO., Jr. I, 11.
4 Cr.
Designed to acquaint the student with the place of the library in the school
and community; local public, county, state, and national services; standards;
relations with school administration, faculty, students, and community; the
budget; planning, housing, and equipment; library records; organization of
materials; school library administration.
Division of the Social Sciences / 7 1
58. ELEMENTARYM A ~ R I A L SJr.,
. Sr. 11.
3 Cr.
Library materials for the elementary school library; book selection, principles
and standard lists; correlating the library holdings with the grade curriculum;
reviewing of individual titles. Sources. (Offered 1962-63.)
MATERIALS. Jr., Sr. I, 11.
6 Cr.
59-6o.j- SECONDARY
Introduction to book selection; book selection in subject fields, including reference books and related fiction; periodicals and other non-book materials, standard lists for book selection; reviewing of individual titles. Sources. (Offered
'963-64.)
METHODS. Prereq. 56. Sr. I.
6 1 . PRACTICAL
I
Cr.
Giving the student practice experience in school libraries; teaching the use of
thc library; weeding and withdrawal procedures.
63. READINGGUIDANCE.Sr. I.
2 Cr.
Remedial reading in the school as it relates to the school library, reading ladders;
student's personal library; professional literature in the field; lists, testing,
and records; guiding individual students in their recreational reading.
DEPARTMEMT OF BUSINESS ADMINISTRATION A N D
ECONOMICS, A N D BUSINESS EDUCATION
THE
OBJECTIVE
OF THIS
DEPARTMENT is to help students gain a broad
knowledge and sound perspective of business and our economic society. The
business major prepares a student for positions in the business community. The
economics major provides the background necessary for further study in
g a d u a t e school. The department also provides a major and minor f o r teaching
in secondary schools.
BUSINESS ADMlNlSTRATION A N D ECOATOMICS
Major in Business Administration: 3 3 credits, including courses I , 2, 15, 16,
53, 54, 61, 62, 92. Equivalent of higher algebra also required.
Major in Economics: 30 credits, including courses I , 2, 15, 16, 54, 6 1 , 62,
92, and nine credits from courses 78, 8 I , 83, 84. Math. 5 2 also required.
Applications for admission to the major must be made to the department
before the end of the sophomore year. Recommended electives: sociology, psychology, history, and political science.
Minor in Business Administration: 1 8 credits, including courses I , 2, 15,
and six credits in Upper Division courses.
I 6,
Minor in Economics: 1 5 credits, including courses 15, 16, and nine credits
from courses 61, 62, 78, 81, 83, 84.
I , 2 . PRINCIPLES OF ACCOUNTING.Fr. I, 11.
3, 3 Cr.
An introduction to the principles of accounting and their application to the
single
partnership, and corporation; preparation of financial
72 / Division of the Social Sciences
statements; and procedure in recording and classifying business transactions.
Meets four hours per week.
I 5, I 6.
PRINCIPLESOF ECONOMICS. So. I, 11.
3, 3 c r .
The foundations of economic analysis; production, employment and prices; and
public policy. The objective is to promote interest in economic problems and
the ability t o use economic analysis in reaching judgments about economic
policy problems. Course 1 5 recommended for students taking only one semester of economics.
Upper Division Courses
53. BUSINESSLAW. Jr., Sr. I.
3 Cr.
Legal rules relating to contracts, agency, negotiable instruments, property and
business organizations.
54. INTRODUCTION
TO STATISTICS.
Prereq. higher algebra. Jr. 11.
3 Cr.
A course in scientific methods of dealing with the collection, organization,
comparison and interpretation of numerical data. Consideramble emphasis on statistical inference.
61. INTERMEDIATE
ECONOMIC
ANALYSIS:
THE FIRM. Prereq. 11,16,and higher
algebra. Jr. I.
2 Cr.
An analysis of the behavior of business firms under competitive and monopolistic conditions, with particular reference to the firms' decisions in regard to
production and prices.
62. INTERMEDIATE
ECONOMICANALYSIS:INCOME
AND EMPLOYMENT.
Prereq.
2 Cr.
IJ,16, and higher algebra. Jr. 11.
An analysis of the determinants of national income, employment and price
levels with particular reference to aggregate consumption and investment.
71. INTERMEDIATE
ACCOUNTING.
I. Prereq. 2. Jr., Sr. I.
3 Cr.
An analysis of accounting theory pertaining to financial statements, net income concepts, capital stock and surplus accounts, cash, receivables and inventories.
72. INTERMEDIATE
ACCOUNTING
11. Prereq. 71.Jr., Sr. 11.
3 Cr.
An analysis of accounting theory pertaining to investments, tangible and intangible fixed assets, liabilities and reserves, with additional emphasis on financial statements and various measures of income and operations.
74. COST ACCOUNTING.
Prereq. 72. Jr., Sr. 11.
3 Cr.
Essential features of accounting for manufacturing concerns with particular
reference to the securing of unit costs of manufactured products; job order and
process costs.
78. LABOR-MANAGEMENT
RELATIONS.Jr., Sr. 11.
See course 78 under Department of Sociology.
3 Cr.
Division of the Social Sciences / 73
8 1 . MONEYAND BANKING.Prereq. r 5 , I 6. Jr., Sr. I.
3 Cr.
The influence of money and banking on economic activity and of monetary and
fiscal policies which might be adopted to yield a stable general price level with
high levels of output and employment.
8 3 . PUBLICFINANCE.Prereq. 15, 1 6 . Jr., Sr. I.
3 Cr.
Governmental taxation, spending and borrowing, and the impact of governmental finance on economic activity.
8 4 . COMPARATIVE
ECONOMICSYSTEMS.
Jr., Sr. 11.
3 Cr.
A cornpararive study of the major politico-economic systems of today-capitalism, socialism, communism. The background, the characteristics, the
strengths and weaknesses, and the problems of each system will be examined
and compared.
9 2 . SEMINARIN BUSINESS
ADMINISTRATION.
Sr. Offered both semesters.
2 Cr.
Covers problems of special concern to economics and business majors and serves
as a capstone of previous work. The course is designed to encourage advanced
study by students in areas of particular interest to them.
BUSINESS EDUCATION
THESECOURSES
ARE PLANNED to prepare students for stenographic and secretarial positions in business oEices, to assist in the preparation for the teaching
of business education in high schools, for parish secretarial work, and to provide
an opportunity for the development of business skills for personal use.
Business education major: 3 6 credits above I , including 3-4, 8 , 5 I , 5 2 , 5 3 - 5 4 ,
5 5 . Business Administration I , 2 , I 5, 1 6 , 5 3 .
Minor: 2 6 credits above I , including 3-4, 8, 5 1 , 5 2 , 5 3 - 5 4 , and Business
Administration I , 2 ; or I 5, I 6.
Six credits less will be required on the major or minor, if the student can
demonstrate satisfactory -achievement in course 3-4.
I.
ELEMENTARY
TYPEWRITING.
Offered both semesters.
I Cr.
A course for the development of the fundamental skills of typewriting. Three
hours per week.
3-4.t
6 Cr.
ELEMENTARY
SHORTHAND.Prereq. I . I, 11.
Fundamentals of Simplified Gregg Shorthand. Dictation and transcription. Four
hours per week.
3 Cr.
8. OFFICE MACHINES.Prereq. I . Offered both semesters.
The operation of the calculator, adding machine, mimeograph, mimeoscope,
spirit duplicator, and the transcription machine. Three hours per week.
Upper Division Courses
3 Cr.
5 I . ADVANCED
TYPEWRITING.
Prereq. I or equivalent. I.
Further development of typewriting technique in business letter arrangement,
billing, tabulating, manuscript typing, and the typing of legal documents.
Four hours per week.
74 / Division of the Social Sciences
52. SECRETARIAL
PRACTICE.
Prereq. 4. 11.
3 Cr.
Dictation, business letterwriting, filing, telephoning, use of business and legal
forms, personality development, writing application letters, and making application for a job. Mimeographing also taught for those who include this as a
part of the parish worker's course. Four hours per week.
4 Cr.
53-54.t ADVANCED
SHORTHAND.Prereq. 4 or equivalent. I, II.
Advanced study of Gregg shorthand. Rapid dictation. Open to students who
can take dictation at a minimum of 80 words per minute. Four hours per week.
55. BUSINESSSEMINAR.11.
z Cr.
A study in special ~roblemsin the field of business education through research
and informal discussion. Special emphasis on general business.
DEPARTMENT OF HOME ECONOMICS
THE OBJECTNES
OF THIS DEPARTMENT are threefold: to provide courses that
will help students to solve personal, home, and family living problems; to offer
training for homemaking; and to offer training for the teaching of home
economics. Graduates are qualified to teach in federally aided home economics
departments. Courses are open to all students and recommended for general
education.
Non-teaching major: 36 credits; courses are 3, 5, 6, 8, 39, 40, 42, 45, 58,
74. Also required are: Chemistry 5 or 5-6 or 1-32; Physics 3;
66, 67, 71,
Economics 15; Sociology I ; Biology 1-2 or 4 or 13-14, and 54; Psychology 5
and 3 additional credits in Social Science.
Non-teaching minor:
upper division course.
21
credits, including 3, 5, 8, 39, 40, 42, 45, and one
Teaching major: 38 credits above H. Ec. 3 ; courses listed for non-teaching
major plus 33 and 75. Also required of students preparing to teach Home EConomics are Education 91 and 92.
Each student who plans for a vocation in this field should consult members
of the staff about details of the program when she begins her college work.
3 Cr.
3. ART IN DAILYLIVING. I.
A study of art as it is met in the activities of everyday living. Open to all
students.
2 Cr.
5. CLOTHINGSELECTION,
CAREAND REPAIR.I.
Line and design in dress, wardrobe planning, clothing costs and budgets,
quality in ready made garments, textile fabrics, problems related to storing
and caring for clothing. Two class hours per week.
11.
6, CLOTHINGCONSTRUCTION.
2 Cr.
Laboratory experience in making three simple garments from fabrics of different
fiber content. One lecture and two double laboratory periods per week.
Division of Social Science / 75
8. ELEMENTSOF NUTRITION. 11.
A study of the nutrients necessary for maintenance of good health
all of life starting from prenatal needs and continuing rhrough old
emphasis is placed on the needs of the college student. Dietaries of
bers and published recommended dietaries will be analyzed. Three
periods per week.
3 Cr.
throughout
age. Special
class memsingle class
3 Cr.
33. COLORAND DESIGN. I.
Principles of design and color related to selecting and arranging household furnishings. Lettering and simple poster designing. Some craft experience. Home
Economics 3 prerequisite for Home Economics majors. Three double laboratory
periods per week.
z Cr.
36. CRAFTS. 11.
Laboratory experience in various crafts which can be done at home or at camps
with simple equipment. Two double laboratory periods per week. (Ofiered
'963-64.)
AND MANAGEMENT.Prereq. 8 o r f f . I, II. 3, 3 Cr.
3,0, 40. FOODPREPARATION
Laboratory experience in food preparation, menu planning, and table service.
Study of time and money management as related to family meals; food preservation; food costs and purchasing of food. Three double laboratory periods per
week.
Offered both semesters.
3 Cr.
42. MARRIAGEAND FAMILYRELATIONSHIPS.
A course applying principles of cultural living to everyday problems of home
life. Discussions of personal family relationships, preparation for marriage, the
Christian home and its influence in the community, and related subjects.
Regular lectures, talks by guest speakers, illustrated lectures, and tours.
r Cr.
45. CHILDDEVELOPMENT.Prereq. Psy. 5 or #. I.
The physical, mental and social development of the young child. Observations
in local nursery schools; a two week play school is conducted at the college for
10 to 12 children of pre-school age. One lecture period plus one double
laboratory period per week.
Upper Division Courses
58. TEXTILES.
11.
t Cr.
Study of textile fibers, fabrics, and finishes with special emphasis on selection,
use, and care of common household and clothing textiles. Two double laboratory
hours a week.
OF ART. 11.
3 Cr.
64. HISTORYA N D APPRECIATION
A study of the historical development of architecture, decoration, costume,
furniture, painting, and sculpture. Three regular hours scheduled and field trips
arranged. (Offered 1962-63.)
4 Cr.
66. HOMEPLANNINGAND FURNISHING. 11.
This course includes a consideration of housing, an analysis of floor plans, a
study of the design of exteriors and interiors, and problems in selecting,
arranging, and conserving home furnishings. Home Economics 3 and 33 prerequisite for Home Economics Education maiors. Three double laboratory periods
per week.
76
/ Divisim of
Socid Science
67. FAMILYHEALTH. I.
s Cr.
Basic facts and practical application of home care of the sick. Problems relating
to environmental disease, prevention of illness and safety measures, as well as to
individual health problems within the family group.
71. HOME MANAGEMENT
PROBLEMS. I.
z Cr.
Consideration of problems relating to planning, directing, guiding, and COordinating the resources of the home for happy, satisfying family living.
3 Cr.
73. HOME MANAGEMENT
LABORATORY.
I.
Actual experience in the regular activities of homemaking such as meal preparation and service, entertaining, care of house and equipment. Emphasis is
placed on management of time, money and energy for eflective family living.
Six weeks residence in a home management house. One individual conference and
one group meeting per week.
74. CONSUMEREDUCATIONAND INCOMEMANAGEMENT. II.
2 Cr.
The wise choice of consumer goods and services available on the market and
the necessity of a careful plan for spending are topics which will be considered
for the purpose of helping the student receive greater satisfaction from the use
of money income.
2 Cr.
75. ADVANCED
CLOTHINGCONSTRUCTION.
Prereq. 6. I.
Laboratory experience in making garments of wool. More advanced problems in
fitting and construction are used than those in Course z . Some experience also
given in planning and constructing garments for children. Two three-hour
laboratory periods per week.
Division of Natural Sciences
and Mathematics
MR. NASH, Chairman
IT IS THE PURPOSE of this division to provide training in methods and techniques of natural science and mathematics; to interpret Natural Science in the
light of the Word of God; to acquaint the student with the significance of
science and mathematics in a modern, changing world; to emphasize a sound
mind and a strong body; to train for vocations in various fields; and to equip
the student with a scientific background which will enrich hi life and the
lives of his fellow men.
DEPARTMENT OF BIOLOGY
THE AIM OF THIS DEPARTMENT
is to give the student a broader scientific background through the study of Biology, to further the use of leisure time, and to
prepare for vocations or graduate study.
Major, 28 credits, including courses 13-14, 2 9 , 26, and at least 3 Upper
Division courses not including 60. Also required are 8 credits in chemistry.
Minor for high school teaching, 20 credits, including courses 13-14, 25, 26,
and at least one Upper Division course not including 60.
I-2.iGENERALBIOLOGY. Fr. I, 11.
6 Cr.
A study of the broad pinciples of biology to meet the needs of non-science
majors. Two lectures and one double laboratory period per week. This course
does not count toward the major or minor.
AND PHYSIOLOGY.
Fr. I.
4 Cr.
3. HUMANANATOMY
A professional course in human anatomy and physiology with special emphasis
on structure. For student nurses. Three lectures and three hours of laboratory
per week. Students who have credit for Biol. 4 will not receive credit for
Biol. 3.
4. HUMANANATOMY
AND PHYSIOLOGY.Fr. 11.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
both structure and function. Three lectures and three hours of laboratory
per week. Students who have credit for Biol. 3 will not receive credit for Biol. 4.
8. MICROBIOLOGY.
11.
3 Cr.
The study of bacteria, yeasts, molds, viruses and other micro-organisms, their
characteristics, role and control, especially in the fields of sanitation and medicine. Designed especially for student nurses. Two lectures and three hours of
laboratory per week.
13-14.i- GENERALZOOLOGY.Fr. I, 11.
8 Cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adaptation, and reproduction of type animals. Biological principles
are emphasized. Two lectures and two double laboratory periods per week.
78
/ Division of Natural Sciences and Mathematics
25, 26. GENERALBOTANY.SO., Jr. I, 11.
4, 4 Cr.
A study of the morphology and physiology of higher plants, followed by a
survey of the plant kingdom. Emphasis is also placed on botanical principles.
Flowering plants are identified in the spring. Three lectures and two single
laboratory periods per week.
Upper Division Courses
1I . GENETICS.Prereq. 15-14, or 25, 26. So., Jr. I.
4 Cr.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four lectures per week.
4 Cr.
52. ECOLOGY.
Prereq. I 3-14, and 25, 26. So., Jr. 11.
A survey of local ecological communities, and a study of the general principles
of biological association and succession. Two lectures and one double laboratory
period or field trip per week. (Ogered 1963-64.)
53. GENERALENTOMOLOGY.
Prereq. 13-14. Sr. I.
3 Cr.
A study of the habitat, morphology, physiology, reproduction, and classification
of insects. Two lectures and one double laboratory period per week. (Offered
1962-63.)
$4. MICROBIOLOGY.
Prereq. Chem.
or I $ . 11.
4 Cr.
The study of bacteria, yeasts, molds, viruses and other micro-organisms; their
characteristics, role, and control in the home, medicine, agriculture, and industry. Two lectures and two double laboratory periods per week.
3 Cr.
56. TAXONOMY
OF FLOWERING
PLANTS.Prereq. 25, 26. Sr. 11.
Taxonomy of flowering plants. Special emphasis is placed on systematic principles, systems of classification, rules of nomenclature, etc. Two lectures and
one double laboratory period per week. (Offered 1962-63.)
$ 8.
COMPARATIVE
ANATOMY
OF VERTEBRATES.
Prereq. I 3-14. lT.
4 Cr.
A comparative study dealing with the taxonomy, morphology, and evolution
of the larger vertebrate phyla. Two lectures and two double laboratory periods
per week.
60. BIOLOGYSEMINAR. Sr. 11.
A review of biological techniques. (Offered 1962-63.)
I
Cr.
DEPARTMENT OF CHEMISTRY
IT IS THE PURPOSE of this department to give students an understanding and an
appreciation of the nature of matter and the ways by which this has been
elucidated. The curriculum in chemistry provides an opportunity to examine
the chemical aspect of the structure, the power, and beauty of one of the great
intellectual accomplishments of man-modern
science, and i t provides dramatic
examples of effective ways to handle certain types of problems.
Division of ATatural Sciences and Mathematics / 79
Courses in chemistry are offered not only as part of a liberal arts education,
but also to prepare for: ( I ) high school teaching, (2) the study of medicine,
dentistry, pharmacy, medical technology, nursing, and allied professions, (3)
graduate study, and (4) the chemical profession.
Students planning chemistry majors for pre-graduate training, high school
teaching, or pre-medical work are urged to consult with the chemistry staff at
the earliest possible time.
Major: 24 credits. Minor: 16 credits. Also strongly recommended are: Physics
5, 6; Mathematics 13, 14. Course 3 does not count toward the major or minor.
For those planning to teach chemistry in high school, the major will include
Math 13, 14; Physics 5, 6; Chem. 5, 6 (or 15, 1 6 ) ; 53, 54; 61; 82, 84 (or
78) and preferably 83, 85. A teaching minor must include Chem. 5, 6 (or 15,
16) and other courses to complete '16 credits. Chem. 32 and 61 are strongly
recommended.
Recommended for pre-medical students: I 7, 16, 53, 54, 61, 78; for pre-dental
students: 15, 16 (or 5, 6 ) , 53, 54; for graduate study: 15, 16, and all courses
above 50.
Majors participate in informal, biweekly seminars during the junior and senior years in Chem. 93, 94, 95, and 96.
See under Curriculums for a course of study to meet recommendations of
the American Chemical Society.
3.
ELEMENTARY
CHEMISTRY.Fr. I. Prereq. H. S. Chem. or
tf.
3 Cr.
Study of inorganic, organic, physiological, and pathological chemistry. Designed
especially to meet the needs of the Schools of Nursing of Lutheran Deaconess,
Swedish, Fairview, and Methodist Hospitals. Two lectures and two hours of
laboratory per week.
5, 6.
AND QUALITATIVE
ANALYSIS.
INTRODUCTORY
CHEMISTRY
Fr. I, 11.
4. 4 c r .
For pre-dental, home economics, elementary education, medical technologists,
and other students not majoring in chemistry. Laws and theories of chemistry
and of non-metals and metals and their compounds. Organic chemistry is considered. Systematic semimicro qualitative analysis of cations is the main laboratory work the second semester. Three lectures and four hours of laboratory
per week.
17, 16. INORGANIC
AND QUALITATIVE
CHEMISTRY. Fr. I, 11.
4, 4 c r For majors in chemistry, including pre-medical students; others by permission
of instructor. An intensive course. First semester devoted to fundamental principles and second to inorganic chemistry and qualitative analysis. Three lectures
and four hours of laboratory per week. Prereq.: High school chemistry, elementary algebra, and geometry.
32.
ELEMENTARY
ORGANICCHEMISTRY.Prereq. 5 or 15. So. 11.
4 Cr.
Designed for medical technology and home economics students. Aliphatic and
aromatic compounds with frequent reference to bio-chemistry. Three lectures
and three hours of laboratory per week. (Offered 1962-63.)
80
/ Division
of Natural Sciences and Mathematics
Upper Division Courses
53, 54. ORGANICCHEMISTRY.
Prereq. 6 or 16. So. I, 11.
4, 4 c r .
The important classes of aliphatic and aromatic compounds. Correlations based
on elementary molecular orbital theory and modern concepts of reaction mechanisms. Laboratory work is study of technique and the preparation and study
of typical organic ccnnpounds. Three lectures, five hours of laboratory per
week.
6 I . QUANTITATIVE
ANALYTICAL
CHEMISTRY.
Prereq. 3 2 or 5 3 or #; Math. 13. Jr. I.
4 Cr.
Gravimetric and volumetric analysis. Ionic equilibria with many problems to
solve. Some contact with instrumental analysis. Three lectures and six hours of
laboratory per week.
72. ADVANCED
ORGANICAND QUALITATIVE
CHEMISTRY.
Prereq. 54, 61; some
reading knowledge of German (or concurrent registration). Jr. 11. 4 Cr.
Lectures stress mechanism of organic reactions. Laboratory is qualitative analysis
of organic compounds and mixtures. The ultraviolet and infrared spectraphotometers are utilized. Two lectures and six hours of laboratory per week.
78. INTRODUCTION
TO PHYSICAL
CHEMISTRY.
Prereq. 61 and Math. 14. Jr. 11.
4 Cr.
For premedical students. Thermodynamics, thermochemistry, equilibrium, solutions, electrochemistry, kinetics, colloids, states of matter, gas laws, and atomic
structure. Three lectures, one recitation, and three hours of laboratory per week.
(Offered 1963-64.)
82, 83. PHYSICAL
CHEMISTRY.
Prereq. 61 and Math. 5 2 (or concurrent registra-
tion). Jr. 11, Sr. I.
3, 3 Cr.
For prospective graduate students and industrial chemists. Atomic structure,
states of matter, gas laws, thermodynamics, thermochemistry, equilibrium,
solutions, phase rule, electrochemistry, kinetics, colloids. Three lectures per
week.
84, 85. PHYSICAL
CHEMISTRY
LABORATORY.
Jr. 11, Sr. I.
I, I Cr.
Laboratory course to accompany Chemistry 82, 83. Four hours per week.
86. ADVANCED
PHYSICAL
CHEMISTRY.Prereq. 83. Sr. 11.
3 Cr.
Topics introducing statistical thermodynamics, introductory quantum chemistry,
afid theories of chemical binding. Three lectures per week.
88. ADVANCED
INSTRUMENTAL
ANALYSES.Prereq. 61. Jr., Sr. 11.
I Cr.
A laboratory course designed to acquaint students with some of the important
optical and electrochemical methods of chemical analysis. Four hours of laboratory per week.
90. ADVANCED
INORGANIC
CHEMISTRY.
Prereq. 61. 11.
4 Cr.
Review of atomic structure. Nuclear chemistry, the periodic table, hydrides,
and coordination chemistry. Preparations of inorganic compounds utilizing hottube reactions, air free systems, and similar techniques. Three lectures and three
hours of laboratory per week.
Division of Natural Sciences and Mathematics
/ 81
93, 94, 95, 96. CHEMISTRY
SEMINARS. Jr., Sr. I, 11.
o Cr.
During the junior and senior years all chemistry majors will participate in these
informal bi-weekly seminars to discuss topics of general interest.
97, 98. CHEMISTRY
RESEARCH.Sr. I, 11.
Cr. Arr.
During the senior year each chemistry major preparing for graduate study in
chemistry, will participate in independent research in cooperation with a staff
member. By staff permission only.
DEPARTMENT OF PHYSICS
RECENTDEVELOPMENTS in the field of physics make it imperative that excellent
training be provided for those who intend to continue their studies in graduate
school or who intend to pursue a career in the teaching of physics. It is the
aim of this department to assure the needed training for both of these groups
and to provide the non-science major with s d c i e n t background to make it
possible for him to follow, with some degree of comprehension, the developments in the field of science as they come to him from the medium of semiscientific publications.
Major: 27 credits including courses 5 3 , 54.
Minor: 16 credi,ts.
Courses
2
and 3 do not apply toward the major or minor.
2.
DESCRIPTIVE
ASTRONOMY.Fr. 11.
3 Cr.
A study of our galaxy with particular emphasis on the origin of our solar
system and the distribution and composition of the planets and stars. The location of some of the more prominent constellations and the use of the telescope
and spectroscope will be studied. Three lectures per week. Periodic evening
meetings to observe the sky.
3 . PRINCIPLES
OF PHYSICS. Prereq. elementary algebra. Fr. I.
3 Cr.
A lecture, demonstration-laboratory course in the principles of physics 'including
mechanics, fluids, heat, electricity, magnetism, light and sound. This course is
intended for students in home economics and elementary education, and others
who wish some basic information in the field of physics. Three lectures, one
two-hour laboratory.
5. GENERAL
PHYSICS.Prereq. Math. 13 or concurrent registration in Math. 13.
Fr., So. I.
4 Cr.
A general course in mechanics, sound, and heat. Three lectures, one quiz, and
one two-hour laboratory period per week.
6. GENERALPHYSICS. Prereq. 5 . Fr., So. 11.
4 Cr.
This course is a continuation of Phys. 5 and covers electricity, magnetism, and
light. Three lectures, one quiz, and one two-hour laboratory period per week.
82
/Division of Natztral Sciences and Mathematics
Upper Division Courses
INTRODUCTION
TO ATOMICAND NUCLEAR
PHYSICS. Prereq. 6, and Math.
5 I or concurrent registration in Math. 51. So., Jr. 11.
3 Cr.
The hydrogen atom, optical and X-ray spectra determination of "e" and "e"/m,
radioactivity, disintegration of nuclei, nuclear fission. Three hours lecture per
week.
52.
ELECTRICITY
AND MAGNETISM.Prereq. 6, and Math. 5 1 or concurrent
registration in Math. 5 I . So., Jr. I.
3 Cr.
Electric and magnetic fields, potential, D.C. circuits, A.C. circuits, electrical
instruments. Three hours lecture per week.
53.
ELECTRICITY
AND MAGNETISM.Prereq. 5 3 and Math. 5 2 or concurrent
3 Cr.
registration in Math 52. So., Jr. 11.
Continuation of Physics 53, including also electronics and field theory.
54.
OPTICS. Prereq. 6 and Math. 5 I or concurrent registration in Math. 5 1
Jr. I.
3 Cr.
Geometrical and physical optics dealing with topics such as reflection and refraction by both plane and spherical surfaces, less aberrations, interference,
diffraction, polarized light. (Offered 1962-63.)
57.
MECHANICS.Prereq. 6 and Math. 5 1 . Jr. I, 11.
3, 3 c r .
Introduction to vector algebra and vector analysis, forces, motion of a particle,
motion of a rigid body, work, kinetic energy, vibrations in one dimension,
motion in a conservative field.
61, 62.
ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in
I, I Cr.
an upper division physics course. Jr., Sr. I, 11.
Experiments will be performed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week.
63, 64.
7 1 . HEAT AND THERMODYNAMICS.
Prereq. 6, and Math. 5 1 or concurrent
3 Cr.
registration in Math. 5 I . Jr., Sr. I.
A study of temperature, heat, expansion, change of state, ideal gases, first and
second laws of thermodynamics, heat engines. (Offered 1963-64.)
PHYSICS. Prereq. 6, and Math. 5 I. Sr. 11.
3 Cr.
72. MATHEMATICAL
Discussion of the equations of mathematical physics with applications to various
fields such as mechanics, thermodynamics, heat flow, electricity and magnetism,
optics. (Offered 1963-64.)
PHYSICSLABORATORY.
Prereq. concurrent registration in
73, 74. ADVANCED
I, I Cr.
an upper division physics course. Jr., Sr. I, 11.
Experiments will be performed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week.
Combined Science Major for Teaching: 4 6 credits, including Chemistry 5, 6,
(or 15, 16) 32, 6 1 ; Biology 13-14 and 25, 26; Physics 5, 6, and 6 credits in
Upper Division courses.
Division of Natural Sciences a d Mathmatics / 8 3
DEPARTMENT OF MATHEMATICS
The Department of Mathematics aims to develop the student's knowledge and
skill in the major branches of elementary mathematics, an appreciation of its
cultural and practical values, and the background for teaching and for professional and graduate study.
~ a j o r :24 credits above 13, including 14, 5 I, 52. For those preparing to
teach in the secondary schools, courses 6 1 , 62, and 71, 72 are also required.
Minor: z t credits, including
I 3,
14, 5 I , 52.
5 . ENGINEERING
DRAWINGAND DESCRIPTIVE
GEOMETRY.Prereq. solid geometry.
Er., I.
3 Cr.
Representation and analysis of systems of projection and space problems
including engineering geometry. Introduction to theory and standard practices
of graphic representation. Two lectures and four laboratory hours per week.
6. ENGINEERINGDRAWING
A N D GRAPHICCOMPUTATION.
Prereq. 5, I 3. Fr., 11.
3 Cr.
Application of theory and standard ' practices of graphic representation.
Graphical computation of engineering problems and analysis of empirical data.
Two lectures and four laboratory hours per week.
13, 14. INTRODUCTION
TO MATHEMATICAL
ANALYSIS.Prereq. higher algebra
o r equivalent. Fr., So. I, 11.
4, 4 c r .
An analysis of algebraic, trigonometric, logarithmic, and exponential functions. I t includes derivatives and integrals, and an introduction to determinants, and numerical trigonometry. Calculus and analytical geometry are introduced. Students whose backgrounds call for additional work are placed
in sections meeting five hours a week.
Upper Division Courses
I A,
5 zB. ELEMENTARY
CALCULUS
AND DIFFERENTIAL
EQUATIONS.Prereq.
14. So., Jr. I, 11.
51
5
I 3,
cr-
Fundamental concepts are introduced. Formulas for differentiation and integration, and solutions for various types of ordinary differential equations are
developed and applications made. (Offered 1962-63.)
ANALYTICALGEOMETRYAND CALCULUS.
Prereq. 14. So., Jr. I, II.
4, 4 Cr.
Study of calculus and analytical geometry. Includes some work in solid anal y t i c ~ .Open to freshmen with exceptional preparation from high school. (Offered 1963-64.)
5 I,
12.
56. FOUNDATIONS
OF ARITHMETIC.Jr., Sr. 11.
2
Cr.
A treatment of basic arithmetical concepts and number theory. For students
preparing for elementary school teaching only. (Ogered 1962-63.)
84 /Division of Natural Sciences and Mathematics
61. BASIC CONCEPTSOF MATHEMATICS
Prereq. 52. Jr., Sr. I.
3 Cr.
A treatment of basic mathematical concepts. For students preparing to teach
mathematics in high school. (Offered 1963-64.)
62. MODERNGEOMETRY.Prereq. 14. Jr., Sr. 11.
3 Cr.
A study of advanced Euclidean and an introduction to non-Euclidean geometry. Stresses the postulational approach. Primarily for students preparing to
teach mathematics in high school. (Offered 1963-64.)
3 Cr.
66. DIFFERENTIALEQUATIONS.
Prereq. 52. Jr., Sr. 11.
A study of ordinary differential equations and partial differential equations.
Special attention is given to these as they are applied in physics and advanced
geometry. (Offered 1963-64.)
3 Cr.
67. PROBABILITY
A N D STATISTICS.
Prereq. 51. Jr., Sr. I.
A study of probability, distributions, central limit theorem, tests of hypotheses,
and other topics in statistics. (Offered 1963-64.)
7 1 , 72. MODERNALGEBRA.
Prereq. 51. Jr., Sr. I, 11.
3, 3 Cr.
A n introduction to abstract algebra, with topics including theory of equations,
determinants, matrices, groups, rings, fields, and vectors.
73, 74. ADVANCED
CALCULUS.
Prereq. 52. Jr., Sr. I, 11.
3, 3 %r.
Operations with infinite series, derivatives, integrals, partial differentiation, implicit functions, line integrals, vector analysis, and complex variables. Emphasis is placed on applications to physics and engineering problems.
DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION
THE AIM OF THE DEPARTMENT of Health and Physical Education is to promote
health and physical fitness through a well-rounded physical education program,
to develop character and good sportsmanship, to further the worthy use of
leisure time, and to provide an effective training program for prospective
teachers of health and physical education.
All students are required to take a physical examination by the college
physician as a part of the registration procedure before participating in any
phase of the physical education program..
One year of physical activities, course 3 and 4, is required of all students.
Major for men: 32 credits, including courses 2, 3, 4, 5, 6, 8, 11, 12, 23, 51,
54, 57, 58, 73, 74 and 84. Biology 4 also required.
hlajor for women: 29 credits, including courses 2, 3, 4, 5, 6, 8, 1 3 , 14, 17,
18, 23, 53, 57, 58, 73, 74, and 84. Biology 4 also required.
Minor, 2 1 credits, including courses 2, 3, 4, 5, 6, 8,
men; 2, 3 , 4, S, 6, 8, 13, 14, 17, 18, 73, 74 for women.
I
I, 12, 5 I , 73, 74 f o r
Division of Natural Sciences and Mathematics / 8 y
z. PERSONAL
AND COMMUNITY
HEALTH. Fr. Ofiered both semesters. z Cr.
A study of modern concepts and practices of health and healthful living applied
to the individual and the community.
3 , 4. PHYSICALACTIVITIES.(Men). Fr. I, 11.
Two hours per week.
3, 4. PHYSICALACTIVITIES. (Women). Fr. I, 11.
Two hours per week.
%, % Cr.
TO HEALTH EDUCATION,PHYSICAL EDUCATION, AND
RECREATION.Fr. I.
2 Cr.
A brief preview of the three present day interrelated fields of health education,
physical education, and recreation.
5.
~NTRODUCTION
6. RECREATIONAL
ACTIVITIES. Fr. 11.
I Cr.
Theory and practice in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games. Two hours per week.
8. FIRSTAID. Fr., So. 11.
American Red Cross First Aid Course.
I
Cr.
11. TEAM SPORTSAND LEAD-UPGAMES. (Men.) So. I.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball,
volleyball; touch football, and basketball. Four hours per week.
r 2. INDIVIDUAL
AND DUAL SPORTS. ('Men). So. 11.
2 Cr.
Theory and practice in teaching badminton, shuffleboard, handball, aerial darts,
table tennis, horseshoes, tennis, archery, golf, bowling, and wrestling. Four
hours per week.
2, 2 Cr.
13, 14. TEAMSPORTSFOR WOMEN.SO. I, 11.
Theory and practice in the coaching and osciating of field hockey, soccer,
basketball, volleyball, and softball. Four hours per week. (Offered 1963-64.)
17. SELF-TESTINGACTNITIES.(Women). So. I.
z Cr.
Theory and technique of teaching stunts and tumbling. Body mechanics. Four
hours per week.
I 8.
INDIVIDUAL
AND DUALSPORTS. (Women). SO. 11.
2 Cr.
Theory and practice in teaching skating, skiing, badminton, table tennis, shuffleboard, archery, tennis, golf, and bowling. Four hours per week.
23. RHYTHMS.SO. I.
I
Cr.
Simple rhythmic games, folk and square dancing. Two hours per week.
Upper Division Courses
7 I . SELF-TESTING
ACTIVI~ES.
(Men). Jr. I.
2 Cr.
Theory and practice in teaching individual and dual stunts, apparatus, tumbling,
and special physical fitness activities. Four hours per week.
86 / Division of Natural Sciences and Mathematics
$3. SWIMMINGA N D AQUATICS.(women). I. (For majors and minors in physical education only.)
I Cr.
Theory and practice in teaching swimming. Acquaints students with lifesaving and water safety work. Two hours a week.
54. SWIMMINGAND AQUATICS.(Men.) 11. (For majors and minors in physical
education only.)
I Cr.
Theory and practice in teaching swimming. Acquaints students with life-saving
and water safety work. Two hours a week.
57. KINESIOLOGY.
Prereq. Biology 4. Jr. I.
2 Cr.
This is a study of body movements and the mechanics in the effecting of
efficient movements.
58. PHYSICALEXAMINATIONS
AND ADAPTEDPHYSICALEDUCATION. Prereq.
2 Cr.
Biol. 4, and P.E. 57. Jr. 11.
Procedures and interpretation of physical examinations. Analysis of functional
and organic abnormalities and suggested adapted activities for atypical cases.
61. PREVENTIONAND
TREATMENT OF
ATHLETIC INJURIES. (Men).
I. z Cr.
66. INSTRUCTOR'S
COURSEIN FIRSTAID. Prereq. 8. Jr. 11.
I Cr.
Methods and materials in teaching the American Red Cross First Aid Course.
PRINCIPLESAND CURRICULUMOF HEALTH EDUCATIONAND PHYSICAL
EDUCATION. Prereq. 5. Sr. I.
3 Cr.
Aims, scope and objectives of health and physical education. Analysis and
evaluation of the elementary and secondary school hea1,th education and physical
education curriculum.
73.
74. ORGANIZATI~N
AND
ADMINISTRATIONOF HEALTH EDUCATION AND
3 Cr.
PHYSICAL EDUCATION. Prereq. 5. Sr. 11.
Problems of organization, administration, and supervision of health education
and physical education.
S I. COACHINGOF SPORTS:FOOTBALLAND BASKETBALL.Sr. I.
2 Cr.
Theory and techniques of coaching. Seniors only, o r approval of instructor.
82. c 0 . 4 ~ ~
O F1
SPORTS:
~~
BASEBALLA N D TRACK.Sr. TI.
2 Cr.
Theory and techniques of coaching. Seniors only, or approval of instructor.
84. TESTSAND MEASUREMENTS
IN PHYSICALEDUCATION. Sr. 11.
A survey and evaluation of tests in physical education.
I
Cr.
86. COMMUNITYRECREATION.Jr., Sr. I1
2 Cr.
Problems of community recreation including programs and program planning,
a survey of activities, and the organization and administration of recreational
work. (Ofiered 1962-63.)
87. TEACHING
OF HEALTH
EDUCATION AND PHYSICALEDUCATIONIN
SECONDARY
SCHOOL. Sr. I.
THE
2
Cr.
Special Programs of Study
EVENING SCHOOL
EVENINGCLASSES are held as a community service for adults not enrolled in the day school and are available to regular day students as
well. Announcement of courses to be offered is made in the fall.
AFFILIATION WITH SCHOOLS OF NURSING
STUDENT
NURSES in the SchooIs of Nursing at the Lutheran Deaconess.
Swedish, Fairview, and Methodist Hospitals in Minneapolis receive
some of their instruction at Augsbmg College. Application for admission to the Schools of Nursing should be made to she hospitals directIv.
MEDICAL TECHNOLOGY
IN COOPERATION with the Minneapolis General and Swedish Hospitals,
Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first t h e e years of
this work are taken at Augsburg and a final twelve-month p r o e m is
completed at one of the two hospitals.
SPAN
AUGSBURG PARTICIPATES in the SPAN (Student Project for Amity
among Nations) progranl. This is a joint venture of the University of
Minnesota and s e ~ e r a lcolleges in the state. Qualified students are
selected to spend a summer in informal. study abroad. Applications are
made in the ~pringof the Sophamore year.
JUNIOR YEAR ABROAD
A n ARRLVGEMEXT has bem made with the Universit!~ of Oslo in Norway
under which s ~ c l e n tentering
~
their junior year in collcge may spend
this ?ear a t that I'nive~ity. llpplications must he approved b?- the
Committee on Admissions ancl Strrtlent Standing. The plan is available
onlv to students -with good echolastic records whose special fie!d of
study can he follo~redsatisfactorily a t the Univer~ityof Oslo. Some
possible fields are Nomegiw language and literature, history, reli~ion.
and plrilosophp.
CORRECTIVE THERAPY
A YROGR~M in Corrective ThaaTJy worked out in cooperation ~ 4 t h
the Veterans Administration Hospital is availahlc to students who
complete a majar in Phvcical Education at Augsburg. The program
requires 250 hours of clinical obsenation, practice. and orientation
under the direction of the Chief of Physical Xedicine and Rehabilitation Service at the Veterans Hospital. The work map be done either
during the senior year or after graduation. It carries no c o l e g ~credit.
Curriculums
The following courses of study are outlined as guides for the student
and his adviser in planning a prolgram in accordance with his major
field of study and vocational objective.
GENERAL LIBERAL ARTS
THE COURSE
OF S T ~ Y
given below suggests a sepence which may be
followed to include the rewired general education courses. For elmtives, students should take care to include all courses required for the
-jar
field of study. Requirement- for the major are listed m d e r
departmental headings.
FmSHMAN
SOPHOMORE
ISem. I I Sem.
Cr.
Cr.
Religion 1, 2
.2
2
English 1, 2 ................ 3
3
History or Sociology ...... . 3
3
Foreign Language ......... . 4
4
Natural Science ........ .3 or 4
3 or 4
Physical Education 3, 4
Y2
Y2
.............
....
JUNIOR
ISem. II Sem.
Cr.
Cr.
Religion 3, 4 ...............
Foreign Language
Social Sc~ence
Natural Science
Electives ....................
..........Z
.3
2
3
D
3
9
.............
.3
........... .-
-
SENIOR
I S m . I1 Sem.
Cr.
Cr.
Religion ..................... 3
3
Speech
2
Social Science or History .. 3
Electives ................., .lo
12
-
I Sem. II Sem.
Cr.
Cr.
Fine Arts
.3
Literature or Philosophy ...
3
Electives ................... 14
14
..................
-
THE CHRISTIAN MINISTRY
COMPLETFON
OF TEE P R E - S E ~ . P R YcrrrricuInm qualifies the
&dent for
admission into the th-ree-year c o u r s ~in the "27leological Seminary*which
preparer students for the Cbi3ian ministry as pastoss or miesionaries.
The following program gives the approximate pre-seminarp course. T t
does not specify a major or a minor. The srudent shouId seek the
counsel of the Seminary adviser as early as ~ossiblesince the major
selected by the student may affect the choice of courses even in the
Freshrnan year.
Prsseminary students should confer with the Seminary adviser.
FRESHMAN
SOPHOMORE
I Sem. II Sem.
Cr.
Cr.
................
........
......
.2
Basic Bible
meshman Endish ......... . 3
.4
Foreign ~ a n 5 a g e
.3
Western Civilization
Physical Education ........ %
Natural Science
.3
Electives
2
...........
....................
2
3
4
3
H
3
2
I Sem. II Sem.
Cr.
Cr.
2
3
3
Religion 3, 4 .............. . Z
Fine Arts
Natural Science ........... .Psychology ................. .S
Foreign Language ........ .3
Typewriting ............... .I
New Testament Greek ... .4
Electives
.3
................... .-
...................
3
4
2
JUNIOR
SENIOR
I Sem. I I S e m .
Cr.
Cr.
-3
3
...2
3
-3
3
.....
..................
....................
N e w Testament Greek
Speech
History
Sociology or Economics or
Political Science ........ . S
Electives ................... .5
3
5
f Sem, R Sem.
Cr.
Cr.
Religion ................... .3
a
Y o u t h W o r k in t h e- Church2
Philosophy ................ . 3
3
English Literature ........ . 3
3
Electives .................. . 8
5
The foreign language requirement includes 14 semester credits in
Greek, and 14 semester credits in Latin, German, or Norwegian.
PARISH AND MISSIONARY WORKERS
THE PURPOSE OF THIS COURSE is to train men and women for effective
the Church at home o r ahroad: &at is, as teachers in vacation, week-day, m d Sundar schools. as yonih leaders, and as parish
workers. The course is co arranged that the student rtill, upon its
satisfactory conclusim. receive the A.R. degree and also a certificate
indicating that he or she is a tpaljfied parish worker.
service in
Students interested in becoming parish workers should consult with
the chairman of the Department of Religion.
The suggested schedule provids for a minor in religion and makes
it possible to plan for a major in this field or in history, English, philosophy, or socielogp. The caur;es essential for the securing of the
Parish Torker's Certificate are italicized in the outline below.
SOPHOMORE
FRESHMAN
I Sem. II S e m .
Cr.
Cr.
Basic Bible .............. , . .2
Freshman English ......... .3
Natural Science ........... . 3
Typewriting
.1
Phy$icaI Activities ......... Yi
Foreign Language ......... . 4
Sociology 1, 2 .............. . 3
...............
2
3
3
I Sem.
R
.............
.................
....-.........
-L.
ieligion 3, 4
.2
,h 11
.2
:h 12 .............
.anguage
.a
~ e n e f a lPsychology ....... . 3
Fine Arts ................. .First Aid
.Natural Science
-3
Speech 16 ................. .Music: 1U
FElectives
.4
A
-
I Sem. I1 Sem.
Cr.
Cr.
T h e Missionary Enterprise
3
Principles o f Christian
Education ............... .3
Religion 81 ............... - 3
Religion 72 ...............
Social Pwchology or Urban
Socioloau
- - ................ .S
Acting
Crafts
Elementary Shorthand .... .8
Recreational Activities
Electives
6
. .-
.-
~
~
........................
Cr.
2
..................
...........
................. .-
...................
SENIOR
JUNIOR
I1 Sem.
I Sem. I1 Sem.
Cr.
-Cr.
2
Parish W o r k ...............
Y o u t h W o r k i n t h e Church 2
Educatiofial Psychology ... .3
Journalistic Writing .......
Literature or Philosophy .. .3
Fields o f Socinl W o r k ...... . 3
Secretarial Practice ........ .Advanced Typewriting ... . 3
Electives ................... .4
.-
HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a certificate for teaching in Minnesota at the junior and senior high school
level. The same program will meet the demands set by most of the
neighboring states. The student should apply to the Department of
Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis
of scholarship and other qualifications. Except with special majors such
as music, home economics, combined natural science, business education, and language arts, students should usually prepare for competency
in at least two subject-matter fields in which high schools offer work.
Areas in which they may obtain teaching majors or minors include
English, German, Spanish, French, speech, music, history, social
science, business education, home economics, biology, physics, chemistry, natural science, mathematics, and physical education. Minors are
also offered in Scandinavian language and literature, art, political
science, and library science.
FRESHMAN
r smn.
Cr.
Religion 1. 2 ............. .4
English 1, 2
.3
History or Sociology
.3
Foreign Language ....... .a
Natural Science ....... .3 or 4
Health .
Physical Education 3, 4
I4
..............
.....
I1 S e m .
Cr.
2
3
3
SOPHOMORE
I Sem.
cr
.2
.
Foreim U n z u a E e ........3
P.wcholoP~ ...-...........
.h'alurnl ScTence ........ .3 ar 4
Religirm 3, 4
.............
11 S e m .
..
JUNIOR
I S m . 11 Sem.
Religion ...................
Education 71. 72 ..........
Education 13. 74 ........
Speech
Electives in Major
or Minor ................
Cr.
3
.3
.1
....................
Cr.
3
3
1
+
2
10
0
SENIOR
I S e m . I1 Sem.
Cr.
Education 76 ............. .2*
Education78
.2*
Special Methods ......... .2-4
Education 97
.6*
Literature or Philosophy . .Electives in Major or
Minor .................... 4-6
*May be taken lT Sem.
..............
.............
Cr.
-
Students preparing for secondary school teaching whose programs
prevent the completion of the full requirements in the regular four
years, may be allowed certain modifications in the general education
requirements. They are required to complete courses in general psychology, 3 credits, and health, 2 credits. On the recommendation of
their registration adviser and the approval of the Committee on Admissims and Stodent Standing, they may secure exemption from one or
more of the following, not t o exceed a total of 9 credits: Freshman
English, 3 credik; literature or philosopby, 3 credits; speech, 2 credits;
h e arts, 2 credits; natural science: 3 credits; social science, 3 credits;
foreign language, 6 credits. (At least one year of foreign language must
be taken in college, unless the student completed four years of a language in high school.) To be valid, approvaI of exemption must be
filed in the Registrar's office prior to registration for the junior year.
Curriculums / 9 I
ELEMENTARY EDUCATION
Students planning for elementary school teaching are required to
complete the following curriculum. Except where a choice is indicated,
substitutions can be made only upon the approval of the Director of
Elementar)- Education. -4s with other *dents: certain exemptions are
paeaibIe. Since die optional subjects and free electives are so limited, the
program must be follo~vedcarefully from the fim gear, The major in
this program is Elementary Education: each szudenr i s reqrrired to take
a minor in at least one of the subject matter fields taught in the elementary schools. Variations in the requirements of the minor from
those described by the department may be permitted subject to special
departmental approval.
SOPHOMORE
I Sem.
I S e m . I1 S e m .
Cr.
Cr.
Cr.
2
Religion
3,
4
..............
..2
...............
Religion 1, 2
.2
3
-General
Biology ...........- 3
O e s h m a n English ......... .3
3
General PsvcholoE~
-. ....... .3
-Western
Civilization ...... .3
4
Geography .................. .Modern Foreign Language 4
3 or 4 ,U.
S. History .............. .S
/hysical
Science . . . . . . . .3 or 4
Modern Foreign Language . 3
(Selected from Physics 3,
Electives in minor ........3
Astronomy, Chemistry 5,
FRESHMAN
Sem.
Cr.
2
3
.
6 )
c_phGical
Health
Activities
....... .I/*
SENIOR
JUNIOR
I S e m . I1 S e m .
m.
Cr.
3
Religion .....................
American Government ..... . 3
Education 51 ............. - 4
Education 53 ............. . 3
Education 54.
. . . . . . . .?$ducation
56
Basic -Design
.&
Introduction to Music
.Mathematics 56 ............
Electives in minor
.4
............. ..............
.....
...-...
I S e m . I1 S e n .
Cr.
Cr.
Religion ...................
Education 61
Education 62
Education 63 ..............
Education 65 .............
Education 66 .............
Education 68
Literature ..................
Speech
Electives in minor ........
.3
.............
3
.................3
2
.3
.-
...............3
.3
LAW
Most law schools require, for admision, at least three years of prelegal education at the college l e ~ e l The
.
student ia advised to select a
broad program of study including course in the humanities, the social
sciences, and the natural sciences. ,4 suggested threp-year curriculum
is given below :
FRESHMAN
I Sem. I I S e m .
Cc.
Religion 1, 2 ...............2
English 1. 2 ............... 3
Foreign Language ........ . 4
History 1, 2 .............. ..3
Natural Science ........... .-i
Physical Education 3, 4 .... ' i
Cr.
2
3
4
3
4
1/2
JUNIOR
I S e m . I1 S e m .
Religion
.3
3
S ~ e e c h .................... .2
~ L d i s hComposition ....... .2
Fine Arts ................. .2
Electives ................. .12
10
...................
SOPHOMORE
1 S m . IISem
Cr.
Cr.
Religion 3, 4 .............. .2
2
English
................... .3
Foreign Language ........ . 3
3
Logic ................-..- - 3
3
Social Science ............ .3
Natural Science ......-.... 3
Electives ............. --.... 3
6
-
9 2 / Curriculums
VOCATIONS IN HOME ECOhrOMZCS
Work in the Department of Rome Economics is intended to equip
~tuden&for the teaching of home economics in bigh sc.hao1, to prepare
them for homemaking and to give them h e - b s t two years of the
training required fnr wch rocaeons as dietetics, institution rnanagemerit, home ectrnomice ancl journaliem, and home ectjnomim in business.
Each student who plans for a vocation in this field should consult
members of the home economics staff about the details of the program
when she begins her college work.
A curriculum for a home economics education major is given below.
A graduate who completes this curriculum qualifies for certification
by the Minnesota State Board for Vocational Education to teach in
federally-aided secondary school home economics departments (SmithHughes). Courses in italics are not required for a general home economics major.
FRESHMAN
SOPHOMORE
I Sem. II Sem.
Cr.
Cr.
Religion 1, 2 .............. .2
Physical Education ........ !k
English .................... .:!
S O C ~ O ~..................
O~Y
.S
Biology 1-2, or 4 or
13-14"
.................. W
Art in Daily Living ....... .3
Nutrition ...................
Clothing Selection ......... . 2
Clothing Construction
Chemistry 5 or 5, 6, or
-
.....-
5, 32.
....................
4
2
Yz
3
3
4
-3
-
2
0-4
JUNIOR
ISem.
Cr.
ReUgim ................... .F o r c i ~ n Languaqe
.3
........
.................
Speech .....................
.2
Economics
.3
Co!or and Design .......... .3
H o m e Planning k Furnishjng
Family Health
............
.2
....................Edzccotional Psychology ....3
Tpachtng in SeC. Schools ..Textiles
C r c ~ r p Actlvitu ........... . O
Home EconoWcs 75
.2
........
I Sem. II Sem.
Cr.
Cr.
Religion 3, 4 .............. .2
2
Psychology ................ .3
Foreign Language ......... . 4
4
Physics .................... . 3
Marriage & Family Relations3
Child Development ....... .2
Food Preparation & Management ..................... 3
3
Electives
2
................. . 3
II Sem.
Cr.
3
3
-
4
-
Z
3
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion ................... .3
Literature or Philosophy ..3
Biology 54 ..............
4
Education 76, 78, 91 .. , .1
2
Education 92 .............. .2
Education 97 ............. .6
Home Management
Problems ................. 2
Home Management Lab ... .3
Home Economics 74 ....... .2
....-
0
Students preparing for secondary school teaching whose programs
prevent the completion of the full requirements in the regular four
years, may be allowed certain modifications in the general education
requirements.
DENTISTRY
Preparation for the study of dentistry can generally be completed
in two years. The following schedule will meet the requirements for
admission to most dental schools. Students planning to enter this curriculum should take higher algebra and plane geometry in high school.
FRESHMAN
SOPHOMORE
I Sem. II Sem.
Cr.
Cr-
Religion 1, 2 ............. .2
English 1, 2 .............. . 3
Chemistry 5, 6 (or 15, 16) .4
Mathematics 13, 14 .........4
Electives
.4
..................
2
3
4
4
4
IS-.
r.
...............C.3
.4
Religion 3, 4
Zoology ....................
Chemistry 53, 54
Physics 5, 6 ...............
Electives ..................
...........4.i
.3
n Sem.
Cr.
2
4
4
4
3
BUSINESS
The program in business adminisbation is intended for stndents who
are planning to wotk in the fields of business and indumy. In addition
to giving preparaeion for a bwiness vocation the following wggested
course of study leads to the Bachelor of Ark degree.
FRESHMAN
I Sem. IISem.
Cr.
Cr.
.2
2
.3
3
.............
.........
Religion 1, 2
Freshman English
Foreign Language ........ .4
History or Sociology ...... .3
Business 1, 2 ................ 3
Physical Education ........ M
JUNIOR
4
3
3
Y
1 Sem. I1 Sem.
Cr.
Religion ................... .Literature or Philosophy
.3
Business Law
Business 61, 62 ............. . 2
Business X
Science
................. .3-4
Fine Arts ............... .2-3
Electives ................. .3-6
...............
.................-
Cr.
3
3
-
2
3
SOPHOMORE
ISem. IISem.
Cr.
Cr.
2
...............
...
Religion 3, 4
.2
F'oref~n Language ........ .3
.3
Princ~plesof Economics
Natural Sc:ence ......... .3-4
.2
Smach ....................
E!actcves
..................
SEMOR
.3
3
3
3-4
-
3-6
I Sem. IISem.
cr.
Religion ................... .Business 92
Electives .............. .15-17
............... .-
Cr.
3
2
12-14
3-5
Recommended elective fields: Psychology, Sociology, Political Science,
History, Speech, English, College Algebra.
CHEMISTRY
The following course of study meets the requirements for the
Bachelor of Arts degree at Augsburg College and is recommended by
the American Chemical Society for ~ t n d e n bwho pIan to do graduate
~ t u d yin chemistry.
Students who satisfactorily complete this curriculum are exempt
from the graduation requirement of a course in the biological sciences
and the second year of a foreign language.
FRESHMAN
1 s m . I1 Sem.
Cr.
Chemistry 15, 16 ........... 4
Mathematics 13, 14 ....... .4
Religion 1, 2
.2
English 1, 2
..3
History or Sociology
-3
!1
Physical Education 3, 4
...............
..............
.......
....
m Q R
4
4
2
3
3
'h
T s w I1 Sem.
Cr.
Cr.
......... .4
m ~ ! m k C r g 82 .............
.Chemlslry 84 ..............
.Cherni-Wy 93, 94 ......... .O
G c m a n 1-2 ..............
..4
3 I a i h e m a t i ~ 73, 74 ........3
Physics 53, 63, 52 ........ 4
Fine Arts ................. . 3
ChmM'y 61, 72
Cr.
4
3
SOPHOMORE
I Sem. IISem.
Ct,
Cr.
............4
Chemistry 53, 54
%thematics 51, 52 .......
Physics 5, 6 ...............
Religion 3. 4
Spe&h ....................
Literature or Philosophy
.............
SENIOR
-4
.4
.2
2!.
..-
4
4
4
2
3
f S m . I1 Sem.
Cr.
Chemistry 83, 88 ........... . 3
Chemistry 85, 86 ......... . I
Chemistry 90 ...............
Chemistry 97, 98 ....... .Am.
Chemistry 95, 96 ........... .O
Religion ................... .3
German or French
.3 or 4
-
...
Cr.
1
3
4
Arr.
0
3
3 or 4
*Recommended for students planning to do graduate work in nutrition, foods,
textiles or equipment as well as for any who plan to transfer to institutions offering
special training in dietetics. These students may take the biology course m the
sophomore year.
NURSING
Many hospitals prefer that applicants to their school of nursing have
at least one year of college. In many instances two or more years of
c~llegework are desirable. The following pre-nursing curriculum is
suggested for those planning to enter a four-year school of nursing.
Those who plan on a three-year nursing program should try to select
courses in college which will not duplicate the courses they will study
in the school of nursing which they plan to attend.
FRESHMAN
I Sem. I1 Sem.
Cr.
(5r.
Relieion
1.
2 ............... -2
2
.
English 1-2 ............... . 3
Foreign Language ....... .5-5
Sociology ................. .3
Chemistry 5 ............. .4
Psychology or Geograuh~
- . . ..First Aid
Physical Education ........ Y
Students enrolled in the Schools of Nursing at Lutheran Deaconess,
Swedish, Fairview, and Methodist Hospitals, Minneapolis, take some
of their course work at Augsburg College. Applications for admission
to this program should be made directly to these hospitals.
MEDICAL TECH-WOLOGY
Students may complete a course leading to the Bachelor of Arts degree with a major in Medical Technology by completing three years of
work at Augoburg College and twelve months at General Hospital or
Swedish Hospital, Minneapolis. The following program prepares them
for eventual certification in Medical Technology, and it includes the
requirements for the degree.
FRESHMAN
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Relieion
1. 2 ............. .2
English 1, 2 ............... .8
Chemistry 5-6, or 15-16 ... .4
History or Sociology ..... . 3
Mathematics 13 ........... -4
Speech
Fine Arts ................. .Physical Education 3, 4 ....4
JUNIOR
Religion ...................
?KIcrobioloW
I Sem.
Cr.
Religion 3, 4 ............. .2
Chemistry 32, or 53-54 . .O-4
Biology 13-14 ............. . 4
Foreign Language ......... . 4
Literature or Philosophy . . 3
Electives .................. 0-3
Sam.
Cr.
2
4
4
4
3
SENIOR
I Sem. II Sem.
Cr,
Cr.
.3
3
.4
.3
3
4
.............
Foreign Language .........
ChemisS' 61 ..............
B i o l o ~Elective ........... . 4
FIectix-esm ................. -3
'Physics strorsgl~ rrcmnmended
sciences, arts, humanities.
Lectures, laboratory and
practical work at General or Swedish Hospital for 12 months ........
32
6
Other
recommended
electives:
English,
social
In the senior year, students taking this program must register at Augsburg as well as at the affiliated hospital.
SOCIAL WORK
A sapid expansion of the field of ~ o c i a work
l
during the past twenty
years has created an acute need for trained social workers. Pmitions
are a>-ailablein publie agencies on federal, state, c o m t ~and
, municipd
leveis; in private agencies sponsored bg churches OT other community
organizations; in group work case work, or community organization.
In response to this need, Au.g:$urg College has developed a curriculum designed to do two things: t a ) equip graduates for immediate
employment in social work positions that do not require post-graduate
training, and (b) prqare students for further study in graduate schools
of social work.
Anpburg College k an active member of the Minnesota Conference
nn Social Work Education. During recent yeare graduates of Augsburg
have secured positions in hot& public and private welfare, in probation
rtmrk, child welfare. gronp workI and case work.
Tlre following courss are recommended for students i n t e r a d in
Social Work. The courses which are itnlicrized should be taken by dl
such students.
FRESHMAN
I Sem. IISem.
Cr.
Religion 1, 2 .............. . 2
English 1, 2 .............. .3
History 1, 2 ............... . 3
Foreign Language ........ . 4
Introduction to Sociology .. 3
Social Problems .......... .1Physical Education 3, 4
%
....
Cr.
2
3
3
4
-
3
SOPHOMORE
I Sem. IISem.
Cr.
Cr.
2
3
3
3
Religion 3, 4 .............. .2
American Government ... . 3
Natural Science ...........+ 3
Psychology
...............
Principles of Economics ... . 3
Rural Sociology .......... .3
Urban Sociology .......... .Foreign Language
.3
.-
........
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion ...................
.3
Sociology 57, 59 ......... . 3
3
Sociology 58, 60 ............
Fine Arts .................. .3
Speech
.2
sociology 53, 54 ........... . 3
Electives .................... 5
-
.....................
SENIOR
3
3
I Sem. I1 Sem.
....................Cr.
Sflciolorm 63 ............... . 3
ReHgion
Cr.
3
.........
.............. -
Sociol Psr~cblagy
.3
Pspcholog]r W
Pub!hc Welfare ......... .Electives in Upper Division
Courses .................. 10
A student map take two Fears of pre-mgineering at Angsbmg before transferring to a school of engheehg. The following currkuluIn
is recommended. Students planning to enter this program should complete higher alpbra and solid geometry in high scf~ool.
FRESHMAN
Cr.
Religion 1, 2 ............... .2
'JEnglish 1. 2
3
v Mathematics IS. 14 ...... . 4
*' Mathematics 5, 8 ......... 3
Physics 5, 6 ............... .4
Physical Education 3, 4 ....Y
...............
rI Sam.
Cr.
2
3
SOFHOMOELE
I Sem. I1 Sem.
Cr.
Cr.
R e l l ~ o n 3, 4 ............
Mathematics 51m 52
P h y ~ c s 52. 63 ............
Mathematics 66
C3rrnimy 15. 18
Soclal Science ............
E n p h h 31 .................
.2
......4
2
3
.......................34
.2
Students who plan to transfer to the Institute of Technology at the
need. in same cases, to take a course
University of Minnesota will
in Rigid-Body Mechanics (statics). It is recommended that h i s be
done in summer session at the University.
96
/ Curriculums
MEDICINE
Most medical schooB reqaire a rninimnm of three years of colege
education, but premedical students muallp find it advmtageous to complete their collep \work before entering the medics1 school. The foIlowing program will meet the requirements of m o e m e d i d schools, bat
it is advisable for the student to study the requirements of the medical
school to which he plans to apply.
FRESHMAN
SOPHOMORE
I Sem. I1 Sem.
ISr.
Cr.
Religion 1. 2 ............. . 2
Engl'lsh 1, . 2 ..............."3
Chemistry 15, 16 ........... 4
Mathematics 13, 14 ........ - 4
Physical Education 3, 4 .... 'k
History or Social Science .S
2
3
4
4
1/2
3
.
JUNIOR
I Sem.
-
Cr.
Religion ....................
Social Science or Historv
.
- -"
- .3
German .................... 3
Chemistry 61, 78. .......... 4
Physics 5 , 6 .............. .4
Literature or Philosouh-v
.3
. .
Chemistry 93, 94 .......... 0
I1 Sem.
Cr.
3
..
-
3
4
4
3
0
I Sem. 11 Sem.
Cr
Cr.
Religion 3. 4 ............. .2
~ e r m a n .................... . 4
Biology 13, 14 ............. . 4
Psychology .................
Chemistry 53, 54
.4
Speech 11 ................. . 2
.........
SENIOR
-
2
4
4
3
4
I Sem. I1 Sem.
Cr.
Cr.
.-
3
Religion .................. . . 3
Social Science
.......-....
.~ - - ~.
--Fine Arts .................
Genetics ...................
.4
Electives .................. .9
Chemistry 95. 96 ........... . O
3
10
0
*Offered alternate years
SECRETARIAL WORK
The fir& year of the fonow3ng program provkh preparation far
certain office positions. Completion of the second year provides more
advanced training. A student who ha. had similar coarse.4 in high
school may bc admitted to advanced classes on the basis of his proficiency in the subject. An outline af the recpiremmts for teaching
business subjects in high school appears under Bueincss Education.
A Secretarial-work Certi6cate is swarded on camp1etian of the
two-year program.
SECOND YEAR
FIRST M:AR
I Sem. I1 Sem.
Cr.
Cr.
Religion 1, 2 ............. . 2
2
Freshman English ....... . 3
3
Elementary .Typewriting ...1
Office Machlnes ............
3
Elementary Shorthand ... . 3
3
Physical Education ........ %
Ih
Electives .................... 8
6
-
-
I Sem. 11 Sem.
Cr.
Religion 3 4 ............... . 2
Speech 11 ................. .Advanced Typewriting
.3
Advanced Shorthand ..... . 2
Principles of Accounting .. . 3
Secretarial Practice ........
Psychology ................ . 3
Electives .................. .4
.....
-
Cr.
2
2
2
3
3
5
Augsburg Theological Seminary
INTRODUCTORY
AUGSBURG
THEOLOGICAL
SEMINARY
is the training school for the pastors
and missionaries of the Lutheran Free Church. It offers a regular threeyear course of preparation for the Christian ministry, including both
theoretical and practical training. In harmony with the Principles of
the Lutheran Free Church it aims to stress particularly the training of
pastors and spiritual leaders dedicated to the ideal of building Lutheran
congregations where tlie G i h of Grace are freely cultivated and
nurtnred under the a u t h o r i ~of the Word and the guidance of the
Holy Spirit.
ADMISSION TO THE SEMINARY
APPLICATION
FOR ADMISSION to the Seminary should be addressed to
the Secretary of the Theological Faculty, and should include the
following:
1. A formal letter of application for admission as a student in the
Seminary, including a personal statement by the candidate concerning
his background, including baptism, confirmation, spiritual experience,
doctrinal convictions, and church membership.
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of
these should be from the candidate's local church.
4. A certificate of good health.
These documents should be in the hands of the Secretary of the
Seminary Faculty before July first.
The Committee on Admissions consists of the Faculty and the Serninary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
ADMISSION REQUIREMENTS
THE NORMAL REQUIREMENT for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college course must have
included the following prerequisite subjects:
Greek
2 years
Philosophy ............................................................
1 year
German, or
Latin, or
Norwegian
2 years
In the case of mature students of outstanding ability and experience,
an occasional exception from these requirements may be made by
special action of the Committee on Admissions.
98
/ Augsburg Theological Seminary
SUGGESTED PRE-THEOLOGICAL COURSES
IN
QKDER TEAT STDENTS may derive the greatest possible advantage
from their theological studies, it i s recommended that their college
course of study, besides fulfilling requirements as to a major and a
minor and, i n addition tn the srchjccrs indiefled above- include as
many a3 pn-die of the following:
English
Speech
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
PaychoIogy ........................................................
K~istorq.--.
Youth Work ........................................................
Natural Science
Sociology, or Economics, or
Political Science, or
Education
-1
Typewriting
-.
1
2 years
1 year
1 year
2 years
1 semester
1 year
year
year
When possible, it is recommended that elementary Hebrew
be taken in the senior year of college.
All candidates for admission to the Seminary must have achieved a
good academic record in their preparatory studies in college.
TRANSFER OF CREDITS AND ADVANCED STANDING
S~nn~m
ARE
s AD3rrTTED to the Seminar\- with the anderstanding thal
their studies are to be pursued under the direction of the Theological
Facu1t;r. :lnp arrangement to take a part of h e theological course at
another seminary must have the prior approval of h e Tlrmlogical
Faculty at Augsburg.
Advanced standing is granted in certain instances, when a student
applying for admission presents a transcript of credits indicating work
done in other theologica1 seminaries of recognized standing.
EXPENSES
SEMINARY
STUDENTS pay no tuition. They do, however, pay a Seminary
fee of forty dollars ($40.00) per semester. This includes the general
library, health, student activities and mail box fees. Unmarried students
living in college or seminary housing receive a special grant to cover
the cost of room rent. The cost of board is the same as for the College
students. See under Financial Information. A graduation fee of $7.50
is payable a month before graduation.
CLASS ATTENDANCE
A STUDENT IS EXPECTED to attend all classes regularly. Unavoidable
absences may be excused by the Dean. Attendance at any conference
involving absence from classes must have the approval of the Dean
well in advance of the conference.
EMPLOYMENT
THEWORK in the Seminary should be regarded as a full time vocation.
However, when a student's circumstances require it, a limited amount
of remunerative work will be permitted. This must be arranged in
consultation with the Dean. Occasional preaching engagements may be
accepted, but a student is not allowed to supply a vacant parish more
frequently than every other Sunday.
CONDITIONS AND ZNCOMPLETES
A
CONDITION or an incomplete received at the end of the semester
must be removed within the first six weeks of classes of the following
semester or within a year if the student has not re-enrolled. If incomplete~and conditions are not removed within the time allowed, the
condition automatically becomes a failure and the incomplete will be
recorded as a passing grade only if the average of previous work is
sufficiently high.
SEIWINARY INTERNSHIP
IN ADDITION to the three years of theological study in the Seminary
each student is required to spend six months in practical service, as
appointed and supervised by the Committee on Service. This work is
done during the summer vacations between the beginning and conclusion of the Seminary course.
A limited amount of assigned collateral reading is required during
the in-service period.
The Seminary students are also encouraged to engage in a limited
amount of practical church work during the school year either in the
Twin Cities or in nearby communities.
STUDENT ACTIVITIES
ALL SEMINARY STUDENTS are members of the Concordia Society. A
principal purpose of this organization is "to promote and strengthen
a deeper spiritual fellowship among its members." The weekly meetings
are devoted to prayer and to the consideration of student affairs. The
Seminary joins with the College in a daily chapel service.
During his seminary years, each student is associated with a specific
congregation and is encouraged to serve there. As a united project,
the Concordia Society has recently assumed responsibility for conducting Saturday noon services at the Gateway Mission.
The Concordia Society promotes student participation in the InterSeminary Movement and in the Association of Lutheran Seminaries in
America. On a more local level, the student body participates in a
fellowship of five Protestant seminaries in the Twin Cities.
102
/ Augsburg
Theological Seminary
16. OLD TESTAMENTTHEOLOGY.The major themes of the Old Testament
approached topically: God's nature, names and self-revelation in history. Covenant, election, people of God, nature of man. Sin and forgiveness, judgment
and salvation. Worship, sacrifice, praise and prayer. (Offered 1963-64.)
3 Cr.
17, 18. HEBREWEXEGESIS.A review of Hebrew grammar. Lectures on principles of exegesis. Application of exegetical method to selected passages of the
2, z Cr.
Old Testament. (Offered 1963-64.)
A study of archaeological discoveries
19. SEMINARIN BIBLICALARCHAEOLOGY.
and their significance in relation to the Bible. The course consists of a number
of introductory lectures followed by student presentarions of assigned topics
I Cr.
and class discussion. (Offered 1963 -64.)
N E W TESTAMENT
20-21. NEW TESTA MEN.^ GREEK. TWO years of Greek is a requirement for
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction of normal load.
22. INTRODUCTION
TO THE NEW TESTAMENT.
A survey of the contents of
the New Testament, together with the authorship, date, and purpose of the
various books. The process by which these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manu3 Cr.
scripts and early versions. (Offered 1962-63.)
23. THE GOSPEL OF MARK. Readings from the Gospel of Mark in Greek,
with selections from Luke, considered in the historical frame of Jesus' ministry.
Each student will be expected to master a knowledge of the historical outline
3 Cr.
of Jesus' ministry. (Offered 1962-63.)
24. THE GOSPELOF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
3 Cr.
appeal to the Jews. (Offered 1964-65.)
25. THE GOSPEL OF JOHN. The purpose and special characteristics of the
~ o u r t f fGospel, its authenticity and value, and relation to contemporary religious movements. Study of the Gospel in Greek and discussion of the themes
3 Cr.
which pervade the Gospel. ( m e r e d 1963-64,)
26. THEJEWISH SECTIONOF THE APOSTOLICCHURCH. Rapid survey of Acts
1-12. This will be followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Offered
1963-64.)
3 Cr.
Augsburg Theological Seminary / 103
27. ASPECTSOF THE THEOLOGY01: PAUL. Survey of some approaches to
Paul and a study of some of the basic themes of his theology. Selected portions
of the Epistles examined in Greek. (Offered 1964-65.)
3 Cr.
28. INTERPRETATIONS
OF ROMANS.Exegesis of the Epistle in Greek; the
essence of the Gospel as set forth by Paul. Consideration of the Gospel as Paul
relates it to the problem of Israel and the Christian life. (Offered 1963-64.)
3 Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the place of the universal Christian Church as the Body of
2 Cr.
Christ and the spiritual goal of history. (Offered 1962-63.)
OF THE REVELATION
OF JOHN. The course aims at a
30. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature.
2 Cr.
(Offered 1964-6j.)
CHURCH HISTORY
40. THE EARLYCHURCH.The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great ($90). The organization,
doctrine, government, and worship of the Early Church; the downfall of
heathenism in the Roman Empire, and the rise of the Papacy. The course begins
with a brief survey of the Book of Acts. (Offered 1964-65.)
2 Cr.
41. THE CHURCHOF THE MIDDLEAGES.A general survey of the development of Christianity in Western Europe from 590 to the period of the Protestant Reformation. The course includes the study of the development and decay
of Papacy, monastic orders, scholasticism, and of movements toward reform.
(Offered 1962-63.)
3 Cr.
A study of the causes which led to the Protestant
42. THE REFORMATION.
Reformation; the Reformation itself and its results, including the Roman
3 Cr.
Catholic Counter-Reformation. (Offered 1962-63.)
This course covers the period
43. THE CHURCHAFTER THE REFORMATION.
from the Reformation and up to the present time, with special emphasis on
2 Cr.
the history of the Lutheran Church. ( m e r e d 1963-64.)
CHURCHHISTORY.Early colonization; planting of churches;
44. AMERICAN
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The history of the Lutheran Church in America
3 Cr.
is studied with special care. (Offered 1963-64.)
104 / Augsbarg Theological Seminary
THE HISTORYOF CHRISTIAN
DOCTRINE.A study of the development
of Christian doctrine and its crystallization into creeds and confessions, including
the Patristic, Scholastic, and Reformation periods. (Offered 1964-65.) 2, 2 Cr.
45,46.
THE LUTHERANCHURCHIN THE WORLDTODAY.A study of the constitution and work of the Lutheran Churches in the various countries of the
world. Special attention to the work of the Lutheran World Federation. I Cr.
47.
SYSTEMATIC THEOLOGY
BASICPRINCIPLES
OF THEOLOGY.
An inquiry into the field, sources, and
z Cr.
methods of systematic theology. ( m e r e d 1963-64.)
lo.
AND ANTHROPOLOGY.
A systematic examination of the teach71. THEOLOGY
ings of the Bible concerning God and man. The course includes a study of the
Trinity, creation, and man's fall into sin. (Offered 1963-64.)
2 Cr.
A careful study of the teachings of the Bible concerning
52. SOTERIOLOGY.
Christ-His Person, states, and ofice; the Person and work of the Holy Spirit;
3 Cr.
the order of salvation. (Offered 1964-65.)
AND ESCHATOIOGY.
A s t u d y 4 f the nature and function
53. ECCLESIOLOGY
of the Church; the Sacraments; the doctrine of the last things. (Offered
1964-65.)
2 Cr.
ETHICS.A study of the religious and ethical implications
54, 55. CHRISTIAN
of the Christian experience. Special attention is given to the application of
Christian ethics to individual, group, and public life. (Offered 1962-63.) z, 2 Cr.
A careful studv of the Book of Concord. Attention is given
tb. SYMBOLICS.
to the genesis and development of each creed, its doctrinal significance, and
2 Cr.
its place in the present life of the Church. (Offered 1963-64.)
SYMBOLICS
AND RELIGIOUS
CULTS. A comparative study
57. COMPARATIVE
of the creeds of the great divisions of the Christian Church, and the teachings
z Cr.
of various modern religious sects and cults. (Offered 1962-63.)
58. THE THEOLOGICAL
ISSUESOF THE SIXTEENTHCENTURYPROTESTANT
REFORMATION.
The basic theological differences between Roman Catholicism
and historical Protestantism. The position of historical Protestantism with
regard to divergent theological doctrines is discussed, evaluated, and compared
with the corresponding position of the Roman Church as expounded primarily
in the dogmatic definitions issued during and after the Council of Trent.
(Offered 1962-63.)
z Cr.
Az~gsbz~rg
Theological Seminary
/
105
PRACTICAL TffEOLOGY
All members of the Theological Faculty give instruction in this field.
A.
I'astoral Theology
60. PRINCIPLESOF PASTORAL
THEOLOGY.
This course deals with the Biblical
basis for the Christian ministry, the call and qualifications of the pastor, his
public and private life, and the practical aspects of his work in the church
z Cr.
today. (Offered 1963-64.)
61. INTRODUCTION
TO PASTORAL
COZJNSELING.
A course dealing with the
dynamics underlying human behavior. Various pastoral counseling techniques
are studied. The course attempts to help the student recognize deviations of
personality, and to know which ones he can handle, and which ones should
be referred to more competent help. Middlers. (Offered annually.)
I Cr.
62. CLINICALPASTORAL
TRAINING.
The purpose of this course is to provide an
opportunity for the student to learn Pastoral Care through interpersonal relations in a hospital setting. I t will include ward calling, writing of clinical notes,
I Cr.
special seminar and lecture sessions. Middlers. (Offered annually.)
63. THE CHRISTIANWORLD MISSION. The worldwide responsibility of the
Church. hlissionary motives, methods and aims. Rapid survey of mission history
and a study of the present missionary situation, with special attention given
to the emerging national churches. (Offered 1964-65.)
2 Cr.
B.
Homiletics
65. PRINCIPLESA N D P R A C ~ I C01:
E PREACHING.Technical and psychological
2 Cr.
elements of preaching. Emphasis upon sermons. Juniors.
66. HOMILETICS.The application of the principles of preaching to the outlining and presentation of brief sermons. Emphasis upon thorough preparation
2 Cr.
and constant practice in delivery. Middlers.
67. SERMONS.A course in the preparation and delivery of sermons. Both the
structural and spiritual elements are emphasized. Sermons by great
are studied. Seniors.
2 Cr.
C.
Polity, Worship, and Parish Work
70. CHURCHPOLITY. A course dealing with the Biblical theory of the congregation; officers, organization, and government in the apostolic times; the
growth of the idea of the 'Church; the idea of a free church. I and I1 Corinr Cr.
thians are studied as the best source. (Offered 1963-64.)
106 / Augsbwg Theological Seminary
A study of the various aspects of congrega71. CHURCH ADMINISTRATION.
tional organization. Methods of increasing efficiency in the performance of
the pastor's duties. Effective oflice procedures. The practice and teaching of
Christian stewardship. (Offered 1964-65.)
I Cr.
72. PASTORALPROBLEMS.A series of lectures and discussions dealing with
practical problems in the pastor's work in the parish and the local community.
The approach to the unchurched. Congregational evangelism. Making the
occasional services effective. Problems of pastoral ethics. (Offered 1962-63.) I Cr.
The principles and forms of public worship. A study of liturgy
73. LITURGICS.
as a means of expressing and moulding religious life with emphasis on its relation
to varying conceptions of the Church. (Offered 1964-65.)
I Cr.
An historical survey of the best selections of hymns from
74. HYMNOLOGY.
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered 196263.1
I Cr.
E. Christian Edztcation and Sociology
76. METHODSOF PARISH EDUCATION.Studies in the application of basic
principles and methods of education to the subject matter used in catechetical
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 1962-63.)
2
Cr.
77. THE CHURCH AND SOCIETY.A study of the relation between the Christian Church and present-day civilization and culture, and of the organized
movements in contemporary society with which the Church must deal.
Emphasis upon the social duties of Christians, both the individual and the
Church, and the activities and agencies by which these duties may be fulfilled.
2 Cr.
Personnel
THE BOARD OF TRUSTEES
Officers of the Board
MR. G. S. MICHAELSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
President
THE REV. L. 0. GJERDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vice-president
MR. R. F. PAUTZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Secretary
MR. R. E. MYHRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Treasurer
Term Expires in 1962
MR. GILBERTBERG,Seattle, Washington
Business, Berg Fuel Company
THE REV. CLIFFORDM. JOHNSON,Minneapolis, Minnesota
Pastor, Oak Grove Lutheran Church
MR. R. E. MYHRE,Minneapolis, Minnesota
Insurance
Term Expires in 1963
THE REV. L. 0. GJERDE, Minneapolis, Minnesota
Executive Director, Lutheran Welfare Society of Minnesota
MR. HERBERTA. JOHNSON, Minneapolis, Minnesota
Investors Syndicate Life and Annuity Company
THE REV. HARRYT. SORENSON,
Bellevue, Washington
Pastor, Lutheran Church of the Good Shepherd
Term Expires in 1964
THE REV. ERLINGTUNGSETH,
Rochester, Minnesota
Pastor, Bethel English Lutheran Church
MR. G. S. MICHAELSEN,Minneapolis, Minnesota
Education, University of Minnesota
MR. JEROMEFORMO,Minneapolis, Minnesota
Vice-President, Plastics Corporation of America,
Minneapolis, Minnesota
Term Expires in 1965
MR. R. F. PAIJTZ,Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
MR. PHILIPC. HELLAND,Willmar, Minnesota
Superintendent of Schools, Willmar, Minnesota
MR. U. W. TERVO,Rochester, Minnesota
Personnel Director, Mayo Clinic, Rochester, Minnesota
108 / Personnel
Term Expires in 1966
MR. L. S. HARBO,
Austin, Minnesota
Superintendent of Schools, Austin, Minnesota
MRS. GEORGENELSON,Minneapolis, Minnesota
Homemaker
MR. RUBENHOVLAND,Northfield, Minnesota
Education, Northfield Public Schools.
Farming
Advisory Members
The REV. DR. JOHN M. STENSVAAG,
Minneapolis, Minnesota
President, The Lutheran Free Church
DR. BERNHARDCHRISTENSEN,Minneapolis, Minnesota
President, Augsburg College and Theological Seminary
MR. LEONARD
RAMBERG,
Minneapolis, Minnesota
Vice-President, Northwesterii National Bank
Minneapolis, Minnesota
ADMINISTRATIOM
BERNHARDCHRISTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
NORMANL. NIELSEN . . . , . . . . . . .Vice President in charge of Development
MARTIN QUANBECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Dean of t h e College
PAUL G. SONNACK. . . . . . . . . . . . . . . . . . ..Dean o j t h e Theological Seminary
.
BURTONP. FOSSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bu~iness
Manager
PETER ARMACOST(on leave 1961-61) . . . . . . . . . . . . . . . . . . Dean of Students
GLEN W.
JOHNSON
. . . , . . . . . . . . . . . . . . . Acting Dean of Students, 1961-62
GERDAMORTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ., D e a n o f W o m e n
MILDREDJOEL . . . . . . . . . . . . . Registrar; Secretary of the General Faclclty
IVERB. OLSON . . . . . . . . . . . . . . . . . . . . . . Secretary of t h e Theological Faculty
KARLISOZOLINS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian
CARL R. HAMMARBERG
. . . . . . . . . . . . . . . Director of Placement and Testing
FRIEDEL WINDMANN . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer
S. V. HJELMELAND. . . . . . . . . . . . . . . . . Associate Director of Development
HAROLDKAMBAK. . . . . . . . . . . . . . . . . . . . . . . . . .Director of Public Relations
A. B. BATALDEN. . . . . . . . . . . . . . . . . . . . . . . . . . .Director of A l u m n i Relations
IRVINGHOEL . . . . . . . .Pi~rchasingA g e n t ; Sz~pervisor of Buildings and Grounds
Personnel / 109
RICHARDL. BERG . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Business Manager
MRS.MARYLOU BROWN. . . . . . . . . . . . . . . . . . . . . . . . Director of Food Services
BJARNELANDA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Museum
DONOVANLUNDEEN. . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Admissions
MARK JOHNSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Admissions Counselor
VERNONCHILGREN. . . . . . . . . . . . . . Manager of Residence Halls and Housing
GLENN THORPE . . . . . . . . . . . . . . . . . . . . . . . Manager of Music Organizations
Assistant Director of News Bureau
MRS. JACQUELYN
GIMSE . . . . . . . . . . . . . . . . . . Director of Women's Residences
ADAIINISTRATIVE STAFF
Office Staff: M c e of the President and Dean-Mrs.
Helen Brodin and
Karen Schwarzrock; Business Office-Lois Medin, Mrs. Andrea Wrage, Ethel
Manning, Carol Hanson; Office of Registrar-Mrs.
Lois Parker, Tena Mehus,
Manning, Carol Hanson; Office of Registrar-Judith
Obe~beck, Mrs. Lois
Parker, Tena Mehus, Borghild Esmess; Development, Public Relations and
Admissions-Avalon
Okemn,
Violet Myers, Mrs. Dorothy Bailey,
Mrs. Margaret Kemper, Muriel E r i c b ; Pcmmncl, Placcmenf, and Employment-Marilyn
Petersen and MS. Shirley Rnox; Edurafiom OfficeMrs. Naomi Sorkness and Mrs. Joyce Fmig; L i b r l r r p M n . Ern3 Staub and
Sandra Bloom; Printing and Mailing-Valborg
Bosmoe, Lillian Peterson, and
Mrs. Joan Berg; Receptionist-Mildred Nelson.
Resident Counselors in Dormitories: Memorial Hall, Jack Nordgaard; Gerda
Mortensen Hall, Alice Anderson; Auxiliary Houses, Phyllis Acker, Julie Ose,
Genevieve Trenne, Mary Utke, and Margaret Wiozeschke.
Supervisor of Housekeeping: Mrs. Olive Rud.
Manager of Grill: Arthur C. Engen.
MEDICAL STAFF
Dr. Ernest T. Bohland, Physician; Alice Swensen, R.N., Nurse; Jeanette
Johnson, R.N., Assistant Nurse.
COMMITTEES OF THE FACULTY
Presidenfs Cabinet: Christensen, M. Quanbeck,
Miss Mortensen, Miss Joel, P. Quanbeck
G.
Johnson,
Fosse,
Educutional Policies: Ex ofTicio: Christensen, M. Quanbeck, Miss Joel.
P. Quanbeck, Sateren, Chrislock, Nash; Hanwick, R. Anderson,
Miss Mattson, Miss Segolson, Sonnack
Admissions and Student Standing: Miss Joel, Lundeen, M. Quanbeck, Holum,
Miss Cole, Thompson, Budge.
I Io
/ Personnel
Student Personnel: G. Johnson, Miss Mortensen, Miss Mattson, P. Quanbeck,
Miss Aaskov
Teacher Education: E. Johnson, Dahlen, Sateren, Miss Mattson, Miss Segolson,
Urdahl, Tollefson
Library: Ozolins, Hemmingson, Colacci, Gisselquist, Agre, I. Olson
Athletics: Soberg, Kleven, Mickelberg, E. Anderson, Savold
*Convocations: Urdahl, E. Johnson, Miss Pederson, Torstenson, Batalden
Faculty Personnel Policies: Halverson, Fosse, Hemmingson, Holum, Torstenson
institutional Studies: R. Anderson, Pearson, Mrs. Anderegg, Alton, Chrislock
*Religious Life: P. Quanbeck, Sonnack, Hanwick
Social Functions: Mrs. L. Peterson, Miss Mortensen, Miss Lillehei, Hammarberg,
Hatchek
*Student Activities: G. Johnson, Miss Mortensen, DeYoung, Hemrningson,
M. Quanbeck
*Student Conduct: E. Nelson, Mrs. K. Peterson, Thut, Miss Lund
Nominations: I. Olson, Miss Cole, Landa
AUGSBURG THEOLOGICAL SEMINARY FACULTY
BERNHARD
M. CHRISTENSEN,
Th.M., Ph.D., President and Professor of Theology
A.B., Augsburg College, I 922 ; Augsburg Theological Seminary, 1922-25 ;
Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary
Foundation, 1929. Additional study: Columbia, Chicago, Berlin, GSttingen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 192~-26.Pastoral
work, 1928-30. At Augsburg since 1930. President since 1938.
TERENCEE. FRETHEIM,B.D., Instructor in Old Testament
A.B., Luther College, I 9 5 6; B.D., Luther Theological Seminary, I 960.
Additional study: Minnesota; Union Theological Seminary; University of
Durham, England. Teaching: Luther Theological Seminary. At Augsburg
since 1961.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of New Testament (on leave)
A.B., Augsburg College, I 9 I y ; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930. Additional study: Grenoble, Chicago. Educational Missionary in Madagascar,
192I -3 8; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40 and 1960-62. At Augsburg since 1941.
"Joint Student-Faculty Committees
Personnel /
I II
RODGERSTEEN JORDAHL, A.B., B.Th., Assistant Professor of Old Testament
(on leave)
A.B., Luther College, 1947; Th.B., Luther Seminary, 1952; Additional
Study: University of Chicago; Karl Eberhardt University, Tubingen,
Germany. A.t Augsburg since I 9 5 9.
IVERB. OLSON, A.M., S.T.D., Professor of Systematic Theology
A.B., Augsburg College, 1935; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945; S.T.D., Chicago Lutheran
Theological Seminary, 19 57. Teaching: Oak Grove Seminary, 1936-39;
University of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1939-44.
A t Augsburg since 1945.
PHILIP A. QUANBECK,Th.D., Associate Professor of N e w Testament
A.B., Augsburg College, 1950; Th.B., Augsburg Seminary, 1951; Th.M.,
Princeton Theological Seminary, 1954; Th.D., 1958. Pastoral work, 195153. Teaching Fellow, Princeton Theological Seminary, 1954-57. A t Augsburg since 1957.
PAULG. SONNACK,Th.B., A.M., Dean of the Seminary and Professor o f Church
History
A.B., Augsburg Callege, 1942; C.T., Augsburg Theological Seminary,
1945; Th.B., 1947; A.M., University of Chicago, 1960. Pastor, Moose
Lake, Minnesota, 1945-47. A t Augsburg since 1949.
MARIOCOLACCI,Th.D., D.Litt., Lecturer in Theology
For statement of academic preparation and experience, see College Faculty
LAWRENCEM. GUDMESTAD,
A.B., S.T.M., Lecturer in Pastoral Counseling
A.B., Augsburg College, 1939; C.T., Augsburg Theological Seminary, 1942;
S.T.M.; Andover Newton Theological Schools, 1955. Pastoral work, 19421954. Chaplain, Lutheran Deaconess Hospital, 1955-. A t Augsburg since
1955.
JOHN STENSVAAG,
Ph.D., Lecturer in Homiletics
A.B., Augsburg College, 1936; B.Th., Augsburg Seminary, 1939; Ph.D.,
Hartford Seminary Foundation, 1941. Additional study: Johns Hopkins
University. Teaching: Augsburg Seminary, 1942-59; Dean, 1953-59;
Northwestern Lutheran Theological Seminary, 1945-46. President of
Lutheran Free Church since 1959.
II2
/ Personnel
AUGSBURG COLLEGE FACULTY
RUTH AASKOV,
A.M., 11zstr~r~tor
in French
A.B., Augsburg College, 1953; A.M., Middlebury College, 1960. Additional study: University of Grenoble, Boston University. Teaching: High
School, 1954-60. At Augsburg since 1960.
COURTLAND
L. AGRE,Ph.D., Professor of Chemistry
B.Ch.E., University of Minnesota, 193.1; Ph.D., University of Minnesota,
1937; Research Chemist, 1937-40; U. S. Army, 1940-41; Research
Chemist, 1941-46; Teaching, St. Olaf College, 1946-58; Univ. of California, Berkeley, Visiting Professor, National Science Foundation Fellowship, 1958-59. At Augsburg since 1959.
EARLALTON,Ph.D., Assistant Professbr of Chemistry
A.B., St. Olaf College, 1955; M.S., University of Michigan, 1958; Ph.D.,
1961. Teaching: Teaching Fellow and pre-doctor instructor, University
of Michigan, 1955-58. A t Augsburg since 1960.
LYLA MAE ANDEREGG,
A.M., I~zstructor in Education
A.B., University of Minnesota, 1945; A.M., Northwestern University, 1947.
Additional Study: Minnesota, Chicago, California. Teaching and Counselling, High Schools, 1945-46. I 9 5 I -5 3 ; Teaching: East Washington College,
1948-49; University of Minnesota, 1950-5 I ; Oakland Junior College, 19 5456; San Francisco State College, 1957-58; St. Olaf College, 1958-59. At
Augsburg since 19 59.
ERNESTW. ANDERSON,M.Ed., Professor of Health and Physical Education,
Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, I 937-41. U.S. Army, 1941-46. A t Augsburg
since 1946.
RAYMOND
E. ANDERSON,
Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1946; A.M., 1950; Ph.D., University of
Minnesota, 1959. Teaching: University of Vermont, 1949. U.S. Navy,
1946. A t Augsburg since 1949.
A.M., Instructor in Greek
PETERG. ANSORGE,
A.B., Sr. Olaf College, I 958; A.M., University of Michigan, 1959. Teaching: Northwestern Theological Seminary, I 9 59-6 I . A t Augsburg since 196 I .
PETERH. ARMACOST,
A.B., Dean of Stzrdents (on leave)
A.B., Denison University, 1957. Additional Study: University of Minnesota. Teaching Assistant at University of Minnesota. A t Augsburg since
1959.
Personnel /
II3
LEROYA. BAKER,A.B., lnstructor in Physics
A.B., Northwest Nazarene College, 1960. Additional study: University
of Minnesota. Research Physicist, Minneapolis-Honeywell. At Augsburg
since 1960.
MERRUYNBELGUM,M.S.W., lnstructor in Sociology
A.B., University of Minnesota, 1946; M.S.W., University of Denver, 1956.
Chisago County Welfare, 1948-49; Lutheran Welfare Society, Iowa, 194952; Department of Public Welfare, Anchorage, Alaska, 19 5 2-54; University of Denver, Field Instructor, 1956-57; Denver Public Schools Social
Worker, 1957-60. At Augsburg since 1960.
WAUNETABLACKBURN,
A.M., Assistant Professor of English
A.B., Milton College, 1930; A.M., University of Wisconsin, 1942. Additional study: Pennsylvania State University. Teaching: High School, 193046; Stout State College, 1946-61. A t Augsburg since 1961.
BRUCEP. BUDGE,M.S., Instructm in Business Administration
B.S., University of Idaho, 1913; M.S., 1957. Teaching: University of
Idaho, 1951-57. We~erhauser Company, 1913-5 5, 1957-60. A t Augsburg
since 1960.
JACQOLYN
L. CHERNE,A.B., lnstructor in English
A.B., Augsburg College, 1958. Additional study: University of Minnesota.
At Augsburg since 1960.
CARLCHRISLOCK,Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 19 55. Teaching: High School, 1939-44; Tracy Junior College,
1947-48; Augustana College, Sioux Falls, S.D.; 1948-51. At Augsburg
since 1912.
GRACIACHRISTENSEN,
A.M., Instructor in English
A.B., Hunter College, 1932 : A.M., Radcliffe College, 193 5. Additional
Study: University of Chicago.
MARIOCOLACCI,Th.D., D.Litt., Professor of New Testament Greek and Latin
Pontificium Atheneum Roman Major Seminary, Th.D., I 93 2; Pontificium
Institutum Biblicum de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40;
Mario Pagano College and Normal Institute, Campbasso, Italy, 1941-49.
At Augsbuq since 1952.
AILENE COLE, A.M., Assistant Professor of Speech
A.B., Gustavus Adolphus College, 1936; A.M., University of Minnesota,
1949. Additional study: University of Minnesota. Teaching: High Schools,
1936-56. At Augsburg since 1956.
I 14
/ Personnel
K. BERNERDAHLEN,A.M., Associate Professor of English
A.B., Augsburg College, 1931; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-39; Crosby-Ironton
Junior College, 1940-41. U.S. Army Air Forces, 1942-41. A t Augsburg
since 1941.
KENNETHN. DEYOUNG,Ph.D., Instructor in Psychology
A.B., Michigan State University, 195 6; A.M., 1957; Ph.D., University
of Minnesota, 1961. At Augsburg since 1960.
DAVIDA. EDE, B.D., instructor in Religion
A.B., St. Olaf College, 1957; B.D., Luther Theological Seminary, 1961.
At Augsburg since 1961.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949. U. S. Army, 1943-46.
Industrial Engineering work, 1949-5 3. At Augsburg since 1953.
KRISTIAN
FROSIG,A.B., Laboratory Instructor in Biology
A.B., Augsburg College, 1953. Additional study: Macalester College;
University of Washington. Teaching: High School, 1953-61. A t Augsburg since 1961.
WILLIAMH. GERMAR,A.B., Instructor in Journalism
A.B., Drake University, 193 5. U.S. Army Signal Corps, 1942-46. Teaching: University of Minnesota, 1960-1961. A t Augsburg since 1960.
DARYLGIBSON,Ph.D., Instrzmental Specialist (Brass Instruments)
B.S., University of Minnesota, 1934; A.M., 1941; Ph.D., University of
Iowa, 1947. Member of Minneapolis Symphony Orchestra, 1954-44. Teaching: University of Iowa, 1943; University of Montana, 1947-48; Gustavus
Adol~husCollege, 1948-5 t At Augsburg since 1 9 5 4
JACQUELYNL. GIMSE,B.S.N., Director of Women's Residence
R.N., Moline Public Hospital, 1957; B.S.N., Gustavus Adolphus College,
1960. Moline Public Hospital, 1957-5 8 ; Gustavus Adolphus College, Assistant Dean of Students, 1960-61. A t Augsburg since 1961.
OKLOUEGISSELQUIST,
A.M., Assistant Professor of History
A.B., University of Minnesota, 1943; A.M., University of Minnesota, 1956.
Teaching: Bethel College, 1954-56. Additional study: Minnesota. At Augsburg since 1956.
TINGSIN GO, B.S., Laboratory lnstrzcctor in Chemistry
B.S., Mapua Institute of Technology, Manila, Philippines, 1953. Additional study: Adamson University, Manila; University of Minnesota. Teaching:
Adarnson University, 19 57-59. A t Augsburg since 1960.
Personnel /
II5
DONALDR. GUSTAFSON,
A.M., Instructor in History
A.B., Gustavus Adolphus College, 1955; A.M., University of Wisconsin,
1916. Additional study: Indiana; California, Berkeley; Minnesota. Teaching: Gustavus Adolphus College, 1960-6 I. At Augsburg since I 96 I .
WILLIAMH . HALVERSON,
Ph.D., Assistant Professor of Philosophy and Religion
A.B., Augsburg College, 195 I ; B.Th., Augsburg Theological Seminary,
1955; Th.M., Princeton Theological Seminary, 1957; A.M., Princeton
University, 1959; Ph.D., 1961. Teaching: Princeton Theological Seminary
1957-59. At Augsburg 1955-56 and since 1959.
A.M., Assistant Professor of Psychology
CARLR. HAMMARBERG,
A.B., Gustavus Adolphus College, 1932; A.M., University of Minnesota,
1948. Additional study: Minnesota. Teaching: Bethany College, Lindsborg,
Kan., 1948-53. A t Augsburg since 1953.
LEIF E. HANSEN,A.M., Instructor in Modern Languages
A.B., Concordia College, 1947; A.M., University of Minnesota, 1950.
Additional study: Michigan; Stetson University; Wisconsin. Teaching:
High School, Norway, 1959-60; University of Wisconsin, 1960-61. At
Augsburg since I 961.
MAURINEM. C. HANSEN,A.M., Instructor in Home Economics
A.B., Rice Institute, 1920; .4.M., University of Colorado, 1938. Additional study: Texas, Minnesota. Teaching: High School, 1920-21, 193443, Lamar College, 1943-45, University of Minnesota, 1949-, Hamline University, 1949-58. At Augsburg 1957-58, and since 1959.
in Philosophy
WILLIAMH. HANSON,-A.M.,Instr~~ctor
A.B., Hamline University, 1958; A.M., Yale University, 1960. At Augsburg since 1961.
THEODORE
J. HANWICK,
Ph.D., Professor of Physics
B.E.E., Polytechnic Institute of Brooklyn, 1933; M.S., Polytechnic Institute of Brooklyn, 1937; Ph.D., New York University, 1950. Teaching:
Polytechnic Institute of Brooklyn, 1937-3 8; New York University, 193842; U. S. Naval Academy, 1942-46; Rutgers University, 1946-56. At
Augsburg since I 9 5 6.
GEORGEW. HATCHEK,LL.D., Instrzrctor in Modern Languages
LL.D., Law School of Vienna, Austria, 1938. Interpreter at United States
Surplus Depot in France, 1944-46. Teaching: International Institute and
YWCA, 1954-60. At Augsburg since 1960.
RUBENG. HAUGEN,M.M., Instructor in W'oodwinds
B.M., MacPhail School of Music, 1950; M.M., MacPhail Schml of Music,
1951. Additional Study, University of Kyoto, Japan. Teaching: Minneapolis Junior Academy, 1950-72; Breck Military Academy, 1952-5 5; MacPhail
School of Music since 1950. At Augsburg since 1958.
I I6
/ Personnel
ORVALD
B. HAUGSBY,
A.B., Instructor in Mathematics
A.B., Wisconsin State College, 1952. Additional study: Minnesota. Teaching: High School, 1953-56; Wisconsin State College, 1956-59; University of Minnesota, Teaching Assistant, 1959-61. At Augsburg since 1961.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of Religion (on leave)
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
A. ROBERTHEMMINGSON,
A.M., Assistant Professor of Economics and Business
Administration
A.B., Dana College, I 9 5 3 ; A.M., University of Nebraska, I 9 57. Additional
Study: University of Minnesota. Teaching: University of Nebraska, 195657. At Augsburg since 1957.
A.M., Instructor in English
MARYA. HINDERLIE,
A.B., St. Olaf College, 1935; A.M., University of Minnesota, 1937. Additional study: University of Oslo, Norway. Teaching: St. Olaf College,
1937-39.
JOHN R. HOLUM,Ph.D., Associate Professor of Chemistry
A.B., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
Teaching: University of Minnesota, 1950-52; University of Maryland,
1956; Pacific Lutheran College, 1958-59. U. S. Armed Forces, 1951-57. At
Augsburg 1957-58 and since 1959.
IRENE
KHIN KHIN JENSEN,Ph.D., Instructor in History and Political Science
(on leave)
A.B., Rangoon University, Burma, 1949; A.M., Bucknell University, 19 5 1;
Ph.D., University of Wisconsin, I 9 5 6. Teaching: Rangoon University,
Burma, 1949-50 At Augsburg 1955-56 and since 1959.
JOHN JENSON,A.M., Assistant Librarian
A.B., Augsburg College, 1955; A.M:, University of Minnesota, 1957. U.S.
Navy, 1957-61. At Augsburg 1956-57 and since 1961.
MILDRED
V. JOEL, A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947.
Additional Study: Saskatchewan, Minnesota, Denver. Teaching: High
School, 1941-46. At Augsburg since 1947.
EINAR0. JOHNSON,Ph.D., Professor of Education
A.B., Concordia College, 1938; A.M., University of Washington, 1950;
Ph.D., 1961. Additional study: University of Oslo, Norway. Teaching:
Elementary and High School, 193 3-40; University of Washington, 195354; Luther College, 1954-56; At Augsburg since 1956.
Personnel /
GLEN W.
JOHNSON,
I I7
B.D., Acting Dean of Students and Instructor in Mathe-
matics
B.S. Engr., University of Nebraska, 1952; B.D., Luther Theological Seminary, 1959. Additional study: University of Minnesota.
JAMES
JOHNSON,A.M., Instructor in Piano
A.B., University of Minnesota, 1956; A.M., Juilliard School of Music, 1958.
A t Augsburg since 1961.
WINFIELDJOHNSON,A.M., Instructor in Religion
A.B., St. Olaf College, 1939; C.T., Luther Theological Seminary, 1943;
A.M., New York University, 1954. Additional study: University of Minnesota.
RODGERSTEEN JORDAHL, A.B., Th.B., Assistant Professor of Religion (on leave)
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
HAROLD
M. KAMBAK,A.B., Instructor in Journalism and Director of Public
Relations
A.B., Augsburg College, 1919. Additional Study: University of Minnesota;
American Academy of Art; Graphic Arts Institute of Illinois. Director of
Public Relations, Augustana College, 1956-58. A t Augsburg since 1958.
ROBERTK A R L ~ NB.M.,
,
A.M., lnstructor in Music
B.M., New England Conservatory, 1950; A.M., University of Minnesota,
1959. Additional Study: Berkshire Music Center, Salzburg, Austria; Conservatoire Nationale, Paris, Nadia Boulanger. Teaching: Public Schools,
1950-5 3; St. Agathals Conservatory, 1958-59; University of Minnesota,
1957-59. A t Augsburg since 1959.
MMI B. KINGSLEY,A.M., Assistant Professor of Spanish
A.B., Maryville College, 1936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner College, Staten
Island, N.Y., 1941-42; Friends School, Brooklyn, N.Y., 1946-47. A t
Augsburg since 1947.
BERNHARDT
J. KLEVEN, Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
Ph.D., 1941. Additional study: Harvard. Teaching: High School, 192235; Wheaton College, 1946-47. A t Augsburg 1937-46 and since 1947.
BJARNEE. LANDA,Ph.D., Professor of Germanic Languages
A.B., Voss State College, Norway, 1925; A.B., University of Southern California, 1928; A.M., 1930; Ph.D., University of Minnesota, 19 5 2. Teaching:
High School, 1930-31; University of Minnesota, 1938-42; Fisk University,
1941-47. U. S. Office of Censorship, 1942-45. A t Augsburg since 1947.
I I8
/ Personnel
DENNISE. LANE, B.S., Instructor in Organ
B.S., University of Minnesota, 1943. Additional study: University of Minnesota. Teaching: High School, 1943-46; University of Minnesota, 194243; MacPhail School of Music, 1945-51; pr,ivate organ and piano instructor. Church organist and choirmaster. A t Augsburg since 1960.
BERTHALILLEHEI,A.M., Instructor in English
A.B., Augsburg College, 1934; A.M., University of Minnesota, 1960. A t
Augsburg 1937-40 and since 1957.
LORRAINE
K. LIVINGSTON,A.M., Instr~.ctorin English
A.B., University of Minnesota, 1930; A.M., 1932. Additional study: Minnesota. Teaching: University of Minnesota, 1932-35; 1952-60. A t Augsburg since 1960.
GERTRUDES. LUND, A.M., Assistant Professor of Secretarial Science
A.B., Augsburg
Teaching: High
Morris, 1945-47;
49. A t Augsburg
College, 1936; A.M., University of Minnesota, 1951.
School, 1943-45; West Central School of Agriculture,
Duluth Business University, 1947-48; High School, 1948since 1950.
MARTHAM. MATTSON,A.M., Associate Professor of Psychology and Education
A.B., Augsburg College, 1928; A.M., University of Minnesota, 1932. Additional study: Boston University; University of Wisconsin. Teaching:
Elementary schools, 1922-36; Elementary Supervisor, 1939-60. A t Augsburg since 1960.
ERWIN D. MICKELBERG,A.B., Assistant Professor of Biology
A.B., Augsburg College, 1954. Additional study: Columbia, Minnesota.
Teaching: High School, 1954-56. A t Augsburg since 1956.
GERDAMORTENSEN,A.M., Dean of Women w i t h rank of Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 19 17-2 I ;
Hankow Private School, Hankow, China, 1934-3 5. A t Augsburg since 1923.
ARTHURNASH, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U.S. Army
Air Force, 1942-46. Dean, Augsburg College, 1946-50. A t Augsburg since
1922.
M.Ed., Associate Professor of Physical Education and Coach
EDORC. NELSON,
of Football and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41. U. S. Army, 1941-46. At Augsburg since
1946.
Personnel / I 19
GLENN I. NELSON, A.M., lnstrztctor in Sociology
A.B., St. Olaf College, 1955; A.M., University of Minnesota, 1960.
A t Augsburg since 1961.
GRIERNICHOLL,A.M., Instructor in English
A.B., Wesleyan University, 1951; A.M., Columbia Teachers College, 1956.
Additional study: Minnesota; University of London. Teaching: High School,
1954-55; Southern Oregon College, 195 5-57; University of Minnesota, 195 8.
A t Augsburg since 1960.
NORMANI. NIELSEN, A.B., B.Th., Vice President in Charge of Development
A.B., Augsburg College, 1944; B.Th., Luther Seminary, 1947. Additional
Study: Boston University. Pastor: Minot, N. D.; Minneapolis, Minn. A t
Augsburg 1958-61.
DAVIDNORDLIE,A.B., lnstructor in Sociology
A.B., Augsburg College, 1960. Additional study: Minnesota. A t Augsburg since 1961.
ESTHER J. OLSON, Ph.D., Assistant Professor of Speech
B.S., University of Minnesota, 1945; A.M., 1945; Ph.D., 1956. Teaching: University of Minnesota, 1945-56; Luther College, 1956-60. A t Augsburg since 1960.
IVER B. OLSON, A.M., S.T.D., Professor of Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
MAGNEB. OLSON, A.M., lnstructor in History and Political Science
A.B., Augsburg, 195 8; 4.M., University of Minnesota, 1961. Teaching:
High School, 1960-61. A t Augsburg since 1961.
KARLISOZOLINS. A.M., Th.B., Librarian with rank of Assistant Professor
A.B., Augsburg College, I 9 5 I ; B.Th., Augsburg Theological Seminary,
1952; A.M., University of Minnesota, 1961. Additional Study: University
of Marburg, Germany. A t Augsburg since 195 5.
SULAMITOZOLINS,Cand. Phil., Instructor in Russian
Cand. Phil., University of Marburg, Germany, 1948. Additional study:
Minnesota. A t Augsburg since 1959.
PATRICIAA. PARKER,A.M., Assistant Librarian and
Instructor in Library Science
B.S., Eastern Michigan College, 1949; A.M., University of Michigan,
1952. Teaching: University of North Dakota, 1949-5 1; University of
Michigan, 19 51-52; University of Minnesota, Librarian, 19 54-5 6; Minneapolis Public Library, 195 6-59. A t Augsburg since 1960.
KRISTOFFER
F. PAULSON,A.B., Instructor in English
A.B., St. Olaf College, 1956. Additional study: University of Oslo, Norway; University of Heidelberg, Germany; George Washington University;
Minnesota. At Augsburg since 1960.
HOWARD
E. PEARSON,A.M., Assistant Professor of Physical Education
A.B., Augsburg College, 1953; A.M., University of Minnesota, 1957. At
Augsburg since 1956.
ANNE PEDERSON,A.M., Professor o f English
A.B., Augsburg College, 1932; A.M., University of Minnesota, 1 9 4 1 Additional study: Minnesota, Columbia, Pennsylvania. Teaching: High School,
1945-46; San Mateo Junior College, California, one semester, 1946. At
Augsburg 1932-44 and since 1946.
KATHERINEPETERSON,M.S., Assistant Professor of Home Economics
B.S., South Dakota State College, 1936; M.S., State University of Iowa,
1939. Additional study: University of Minnesota. Teaching: High Schools
in South Dakota, 1936-38; University of Minnesota, 1940-56. A t Augsburg since 1956.
LAVONNE PETERSON,A.M., Assistant Professor of
Physical Education for
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 1954. Additional study: Minnesota, Montana, MacPhail School of Music. At Augsburg
since 1950.
MARTINQUANBECK,
Ph.D., Professor o,f Education and Dean of the College
A.B., Augsburg College, 1929; A.M., University of Minnesota, 1933; Ph.D.,
1952. High School administration, Mantorville, M i n . , 1929-36. Teaching:
Waldorf College, 1936-3 8. Registrar, Augsburg College, 1939-46; Dean,
1942-46 and since 1950. A t Augsburg since 1938.
PHILIP A. QUANBECK,
Th.D., Associate Professor of Religion; College Chaplain
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
LELANDB. SATEREN,A.M., Professor of Music
A.B., Augsburg College, 1935 ; A.M., University of Minnesota, 1943. Additional study: Composition with Donald Ferguson (Minneapolis), 1941-43.
Teaching: High School, 1935-39. Music Director, Radio Station KUOM,
University of Minnesota, 1940-43. Educational Director, Civilian Public
Service, 1944-46. At Augsburg 1941-43 and since 1946.
Personnel /
12 I
EDWIN J. SAUGESTAD,
A.B., Instrzictor in Physical Edzccation and Biology
A.B., Augsburg College, 1959. Additional study: Minnesota. A t Augsburg since 1959.
A. MAYOSAVOLD,A.B., Associate Professor of Music
A.B., Luther College, 1941. Additional study: North Dakota, Minnesota,
MacPhail School of Music. Teaching: Benson County Agriculture and
Training School, Maddock, N.D., 1934-37; Lamberton Public Schools,
1941-42 and 1946-48. U.S. Armed Forces 1942-45; Glenwood Public
Schools, 1948-52. At Augsburg since 1952.
DONNAL. SCHLORF.A.B., Instructor in Physical Edzccation
A.B., Augsburg College, 1955. Additional study: University of Minnesota;
University of Colorado; University of Oslo, Norway. Teaching: Junior
and Senior High School, 195 5-61. A t Augsburg since 1961.
RUTH SEGOLSON,M.S., Professor of Ifome Economics
B.S., University of Minnesota, 1925 ; M.S., 1938. Additional study: Minnesota and Syracuse University. Teaching: High School, 197.5-28; Univer.
sity of Minnesota, 1928-44. At Augsburg since 1944.
MARJORIEH. SIBLEY,A.M., Assistant Librarian
A.B., University of Illinois, 1942; A.M., 1943. Additional study: Minnesota. Teaching: Elementary, 1940-41; University of Illinois, 1945-46;
Acquisitions Librarian, Macalester College, 1959-61. A t Augsburg since
1961.
GEORGESOBERG,A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950.
Additional study: Minnesota. A t Augsburg since 1926.
PAULG. SONNACK,A.B., Th.B., Professor of Religion
For statement of academic ~ r e ~ a r a t i oand
n experience, see Theological Seminary Faculty listing.
RUTH SONSTENG,A.M., lnstrztcfor in Home Economics
A.B., Augsburg College, 1954; A.M., University of Minnesota, 1960.
Teaching: High School, 1955-56; Graduate Assistant, University of Minnesota, 1956-57. A t Augsburg 1957-60 and since 1961.
LAWRENCE
H. STARKEY,
Ph.D., Lecfztrer in Astronomy
A.B., University of Louisville, 1942; B.D., Southern Baptist Theological
Seminary, 1945; A.M., University of Southern California, 1948; Ph.D.,
1954. Additional study: Garrett Biblical Institute. Teaching: University of
California, Bethel College.
I zz
/ Personnel
MERTONP. STROMMEN,Th.B., Ph.D., Lecturer in Religion
A.B., Augsburg College, 1943; C.T., Augsburg Theological Seminary, 1944;
Th.B., 1951; A.M., University of Minnesota, 1955; Ph.D., 1960. Additional
study: Minnesota. Pastor: Mora, Minnesota, 1944-47. A t Augsburg since
'947.
OLAF H . SWENSON,A.M., Assistant Professor of Sociology
A.B., Gustavus Adolphus College, 1943; A.M., University of Minnesota,
1950. Teaching: Gustavus Adolphus College, 1947-49, 1950-51. Probation
Ogce, Hennepin County, 195 I-. A t Augsburg since 1953.
AGNESB. TANGJERD,
A.M., Archivist
A.B., St. Olaf College, 1920; B.S., in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 1922-28.
Teaching: High School, 1929-36. Eau Claire Public Library, 1936-38.
Librarian, Augsburg College, 1940-1960.
PAULETTER. THOMPSON,A.M., Instructor in Spanish
A.B., Augsburg College, 1954; A.M., University of Minnesota, 1960.
Additional study: University of Mexico. Teaching: High School, 1954-57;
University of Minnesota, Assistant, 1957-59. A t Augsburg since 1960.
PHILLIP J. THOMPSON,A.B.. M.F.A., Assistant Professor of A r t
A.B., Concordia College, 1955; M.F.A., State University of Iowa, 1958.
Teaching: State University of Iowa, 19 57-5 8; Kokomo Extension of Indiana University, 1958-59. A t Augsburg since 1959.
Ph.D., Professor of English (on leave)
GERALDH. THORSON,
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948; Ph.D.,
Columbia University, 1957. U.S. Army, 1943-46. Additional study: Grenoble, Oslo, Wisconsin. Teaching: Wagner College, 1951. Visiting Professor, University of Reykjavik, Iceland, 1961-62. A t Augsburg since 1946.
JOHN
THUT,A.B., M.Mus., Associate Professor of Music
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929; M.Mus., 1936. Additional study: Minnesota, Northwestern University. Private work in singing with Rollin Pease, Charles LaBerge, Aksel
Schiotz. Special studies with Theodore Harrison and Martial Singher.
Teaching: Bethel College, 1924-27; American Conservatory of Music, 193 I 44; Colorado State College of Education, 1946-47. YMCA War Prisoners
Aid, England and Belgium, 1944-46. A t Augsburg since 1947.
VERATHUT,B.Mus., lnstructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study: American Conservatory of Music and Minnesota, Master Class Work with Silvio
Scionti, Robyn Xormal Teachers Training Course; studied under Kurt
Wanieck. Teaching: American Conservatory of Music, 1926-46; Colorado
State College of Education, 1946-47. A t Augsburg since 1947.
Personnel
/ 123
HAROLDTOLLEFSON,
A.B., M.Th., Instrzrctor irz Religion
A.B., Augsburg College, 1950; B.Th., Augsburg Theological Seminary,
195 3 ; M.Th., Princeton Theological Seminary, I 9 5 5. Additional Study:
University of Heidelberg A t Augsburg since 1959.
JOEL
S. TORSTENSON,
A.M., Ph.D., Professor of Sociology
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940; Ph.D.,
19 59. Additional study: Minnesota. Director of Education and Public
Relations, Midland Cooperative Wholesale, 1945-47. A t Augsburg 193842 and since 1947.
E. MARGARET
TRAUTWEIN,
A.M., Instrz~ctorin Engli~h
A.B., Augsburg College, 1937; A.M., University of Minnesota, 19 53.
Teaching: High School, 1937-47. A t Augsburg, 1950-54 and since 1961.
ERLINGJ. URDAHL,A.M., Associate Professor of Biolog~'
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, I 93 I -3 5. Principal, Cannon Falls, Minnesota, 1935-41. At Augsburg since 1943.
A. BRUCEWRIGHTSMAN,
B.S., Instr~rctorin Mathematics
B.S., University of Wisconsin, 195 8. Additional study: Luther Theological Seminary. Teaching: University of Wisconsin, 1957-58. At Augsburg since 1960.
CARL W. LANDAHL,M. Mus., Assistant Professor of Mzrsic
(Deceased October 26, 1961)
A.B., University of Minnesota, 1931; B.Mus., Columbia School of Music,
Chicago, 1933; M.Mus., 1934; B.D., Cali,fornia Baptist Theological Seminary, 1950. Teaching: Private Teaching, Chicago, 193 1-40; Dakota Wesleyan University, Mitchell, S. D., 1940-42; Northwestern College, 1950-59.
A t Augsburg 1952-61.
KARL H. BREVIK,A.B., B.Th., Instrzrctor in Religion
A.B., Concordia College 1951; B.Th., Luther Theological Seminary, 1951.
Additional Study: Syracuse University. Teaching: Concordia College, 195456. Associate Pastor, Central Lutheran Church, 1956-61. A t Augsburg
1959-61.
Administratiolz and
ZDENEKCERNOHOUS,
A.M., Instrzrctor in B~~silzess
Econonzics
A.B., St. John's University, 1953 ; A.M., University of Minnesota, 195 5.
Teaching: University of Minnesota, 1956-60. A t Augsburg 1960-61.
124 / Personnel
IVAN DOSEFF, B.S., Instructor in Art
B.S., University of Chicago, 1907. Additional study: A r t Institute of
Chicago. Teaching: Cornell College, 19I 8- 19; Iowa State Teachers College,
19 19-2 I ; Luther College, 1922-23 ; Minneapolis A r t Institute, 1928-30;
University of Minnesota, 1926-53. A t Augsburg 1955-1961.
NELSW. FORDE,A.M., Instructor in History
A.B., Luther College, 1950; A.M., University of Minnesota, 1958. Teaching: Teaching Assistant, University of Minnesota, 1957-60. A t Augsburg
1960-61.
PAULGABRIELSEN,
Th.B., A.M., College Chaplain
A.B., Concordia College, 1952; C.T. and Th.B., Luther Theological Seminary, 1956; A.M., University of Chicago, 1960. Pastor, Milwaukee, Wisconsin, 1958-60. A t Augsburg, 1960-61.
SHERMANJOHNSRUD, A.M., Instructor in Philosophy
A.B., St. Olaf College, 1953; A.M., Univeristy of Chicago, 1955. Additional study: Minnesota. Teaching: Celle, Germany, 1953-54; Valparaiso
University, 1955-58; Concordia College, 1959-60. a t Augsburg, 1960-61.
RALPH KERSTEN,D.D.S., Instructor in Health
D.D.S., School of Dentistry, University of Minnesota, 1939. Private practice, 1939-42; Oflicer, U.S. Navy, 1942-46. A t Augsburg 1955-61.
DEAND. KNUDSEN,B.D., Instru~torin Sociology
A.B., Sioux Falls College, 1954; B.D., Berkeley Baptist Divinity School,
1957. Additional study: Minnesota. A t Augsburg 1960-61.
EMMA J. KYDD, M.S., Instructor in Home Economics
B.S., University of Minnesota, 1958; M.S., 1960. Teaching: University
of Minnesota, Teaching Assistant, 1958-60. A t Augsburg 1960-61.
RAMONAH. LEER, A.B., Assistant Librarian
A.B., Concordia College, 1954. Additional study: Minnesota. Teaching:
High School, 1954-56. A t Augsburg 1957-61.
CATHERINE
CHRISTIENICHOLL,
A.M., Instructor in English
A.B., Hope College, 1953; A.M., University of Michigan, 1954. Additional study: Minnesota, University of London. Teaching: Colby Jr.
College, 1954-5 5; Bradford Jr. College, 195 5-56; Southern Oregon College, 1956-57. A t Augsburg 1957-1961.
Personnel
/
I25
ROBERT C. STENSTROM,A.M., Instrztctor in Physics and Mathematics
A.B., University of South Dakota, 1917; A.M.. University o f South
Dakota, 1958. Teaching: University of South Dakota, 1956-58. A t Augsburg 1958-61.
HUGHB. WILCOX,M.S., Lecturer in Mathematics
B.S.E.E., University of Minnesota, 19 14; M.S., 19 16. Teaching: High
School, 19 I 8-19; University of Minnesota, 1920-60. A t Augsburg 196061.
PAUL CASPERSON,A.B., Teaching Fellow in Biology and Assistant Football
Coach, 1960-61.
MALCOLMGIMSE, Teaching Fellow in Physical Education, 1961-62.
PHILIP W. HEIDE, A.B., B.Th., Teaching Fellow in Religion, 1960-61.
MARSHALLD. JOHNSON,A.B., B. Th., Teaching Fellow in Religion, 1960-61.
RICHARDJOHNSON,B.E.E., Teaching Fellow in Mathematics, 1960-61.
ORLIN MANDSAGER,
A.B., B.D., Teaching Fellow in Religion, 1960-61.
HUBERTNELSON, A.B., Teaching Fellow in Religion, 1961-62.
Graduates
AUGSBURG COLLEGE, 1960
WITH THE
DEGREE OF
BACHEL~
3R
Abrahamsen, Svein A., Jr. Ramsey, N. J .
Amundson, Bruce Arnold
Climax
Anderson, Donald Arthur Minneapolis
Anderson. John Allen
St. Paul
Anderson, Karen Lou
Minneapolis
Anderson, Robert Allan
Mznneapolis
Anderson, Sharon Lee
Lam berton
Benson, Margaret Yvonne
Montevideo
Beree. Richard
Harold
Albert Lea
- - - --~ e r g e r ,Newman 0.
Veblen. S. ~ a k ;
Berkness, Loren Gerald
Minneapolis
Betker. Gaylen B.
Hutchinson
Bispala, John Kaarlo
Hibbing
Boleman, LeMoyne C.
Minneapolis
Boyum, Arne Harold
Peterson
Burfield, Carolyn M.
Carver
Bussler, Arlo Rudolph
Stewart
Carlsen,
Carlson,
Carlson,
Carlson,
Carlson.
Ruth Markell
Minneapolis
Jerald Henry
Minneapolis
Kurt Gregory
Minneapolis
Margaret Ruth
Marietta
Mvron LeRov
Willmar
as person, -Carol Ann" Johnson
Minneapolis
Casperson, Paul Conrad
Minneapolis
Christensen, Naomi Grace
Minneapolis
Christiansen, DiAnn Renee Minneapolis
Christianson. Elizabeth Louise
Minneanolis
~lexagdria
Christopherson, Iver C.
Collin, Harry Clifford, Jr.
Minneapolis
Cruys, George Harold
Minneapolis
Cunning, Bruce R.
Minneapolis
OF
ARTS
Kepski, Ralph A.
Kennedy. Richard John
Kirkeeide, Robert Edward
Minneapolis
St. Paul
Minneapolis
Larson, Dorothy Ann
Oak Park
Larson, James C.
Minneapolis
Lecander. Ronald Glen Menomonie, Wis.
Leslie, John Howard
Minneapolis
Lind, E. Delano
Minneapolis
Locke. Peter Michael
Minneawolis
Lokken, Lawrence
Lundeen, Walter Gerald
Minneapolis
Lyon, LaRae K.
Lake Crystal
enso on
Marciniak, Joseph Andrew Minneapolis
Robbinsdale
McKay, Keith M.
Millar. Barbara
Mznneanolis
- -- - Elaine
Milne. Barbara Jean
~oifston
Mundschenk, Harold E.
Minneapolis
Munson, James W.
Omaha, Neb.
Myhre, Clifford Morris. Jr. Minneawolis
Myhre, Paul ~ a y m o n d
~inneabolis
Myring, Marcia Christine Minneapolis
Nelson, Judith G.
Minneapolis
Nelson, Nicholas David
Corona dc: 3Inr. Cclif,
Nelson, Sonja Kaye
Roseau
Rnu; S~iehlorr
Nielsen, Loren L.
Noble, James A.
Blooming P7n:ric
Nordlie, David Amos
Mirnrcopolix
.
~
Ofstun, Richard Elliot
Duluth
Oliver, George James
Minneapolis
Olsen, Donald A.
Minneapolis
Olson, Barbara M.
Cottonwood
Elroy, Wis.
Olson, Edward J.
Dahlmeier, Phyllis LaVonne Minneapolis
Olson, R. Thomas
Minneapolis
Minneapolis
Dean, Alberta Kay
Ose, Phyllis M.
Minneapolis
Droegemueller, Lee Arthur Minneapolis
Paulson, Clayton Arvid
Clitherall
Minneapolis
Pedersen, Ramona Joan
Fergus Falls
Edmund, Wayne F.
Minneapolis
Ellefson, Jon Richard
Pederson, Dwight L.
Osceola, Wis.
Minneapolis
Willmar
Ellis, Colleen Patricia
Pedersor., W. Dennis D.
Clarissa
Engelmann, Alfred B.
Persson, Paul Robert
Minneapolis
Minneapolis
Peterson. Judv Gail
Minneanolis
Erickson, Donald LeRoy
---- -Fertile
Peterson; ~ a r e nAnn
Brainerd
Erlandson, Gene Marland
Oconto, Wis.
Peterson, Paul Alvin
Hopkins
Evenson, David Bruce
Quanbeck, Fay Laurel
Minneapolis
Fosston
Flaten, Arden Stanley
Minneapolis
Flom, Everett H., Jr.
Richter, Lois A.
St. Paul
Minneapolis
Flom, Marjorie Moland
Schmid, Byron Lee
Argyle, Wis.
Garland, Nancy Vienette Marinette, Wis.
Schueler. Orin Jav Harold
Gedrose, James, M.
Berkeley, Calzf.
S. Dak.
Brandon.. Gilberg. Donald C.
Carp~o, N. Dak.
Shotts, Dale Eugene
~ a ~ m o n Wis.
d,
~ i l b e r g o n , Darrel
Strum, Wis.
Skurdal, K. Benjamin Williston. N. Dak.
Glad, Dennis Edward
Minneapolis
Slotvig, Philip LeRoy
Minneapolis
Gravgaard, LaVonne A. Temple, N. Dak.
Stanley, Ronald Harold
Minneapolis
Stevens. Robert C.
Minneawolis
Hagen, Aldemar Ellen Johnson
Studlien.
Marlene
Minneakolis
~~~,
- ~ Louise
-~
--- - Cambridge, Mass.
Svanoe. L. Alfred
~znneabolis
Hagen, Dean L.
Minneapolis
Swanson, Sharon Jeanne
Mtnnenpolis
HaUer, James Howard
%Vnrienli~~go Syverson, Gordon Lee
Minneopolzs
Hanka, Dale E.
Mi nnenpolis
Thompson, Paul A.
Minneapolis
Mni7reupolis
Hanka, J. David
Thompson.
Lawrence
R.
Minneapolis
Calloway
Hanson, Gordon 0.
Thorpe, Glenn C.
Aniwa. Wis.
Hatiield, Dennis V. Medicine Lake, Mont.
Thorpe, Neal 0 .
Aniwa. Wis.
Hatland, Kenneth
Minneapolis
Thorsgard, Ruth M. Northwood, N. Dak.
Watertown
Hendricks, Gerald E.
Tollefson, Beverly Marlene
Hess, Ronald Clayton
Brainerd
Osnabrock. N. Dak.
Minneapolis
Holrnquist, Donald J.
Torgerson, David George
Minneapolis
Holmquist. Don M.
Minneapolis
Toussaint, Harry, Jr.
Milaca
Homme; Donald W.
Minneapolis
Tweed, Marilyn Edith
Pequot Lakes
Hoversten, Chester, Jr.
Minneapolis
Hutchison, Robert M.
Minneapolis
Valleen, Kermit Ludwig
Lindstrom
Vorpe, Floyd Eugene
Minneapolis
Isum, Marvin P.
Elmwood, Wis.
Wacker, Linnea Lee
Stewart
Johnson, Gerald S.
Hector
West, Stanley L.
New Brighton
Johnson, James A.
Fergus Falls
Wilsey,
Shirley
Harms
Minneapolis
Johnson, Marcus Wayne
Minneapolzs
Juntunen, Wayne Roger
Cloquet
Ziemann, Lowell Albert
Fairmont
AUGSBURG COLLEGE, 1961
WITH THE
DEGREE OF
BACHELOROF ARTS
Acker, Phyllis A.
Minneapolis
Adam, Timothy W.
Minneapolis
Akerman, Kenneth LeRoy
Ashby
Anderson, Carol Kay
Peshtigo, Wis.
Anderson, Curtis DeWayne Peshtigo, Wis.
Anderson, n e r P.
St. Paul
Anklam, Robert D.
Minneapolis
Arvidson, Gayle J.
Parkers Prairie
Baker, Shirley Hoekstra
Minneapolis
Newfolden
Bakke. Llovd G.
...
erg&, ~ e i e nJoan
Hawley
Berge, Phyllis Dow Raymond
Minneapolis
Birkeland, Joyce Sofie Northport, N. Y.
Blegen. Oscar I.. Jr.
Minneawolts
8lok. Ronald Carl
Marinette, -wis.
Rotten. Theodore P.. Jr.
Minneapolis
Chisago City
Buchkoskg. Dsvid 8.
Burlicgame. Clyde Royce
Minneapolis
>.
Cadson. Daniel J .
Jamestown, N. Y.
Cowl, Lawrence Burton
Minneapolis
Cummings, Richard Frank
Minneapolis
Krusemark, Lyle Kenneth
Kulander. Paul E.
Hoffman
Minneapolis
Larson, Diane E. Amherst Junction. Wis.
Larson, George S.
Murdock
Larson, K. Duane
Cadott, Wis.
Leach, Thomas Charles
Minneapolis
Minneapolis
Lee, Harold T.
Leiseth, Keith M.
Buffalo
Liebenovr, Cameron L.
Minneapolzs
Lorenz, Leonard D.
Minneapolis
Minneapolis
Lund, Richard E.
Madson, Gregory N.
Parkers Prairie
Magnuson, Julie Ann
Marinette, Wis.
uagnuson, Roy Norman
Minneapolis
Maher, F. Phil
Minneapolis
Manske, Kenneth J.
Minneapolis
Marshall, Harold Arthur
Sp.ring Park
Martin, Robert. N. Valley Stream, N.Y.
Mayala, Jacob A,, J r .
Clear Lake, Wis.
Miller, Orville Jerome
St. Paul
Minneapolis
Mokros, Norbert W. W.
Nelson, Bernadine LoAnn
Portland, N. Dak.
Dahlager, Arlo Orlando Fremont, Calif.
Nelson, Kenneth G.
Elbow Lake
Dalluge, David G.
Minneapolis
Niemi,
Bereley
Douglas
Negaunee, Mich.
DeMars. James E.
Minneawolis
Nordlund,
Patricia
Lou
Clearbrook
Dudero, Russell Archie
s t . ~ a u l Nordlund, Winnie Marie
Clearbrook
Duncan, Agnette Ulstad
Minneapolis
Norum,
Arden
L.
Eagle
Bend
Dyrud, Leola
Thief River Falls
Willmar
Egertson, Joel A.
F:I~~@;;;,X?TL
r
e
~~~~i~~ Falk
Ehnert, Loren L.
Olson, Cedric John
Granite Falls
Elavsky, Michael Jon
~
+
Olson,
~ Deloris~ May ~
~Staples
.?.lixncc.pots
Erickson, Harold. Jr.
Minneapolis
h
F
i
,
s
%Gz&df"'c'%t&n
Samuel Minneapolis
~
;
Page, Gerald S.
Robbinsdale
Pearson. Glenn Albin
Minneawolis
Pearson, Stanley L.
~inniapilis
Pedersen. Ralph A.
Minneapolis
Gallagher, Lawrence E.
311i1nerr~lrs Pederson, Earl E.
Minneeapolis
Gartner, Deanna Presttun
Brclricrri
Peterson, Gerald L.
Minneapolis
Gibson, Joan K.
31inneapoUs
Peterson. Paul D.
Battle
-~~ . Lake
-.Gilbertson, Barbara J o Engen
Minneapolis
peterson; Robert E.
Eleva, Wis.
Minneapolis
Peterson, Rolf A.
Gunderman, Charles
Minneapolis
Raivo. Sharon L.
Minneapolis
Rew, Myron E.
Jamestown, N.Y.
Hagestuen, Richard M.
Medicine Lake, Mont.
Cottonwood
Rosvold, Marlo L.
Halvorson. Audrey M.
C~attire Fulls
Saether. Harold Edward
RTinncopoi7s
Halvorson. Gary Stev,ert
Blanchardville, Wis.
Hamre. John M.
Mi?zneepolis
F e ~ p t t y Fat*
Hancy, Curtis
M+?:?~copnfis Saure. W U p n Gail
m e . Karen Watle
3rorrts
Schlink Fdarie Gjerde
iW~xneapola
Hellzen, James P.
nlInneapolzs
Schroeaer, Dennis Floyd
il.11nnrapoIis
Heskin, Roger Edward Norwich. N. Dak.
Score. Severt Ole
%lin~~cupolis
Holden. JamK.
S h e i b u ~ ~ : Shepherd. h x r e n c e Daniel ItIinn~opolis
Iiolrnan, ;Vary Ann i T o r d ~ Lokc Li!Tion
Shogren, David J m e s
3ltnneopoliu
Halmer;. LeRog Cecil
Soudau
Sho,9.cn. Glcnna Sr17&nr;c .Mi?~rtr4potis
Hsieh, Joseph Shan-Chen
Sohlden. Jean Marie
ChnIl:.s, Mich.
Taipai, Formosa
S o l b e r g . Da\-id H.
Xorrhfi~~ld
Humphrey. Richard L.
Grand Marais
S:ansk. Dennis David
Elko
Husfloen, Richard Lowell, Fargo, N. Dak.
S t c n M . John Earl-ie
31inncap01i3
Stokke, Verna Lou
Clarl$eld
Jackson. Harvey L.
Madrid, Iowa
Svailoe. Cwol Ha\\-kins
Minncopolk
Jacobson, Kathlyn C.
Sebeka
Swanson. Patricia Evelqne
WaIcrtnu7n
Jacobson; Robert L.
Minneapolis
Johnson. Arlan E.
Aitkin
Terrio, Gary LeRoy
Mt. Iron
Thompson, Richard M.
Minneapolis
~ o h n s o n ; Carolyn Sylvia
Minneapolis
Trelstad
Karen Egesdal
Elmore
Johnson George 0 .
Minneapolis
Trenne, ' Genevieve W.
Fergus Falls
~ o h n s o n : Sheldon Donald
Minneapolis
Jones, Nellie Lucille
Oak Park
Willmar
Westphal. Bruce Malvin
Kalpin, Dennis Arlon
Minneapolis
Hang Kong
Yue, Alexander Ka-Yu
Keck, Kenley C.
Brainerd
Knutson, David Marlyn
Minneapolis
Zinn, Robert Warner
s t . Paul
Koeneman, Robert Lewls
Minneapolis
Feldmann, Mary Joan Grenora, N. Dak.
Foss, Meredith A.
Minneapolis
~
AUGSBURG THEOLOGICAL SEMINARY, 1960
Faust, Daniel Gordon .. .Valley City, N. Dak.
Snider, Neal E. ........ .Pembina, N. Dak.
Wrm
THE DEGREE OF
GRADUATE
IN THEOLOGY
Armstrong, James W. ........... St. Paul
Glasoe, James L. .......... Minot, N. Dak.
Jensen, Carl A. ............. .Racine, Wis.
Rhoe, Kenneth R. ...-.......... Wayzata
AUGSBURG THEOLOGICAL SEMINARY, 1961
Almauist. James Arnold ............ Swicer
Gjerde, Manley Kenneth .. .Tacoma, wash.
Heide, Philip Wendell .......Alkabo N. Dak.
Johnson. Marshall Duane ..... . ~ i d h l eRive7
Ose, Gaylen V. ........... Thief River Falls
Steenberg, Thomas Alfred, Jr. . .Minneapolis
Lundquist, George Raymond
Paulson, Philip
.. .Minneapolis
.................Minneapolis
SUMMARY OF GRADUATES
Seminary
Graduates-] 870-1959 . . . . . . . . .
Graduates-1960
.................
Graduates-1961
.................
Total
College
Total
Enrollment Summary
AUGSBURG COLLEGE. 1960-1 96 1
FIRST SEMESTER
Class
Senior . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . .
Fr Nurse (D H.)
Jr Nurse (D H.) .........
Fr Nurse (F H.) . . . . . . . . .
Fr Nurse (S H.) . . . . . . . . .
Evening Students (only) . . .
.
.
.
.
.
.
.
.
Total
.........
Men
77
103
141
224
45
Women
33
63
92
185
20
42
36
54
P6
SECOND SEMESTER
Total
Men
Women
110
166
233
409
65
42
36
54
96
19
70
106
137
190
39
29
63
86
170
16
41
0
41
91
18
99
169
223
360
55
41
0
41
91
28
1107
-
-
13
-
-
10
. . . . . . . . . . . . . . 596
-
634
1230
551
556
6
Total
--
TOTAL ACADEMIC YEAR
Mmn
Class
. . . . . . . . . . . . . . . . . . . . . . 79
Senior
Junior . . . . . . . . . . . . . . . . . . . . . . . 112
Sophomore . . . . . . . . . . . . . . . . . . . 153
Freshman . . . . . . . . . . . . . . . . . . . . 236
Special . . . . . . . . . . . . . . . . . . . . . .
59
Fr Nurse (D. H.) . . . . . . . . . . . . .
Jr Nurse (D H.) . . . . . . . . . . . . .
Fr Nurse (F H.) ..............
Fr Nurse (S. H.) ..............
Evening Students (only) ........ 12
.
.
.
.
Women
.
.
Total
....................
Total
33
65
94
187
22
42
36
55
96
25
112
177
247
423
81
42
36
55
96
37
-
-
-
651
655
1306
AUGSBURG THEOLOGICAL SEMINARY. 1960-1 96 1
SEMESTER I
SEMESTER II
TOTAL
Men
Men
Men
7
Third Year ........................
Second Year
9
First Year ................. ;. . . . . . . 13
2
Special . . . . . . . . . . . . . . . . . . . . . . . . . . .
.......................
.
Total
.......................
7
9
13
2
.
31
31
7
9
13
2
.
31
TOTAL STUDENT ENROLLMENT. 1960-1 96 1
College
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655
Total
........................................
1306
Seminary
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
........................................
Total enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once .........
31.
0
-
I 30
/ Enrollment Summary
AUGSBURG COLLEGE. 196 1-1 962
Class
................
Senior
Junior
.............
Sophomore
...........
Freshman . . . . . . . . . . . .
Special . . . . . . . . . . . . . .
Fr. Nurse (D H.) . . . . .
Jr . Nurse (D. H.) . . .
Fr. Nurse (F H.) . . .
Fr. Nurse (M. H.) . . . .
Fr. Nurse (S H.) . . .
Evening Students (only)
.
.
.
Total
Men
70
124
145
245
46
0
0
0
0
0
6
-
FIRST SWESTER
Women
Totol
53
123
73
197
109
254
227
472
26
72
42
42
1
1
49
49
22
22
92
92
11
17
-
-
7341
602
TOTAL ACADEMIC YEAR
Class
Senior . . . . . . . . . . . . .
Junior . . . . . . . . . . . . .
Sop homore . . . . . . . . . . . .
Freshman . . . . . . . . .
Special . . . . . . . . . . .
Fr Nurse (D. H.) . . . .
Jr Nurse (D. H.) . . . .
Fr Nurse (F H.) . . . .
Fr Nurse (M. H.) . . .
Fr Nurse (S H.) . . . .
Evening Students (only)
Women
54
74
111
23 1
35
42
1
49
22
92
11
.........
635
-
SECOND SEMESTER
Men
Women
Total
64
48
112
121
73
194
139
107
246
230
213
443
42
27
69
0
38
38
0
0
0
0
38
38
0
22
22
0
88
88
6
3
9
705
.
.
.
.
.
.
.
-
-
657
1259
Totol
125
201
265
487
89
42
1
49
22
92
20
Toto l . . . . . . . . . . . . .
AUGSBURG THEOLOGICAL SEMINARY. 196 1-1 962
SEMESTER I
Men
7
Third Year
Second Year
. . . . . . . . . . 11
First Year .
. . 12
Special
. . . . . . . . . . . . . . .
0
Total
. . . . . . . . . . . . . .
-
30
SEMESTER II
Men
7
TOTAL
Men
7
11
12
2
11
12
2
32
32
-
TOTAL STUDENT ENROLLMENT. 196 1-1 962
College
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671
Women Students . . . . . . . . . . . . . . . . . . . . . . . 722
Totol
..................................
1393
Seminary
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
0
Total
. . . . . . . . . . . . . . . . . . . . . . . . . .
Total enrollment . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . .
-
32
1425
3
Index
Academic Administration
. . . . . . . . . . 36
Accounts. Payment of . . . . . . . . . . . . 16
Accreditation . . . . . . . . . . . . . . . . . . . . 6
Administration . . . . . . . . . . . . . . . . . . . 1 08
. . . . . . . . . . . . . . 1W
. . . . . . . . . . . . 22
. . . . . . . . . . . . . . 97
.............. 23
............ 23, 98
Aims, Fundamental ..............
8, 9.
Alumni Association, The . . . . . . . . . . I3
Archives, The . . . . . . . . . . . . . . . . . . .
13
Art, Department of . . . . . . . . . . . . . . 60
. . . . . . . . . . . . . . . . . 30
Athletics
Attendance, Chapel .............. 24
Attendance, Class . . . . . . . . . . . . . . . . 37
Audic-Visual Education . . . . . . . . . . . . 13
Awards . . . . . . . . . . . . . . . . . . . . . . . . . 31
Administrative Staff
Admission, College
Admission, Seminary
Advanced Placement
Advanced Standing
Divisional Organization
Dramatics
............
. . . . . . . . . . . . . . . . . . . . 29.
43
53
Economics . . . . . . . . . . . . . . . . . . . . . . . 71
Education, elementary . . . . . . . . . 67, 91
Education, secondary . . . . . . . . . . . 68, 90
Electives . . . . . . . . . . . . . . . . . . . . . . . . 40
Elimination of Students . . . . . . . . . . . .
37
Employment . . . . . . . . . . . . . . . . . . 21, 99
Engineering, Pre-Engineering Course . 95
49
English. Department of . . . . . . . . . . . .
Enrollment . . . . . . . . . . . . . . . . . . . . .129
Entrance Requirements, College . . . . 22
Evening School . . . . . . . . . . . . . . . . . . 87
Examinations . . . . . . . . . . . . . . . .23, 38
Expenses . . . . . . . . . . . . . . . . . . . . .IS, 98
.
. . . . . . . . . . . . . . . . . . . . . 110
. . . . . . . . . . . . . . . . . . . . . . 15, 16
Financial Assistance . . . . . . . . . . . . . . 17
Financial Information ..............
I5
Financial Support and Control . . . . . 10
Fine Arts . . . . . . . . . . . . . . . . . . . . . . . 27
Food Service ....................
34
French . . . . . . . . . . . . . . . . . . . . . . . . . . $6
Faculty The
Fees
Biology. Department of
. . . . . . . 77
Board. Cost of . . . . . . . . . . . . . . . . . . 15
Board of Trustees . . . . . . . . . . . . . . . . 107
Buildings . . . . . . . . . . . . . . . . . . . . . . 11
Business Administration. Curriculum . . 93
Business Administration and Economics
71
. . . . . . . . . . . . . . . . . . . . . . 4. 5
. . . . . . . . . . . . . . . . . . . 24
. . . . . . . . . . . . . . . . . . . . . 36
Chapel Service. The . . . . . . . . . . . . . 24
Chemistry . . . . . . . . . . . . . . . . . . . . 78. 93
Church History (Seminary) . . . . . . . 103
Classification of Students . . . . . . . . 37
Clubs . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Co-curricular Program . . . . . . . . . . . . 28
Committees of the Faculty . . . . . . . . . 109
Conditions . . . . . . . . . . . . . . . . . . . . . . 38
Control. Financial Support and ... 10
Convocation . . . . . . . . . . . . . . . . . . . . . 26
..
Calendar
General Education
Campus Life
Cancellation
............. 7
Geography . . . . . . . . . . . . . . . . . . . . . . 63
German . . . . . . . . . . . . . . . . . . . . . . 54
Grade Values . . . . . . . . . . . . . . . . . . . . 38
Graduates . . . . . . . . . . . . . . . . . . . . . . 126
Coordinator of Student Activities . . 35
Costs . . . . . . . . . . . . . . . . . . . . . . . . . . I S
Counseling . . . . . . . . . . . . . . . . . . . . . . 32
Courses of Study . . . . . . . . . . . . 42. 101
Credits . . . . . . . . . . . . . . . . . . . . . . . 40. 42
Curriculums . . . . . . . . . . . . . . . . . . . . . 88
Degrees . . . . . . . . . . . . . . . . . . . . . 39.
Dentistry. Pre-Dental Courses . . . . . .
Discipline . . . . . . . . . . . . . . . . . . . . . . .
Distinction. Degree with . . . . . . . . . .
100
92
24
41
Requirements
39
General Information
Graduates-(1870.1961),
Summary of 128
Graduation Requirements . . . . . . . 39. 100
Grants-inaid . . . . . . . . . . . . . . . . . . . . 21
Greek. New Testament
.............
Health and Physical Education . . . . .
48
84
Health Service . . . . . . . . . . . . . . . . . 33
Hebrew . . . . . . . . . . . . . . . . . . . . . .49. 101
High School Teaching Curriculum . . . 90
Historical Sketch . . . . . . . . . . . . . . . . .
7
History. Department of . . . . . . . . . . . . 61
Home Economics . . . . . . . . . . . . . . 74. 92
Homiletics . . . . . . . . . . . . . . . . . . . . . . . 105
Honor Points . . . . . . . . . . . . . . . . . . 38. 40
Honors . . . . . . . . . . . . . . . . . . . . . . 31. 41
Hospital Afiliation
. . . . . . . . . . . . . . . . 87
Housing . . . . . . . . . . . . . . . . . . . . . . . . 34
Humanities. Division of the . . . . . . . . #
Incompletes . . . . . . . . . . . . . . . . . . .
Intercollegiate Athletics. Purpose and
Philosophy of . . . . . . . . . . . . .
Journalism
Practical Theology
30
Prizes. Scholarships and
. . . . . . . 18
Probation . . . . . . . . . . . . . . . . . . ..
.
.
. 37
Psychology. Department of
.
. 66
Publications . . . . . . . . . . . . . . . . . 28
Purposes
.................... 8
.......
Junior Year Abroad
14
48
91
12
Library Science . . . . . . . . . . . . . . . . . . 70
Loan Funds . . . . . . . . . . . . . . . . . . . . . . 17
Location
................ 2
Laboratories. Natural Science . . . .
Latin . . . . . . . . . . . . . . . . . . .
..
Law. Pre-Law Courses . . . . . . . . . . . .
Library . . . . . . . . . . . . . . . . . . . . . . . . .
Majors . . . . . . . . . . . . . . . . . . . . . . . . 40
Mathematics. Department of
. . . . 83
Medical Staff . . . . . . . . . . . . . . . 109
Medical Technology . . . . . . . . 87. 94
Medicine.
Pre-Medic Courses
. . . . . 96
Membership in Educational Associations 6
Ministry. Preparation for the . . . 88. 97
Minors . . . . . . . . . . . . . . . . . . . . . .
Missionary Work. Preparation for .
Modern Languages. Department of .
Music. Deporiment of . . . . . . . .
40
89
54
57
Music Fees . . . . . . . . . . . . . . . . . . 16
Musical Organizations . . . . . . 30. 59
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . . . . .
......
New Testament (Seminary)
Norwegian. Courses in . .
...
Numbering of Courses . . . . . . . . .
Nursing. Affiliation with Schools of .
Nursing. Pre-Nursing Courses . . . .
Old Testoment (Seminary)
. .
Organizations. Student .
Orientation
............
Parish Work. Preparation for
Pastoral Theology
. . .
Payment of Accounts . . .
Personnel Services. Student
Philosophy. Department of
. . .
77
102
55
42
87
94
101
25
33. 101
. .
......
.....
Political Science
.........
33
26
17
36
36
44
26
41
Room Costs . . . . . . . . . . . . . . . . 15
Scandinavian Language and Literature 55
Scholarships and Prizes . . . . . . . . . 18
Secretarial Work Curriculum . . . . . 96
Seminary. Admission . . . . . . . . 97
Seminary. Courses of Study . . . . 101
Seminary. Expenses . . . . . . . . . . . . . . 98
Seminary. Faculty
. . . . . . . . . . 110
Seminary. Graduation and Degrees . 100
Seminary. Internship . . . . . . . . . . . .
Social and Recreational Activities .
99
26
Social Sciences. Division of the . . . .
61
Social Work Curriculum
.
. . 95
....
..
. .
. .
. . . . . . . . . . . . . . .
Special Programs of Study . . .
Sociology. Department of
SPAN
..
Spanish
Speech. Department of . . . . . . .
Student Activities. Coordination of .
Student Government . . . . . . . . . . .
Student Personnel Services . . . . . . .
Symbols . . . . . . . . . .
....
Systematic Theology . . .
...
Theology. College Preparation for 88. 98
Transfer and Advanced Standing
. . .23
..
Trustees. Board of
Tuition and Fees
Physics. Department of . . . . . . . .
Placement Service for Graduates
Plant. The Physical
Records . . . . . . . . . . . . . . . . . . . . . . .
Recreation
. . . . . . . . . . . . . . . . . 24.
Refunds . . . . . . . . . . . . . . . . . . . . . . .
Registration . . . . . . . . . . . . . . . . . .
Registration. Change of . . . . . . . . . .
Religion and Philosophy. Division of .
Religious Program . . . . . . . . . . . .
Residence Requirement . . . . . . . .
Teacher's Certificate
. . . . . . 90. 91
Teaching Curriculums . . . . 90. 91
Testing
. . . . . . . . . . . 23. 38
Theological Seminary. Augsburg
.
97
.
.......
Physical Education
. . . . . . . . . . . 105
38
11
. . . . . . . . . . . . . . 63
...
. . 107
. . . . . . . . . IS. 16
University Courses . . . . . . . . . . . . 36
Upper Division Requirements
. 4 0
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AUGSBURG COLLEGE
profile
Affiliation: Augsburg College is a four-year Liberal Arts
College affiliated with The American Lutheran Church. The
College offers a broad education in a Christian environment.
Accreditation: Augsburg College is fully accredited by the
North Central Association of... Show more
AUGSBURG COLLEGE
profile
Affiliation: Augsburg College is a four-year Liberal Arts
College affiliated with The American Lutheran Church. The
College offers a broad education in a Christian environment.
Accreditation: Augsburg College is fully accredited by the
North Central Association of Colleges and Secondary Schools,
the National Council for the Accreditation of Teacher
Education (secondary), the American Chemical Society, and
the American Association of University Women.
Memberships: Augsburg College holds membership also in the
American Council on Education, the Association of American
Colleges, the National Lutheran Educational Conference, tlie
Association of Minnesota Colleges, thc Minnesota Private
College Council and the Association of Protestant Colleges and
Universities.
Courses of Study: Augsburg College offers a Liberal Arts
education with courses leading to a Bachelor of Arts degree
offered in 26 major fields of study. Sluclents are prepared for
teaching, business administration, social warlc, medical
technology, secretarial work, parish work, and missions.
Students may prepare for Eurtl~er study in the fields of
engineering, theology, dentistry, medicine, nursing, and law,
and for graduate study in various fields,
Lacation: Augsburg College is located along Interstate
Highway NO.94, just 20 hloclcs from the downtown loop area
of Minneapolis. Students have easy access to libraries,
museums and art collections. They also have the opportunity
to attend lectures, musical programs and other cultural
activities in the Minneapolis-St. Paul area.
Setting: The eleven-acre Augsburg campus is located in the
heart of Minneapolis and is adjacent to the University of
Minnesota West Bank campus and two of the city's largest
hospitals. In this urban setting, Augsburg students prepare for
careers in our increasingly urban society. A friendly
atmosphere prevails on the Augsburg campus. Students
participate in all phases of campus community life under the
direction of a capable, well-prepared faculty.
Development: A comprehensive development program is in
operation which will, over the years, add additional land and
buildings to the Augsburg College campus.
S
SEPTEMBER
T W T
M
F
S
Fall Semester 1964-65
. . . . . Freshman Days
Sept. 14, 15 (Mon., Tues.) ....... Registration
Sept. 16 (Wed.) ................ Classes begin
Sept. 9-15 (Wed.-Tues.)
........ Late registration fee
1 ..................Homecoming
OCTOBER
T W T F S
1
2
3
4
5
6
7 8
9 1 0
11 12 13 14 15 16 17
1 8 19 m 21 22 23 24
25 26 27 28 23 30 31
S
M
S
M
Sept. 16 (Wed.)
Oct. 29-Nov.
Nov. 12 (Thurs.)
... End first half
Thanksgiving recess
Dec. 19 (Sat., 12:20 p.m.)
................... Christmas
Jan. 4 (Mon., 7:45 a.m.)
Jan. 18-26 (Mon.-Tues.)
recess begins
..... Classes resume
. . Final examinations
.........
Jan. 26 (Tues.)
F
S
F
4
11
18
25
S
5
12
19
26
F
S
of Semester
Nov. 25 (12:20 p.m.)-30 (7:45 a.m.)
.......................
NOVEMBER
T W T
DECEMBER
T W T
1
2
3
6
7
8
9 10
13 14 15 16 17
20 21 22 23 24
27 28 29 30 31
~
S
M
S
M
JANUARY
T W T
1
7
First Semester ends
S
M
FEBRUARY
T W T
F
S
S
M
MARCH
T W T
F
S
S
M
T
APRIL
W T
F
S
S
M
T
MAY
W T
F
S
Spring Semester 1965
.................. Registration
Feb. 2 (Tues.)
Feb. 3 (Wed., 7 :45 a.m.)
Feb. 3 (Wed.)
....... Classes begin
.......... Late
Mar. 30 (Tues.)
...
registration fee
End first half of Semester
April 1 4 (Wed., 9:00 p.m.)
....................... Easter recess begins
April 20 (Tues., 7 :45 a.m.). Easter recess ends
May 19 (Wed.)
May 20-28 (Thurs.-Fri.)
May 30 (Sun.)
May 30 (Sun.)
1
.................. Reading Day
. . Final examinations
........ Baccalaureate service
............... Commencement
S
M
T
JUNE
W T
F
S
S
SEPTEMBER
T W T
M
F
S
Fall Semester 1 965-66
S
. . . . . Freshman
Sept. 8-14 (Wed.-Tues.)
OCTOBER
T W T
M
F
S
Sept. 13, 14 (Mon., Tues.)
S
NOVEMBER
T W T
M
F
. . . . . . . . . . . . . . . . Classes
Sept. 15 (Wed.)
. . . . . . . . . Late
Oct. 28-31
Homecoming
End first half of Semester
Nov. 24 (12:20 p.m.) -29 (7:45 a.m.)
DECEMBER
T W T
M
..
begin
registration fee
......................
Nov. 11 (Thurs.)
S
. . . . . . . Registration
Sept. 15 (Wed.
S
Days
F
S
.......................
Thanksgiving recess
Dec. 18 (Sat., 12:20 p.m.)
S
..................
JANUARY
T W T
M
F
S
Jan. 3 (Mon., 7:45 a.m.)
...... Classes resume
Jan. 17-25 (Man.-Tues.)
. . Final examinations
Jan. 25 (Tues.)
M
FEBRUARY
T W T
S
M
MARCH
T W T
F
S
S
M
T
APRIL
W T
F
S
S
F
Christmas recess begins
.......... First
Semester ends
S
Spring Semester 1966
................... Registration
Feb. 2 (Wed., 7:45 a.m.) . . . . . . Classes begin
Feb. 2 (Wed.) . . . . . . . . . Late registration fee
April 1 (Fri.) . . . . . End first half of Semester
Feb. 1 (Tues.)
April 6 (Wed., 9:00 p.m.) Easter recess begins
S
M
MAY
T W T
April 12 (Tues., 7:45 a.m.) Easter recess ends
F
S
May 25 (Wed.)
................. Reading
Day
May 26-June 3 (Thurs.-Fri.)
S
M
T
JUNE
W T
F
S
........................ Final examinations
June 5 (Sun.) .......... Baccalaureate service
June 5 (Sun.)
............... Commencement
historical sketch
Augsburg was begun as a seminary in
1869, at Marshall, Wisconsin. It was the
first theological school founded by
Norwegian Lutherans in America. Through
an arrangement with a private institution
known as Marshall Academy, the
Seminary was at first housed in the
academy building. Students who needed
further preparation in academic subjects
were to obtain this in the academy. In the
autumn of 1872 Augsburg Seminary was
removed to Minneapolis, Minnesota, where
a building had been erected for its use. In
the same year the school was incor~orated
under theVlawsof Minnesota. Its Gm was
to train ministers for the Lutheran
congregations which were being organized
in growing numbers in the pioneer
settlements that were spreading rapidly
over the Northwest.
The College was established when it
became evident that in order to get
students who were adequately prepared for
theological study a college department was
needed. In 1874 a curriculum was planned
which provided for one year of preparatory
studies and four years of college work
along two lines, a classical course to
prepare students for theology, and a
scientific course to prepare for other
professions. The first college students were
enrolled in 1874 and the first class was
graduated in 1879.
In 1900 a high school course covering
three years was established which in 1910
was expanded t o a standard four-year
course. This was discontinued in 1933. In
the years 1916-1919 the college course was
thoroughly revised. As a result of this
and of subsequent growth, the earlier
classical course was greatly modified and
supplemented by social and scientific
studies and a more general emphasis upon
the study of the humanities. In recent years
there has been continuous study and
modification of the curriculum including
G E NERAL
INFORMATIOR
the introduction of a number of new majors to meet the
developing needs of the students. The divisional organization
was adopted in 1945. At the present time 26 majors are
offered.
Coeducation was introduced in the College in 1922.
In February, 1963, with the merger of the Lutheran Free
Church into The American Lutheran Church, Augsburg College
became affiliated with the latter church body. At the close
of its ninety-third academic year, in the spring of 1963,
Augsburg Theological Seminary merged with Luther
Theological Seminary, St. Paul, one of the seminaries of the
merged church.
Seven presidents have served Augsburg during the course
of its history:
Augiisl Weenaas . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1869-1876
Georg Sverdrup - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1876-1907
1907-1911
Sven O f t e d a l - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1911-1937
George Sverdrup . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
H. N. Hendrickson (Acting) - - - - - - - - - - - - - - - - - - - - 1937-1938
Bernhard Christensen - - - - - - - - - - - - - - - - - - - - - - - - - 1938-1 962
Leif S. Harbo - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1962-1963
Oscar A. Anderson - - - - - - - - - - - - - - - - - - - - - - - - - 1963-Present
aims and objectives
IJ Augsburg College is a Christian liberal arts college of The
American Lutheran Church. The faculty and the Board of
Regents of the college affirm the following as their understanding of the aims, philosophy, objectives and character
of this institution.
Ultimate Aims
To contribute t o the true good of human life and society.
To contribute to the building of free and living congregations in the community of the Christian Church.
Basic Philosophy
The Christian message concerning the redemptive act d
God in Christ constitutes the greatest potential for good in
human life and society; but this potential is realized only
insofar as it is actualized in the minds and hearts of individuals.
The redemption of the mind constitutes the unique educational task laid upon the Christian Church; in seeking t o
relate all learning to the truth of the Christian faith, the
Christian college performs its greatest service both to the
Church and to society.
Where there is an atmosphere of free and honest inquiry, truth
has the overwhelming advantage; the Christian college, therefore, pursues its purposes not by indoctrination or coercion,
but by inviting teachers and students to join in a common
search for truth and in a common attempt to see all truth
in relation to ultimate Truth.
Primary Objectives
To attract to the college students of high ability and genuine
religious concern who can reap the maximum benefit from a
program of Christian higher education.
To provide a campus setting that is conducive to the spiritual,
mental, moral and physical well-being of its students.
To stimulate its students' intellectual interest, and to assist
them to develop the habits and skills necessary for sound
academic work.
To acquaint its students with the spiritual, cultural and intellectual riches of mankind, both for the sake of the enrichment
of their own lives and, through them, for the enrichment of
their homes and communities.
To lead its students to a deeper understanding and experience
of the Christian Gospel in its relation to every area of life
and learning.
To aid its students in discovering and clarifying their peculiar
aptitudes and interests, and to provide training and counsel
that will assist them in preparing for a life work appropriate
thereto.
F
To aid its students in the development of Christian attitudes
and Christian qualities of character; and to encourage each
student to look upon his life as a Christian vocation, and an
opportunity for service to God and man.
Distinctive Character
Augsburg College is a Christian community of life and learning.
As a Christian academic community, Augsburg seeks that
high level of excellence which is appropriate to such a community.
Augsburg treasures its religious and cultural heritage as an
institution founded by Lutheran immigrants from Norway who
sought to play a creative role in American life and society,
and seeks to preserve the enduring values of this heritage in
the life of the college community today.
the alumni association
The Augsburg Alumni Association has as its goal to enable
graduates and former students to maintain effective contact
and cooperation with one another and with their Alma Mater.
The annual meeting is held a t Commencement time each year.
Local Augsburg clubs are promoted. The affairs of the Association are under the leadership of the Board of Directors.
The Alumni Office is located in the Art Building on Riverside
Avenue.
the physical plant
Instructional facilities and student housing at Augsburg
are conveniently located in relation to each other.
Old Main, erected in 1900, contains a large number of
classrooms and offices.
Science Hall, erected in 1948-49, includes the general administration offices; well-equipped laboratories for chemistry,
physics, biology and home economics; the bookstore; a
medium-sized auditorium; and several classrooms and faculty
offices. A Tower Prayer Chapel is located on the fourth floor.
The Lisa Odland Observatory, on the roof of Science Hall, was
completed in the summer of 1960.
The George Sverdrup Library, named in honor of Augsburg's
fourth president, was erected and dedicated in 1955. Adjacent
to Science Hall and of similar contemporary architectural design, it contains spacious reading rooms, seminars, work rooms,
a visual-education center, the Augsburg Archives, classrooms,
and a number of faculty offices. There is stack space for approximately 100,000 volumes.
Si Melby Hall, the new auditorium-gymnasium, was completed
in 1961. This building, named in honor of Professor J. S. Melby,
dean of men from 1920 to 1942, basketball coach and head of
the Christianity department, provides excellent facilities for
the health and physical education program, intercollegiate
athletics, chapel services and general auditorium purposes.
The Music Hall was acquired by purchase in 1947 and has been
remodeled to serve the needs of the music department.
The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely functional building for dramatic
and other speech activities.
The Art Building was acquired in 1963 and remodeled to
provide excellent space for the art program. It has one large
classroom and studio and laboratory facilities for drawing,
painting, and sculpture in the rooms on the ground and first
floor. The second floor of the building houses the Development
Offices.
Sverdrup-Oftedal Memoriol Hall
Gerda Mortensen Hall
Sverdrup-Oftedal Memorial Hall, erected in 1938, is a dormitory affording living quarters for about 130 men. On the ground
floor of this building is the college cafeteria and dining hall.
Gerda Mortensen Hall, erected in 1955, provides housing for
about 175 women students, as well as apartments for the
resident head and her assistant. The dormitory incorporates
the former Sivertsen Hall, remodeled as a wing of the larger
dormitory.
Miriam, Edda, Epsilon, Kappa, Omega, Sigma, Iota, Lambda,
Omicron, Zeta, and Theta are small dormitory houses, each
accommodating from 8 to 20 women students.
The President's Home, an attractive colonial residence, is
located on the West River Road.
A large number of dwellings have also been acquired in recent
years in the expanded campus area, and are in use for faculty,
staff, men students, and married student housing.
the archives
The Augsburg Archives seeks to gather and make available
for use documents, books, and other articles of historical value.
The George Sverdrup Library provides adequate, fire-prod
quarters for the archives. Here are found a large collection of
periodicals, manuscripts, letters, and pictures, affording
extensive resources for scholarly research.
library facilities
The beautiful and spacious George Sverdrup Library
provides a central study-workshop for both faculty and
students. It contains about 50,000 volumes, exclusive of
pamphlets, and is adding approximately 5000 new volumes
each year. Students and faculty working in either of the two
large reading rooms find the atmosphere conducive to quiet
study and research materials close at hand. All books are
kept on open shelves. Reference service, provided by an able
and well-trained staff, is available to students.
Special collections have been developed in the Music Library,
the Chemistry Library, the Curriculum and Library Science
Libraries, and in the Audio-Visual Center. Additional
conveniences include conference rooms for larger groups or
small classes. A typing corner is provided in the first floor
reading room.
The library subscribes to about 410 of the best periodicals
dealing with a large variety of subjects, as well as a number
of serials devoted to the interests of special fields. Current
issues are displayed in a pleasant browsing area.
The library plays an active role in promoting general reading,
presenting regular book displays, and sponsoring monthly
book discussions for faculty, staff, and students.
In the Twin City area are other libraries which make their
holdings available to Augsburg students, notably, the St. Paul
and Minneapolis publi,c libraries, the latter of which issues
library cards to out-of-town students for each school year.
natural science laboratories
The laboratories of the Natural Sciences are located in the
Science Hall. Three laboratories and storeroom and office
space for Biology are located on the second floor; three larger
laboratories and two special research laboratories for
Chemistry and two laboratories for Physics are located on the
third and fourth floors. A chemistry library is located near
the research facilities. Storerooms and faculty offices are also
located here.
P.' I
A considerable part of the income on
which Augsburg operates is derived from
endowment and from gifts. Therefore, the
fees charged the student do not constitute
the whole cost of his education, for he
enjoys the benefits of the gifts of those
who believe in and support the work of
the school.
guaranteed tuition plan
In order to assist students and parents
in planning ahead for tuition payments,
which are the major item of college
expense, Augsburg College offers a
Guaranteed Tuition Plan that fixes the
tuition cost for four years of college.
Freshmen enrolling in the fall of 1964,
who sign up for the plan, will have
their tuition cost guaranteed for eight
consecutive semesters a t a total cost of
$3,825 (average cost is $956.25 per year)
as follows:
The larger charges in the first two years
build up a reserve available for the last
two years. If the student on this plan
voluntarily withdraws, he loses his reserve.
If he is asked to withdraw, his reserve
will be refunded.
Those who do not elect t o sign up for the
Guaranteed Tuition Plan will be enrolled
in the fall of 1964 a t a tuition charge of
$450 per semester and at whatever level
the fee is set in subsequent years.
FINANCIAL
general expenses per semester *
Regular
Tuition Plan
Tuition (includes Student Activity
$450.00
Fee of $1 1.00)
7.50
Student Union Fee
1.00
Lo'cker (Optional)
Guaranteed
Tuition Plan
$500.00
7.50
1.00
TOTAL GENERAL EXPENSES
PER SEMESTER
$458.50
$508.50
Books are estimated a t $25.00 to $40.00 per semester
Students registered for more than the maximum number of
credits (17) are charged a t the rate of $20.00 for each additional credit per semester.
Special students will pay a t the rate of $38.00 per credit up
t o 11 credits. Those who register for 12 or more credits pay
the regular tuition charge.
room and board expenses
per semester"
WOMEN
Min.
Max.
$125.00 $130.00
150.00
125.00
1.OO
1.00
MEN
Min.
Max.
$120.00
$120.00
175.00
225.00
1.00
1.OO
Room
Board *
Key Deposit
(refundable)
Breakage Deposit
-0-015.00
15.00
(refundable)
TOTAL ROOM & BOARD
PER SEMESTER $251.00 $281.00 $311.00 $361.00
*Women students in residence are required to buy and use
a minimum of $125.00 meal book coupoils per semester, men
students $175.00.
music fees per semester "
Private lessons - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - $40.00
8.00
Piano studio rental (one hour per day)
20.00
Organ rental (one hour per day) .- - - - - - - - - - - Voice studio rental (one hour per day) - . - - - . . 8.00
*
Subject t o change
special fees"
-
Application fee -,
,- -,
- -,
,
,
,
,
,,
,,
,
,
- - - - ,, - - - - - $10.00
Late registration fee per day (after classes begin) - - 1.00
Change of registration after the beginning of the second
week of classes ,,,,,,,,,,,- ,-,
-,
- - - -- - - -- - - - 2.00
Placement fee ,-,
,
,
,
,
,
,
,
,
,
,
,
,
,
- - - - - - - - - - - - - - - - - - - 5.00
Graduation fee -,--,-,,,,-,,,,,,,,~-,10.00
------,Final examinations taken a t another hour than the one
,
,,
- -,
,-- - -,
,
-- - -- - - - - - - - - - - - 5.00
scheduled ,,,,-,
Examination making up an incomplete or a condition - 5.00
Transcript of credits (after first one which is free) - 1.00
Student teaching
20.00
. .
Choir tour (minimum) - - - - - - - - - - - - - - - - - - - - - - - - - - - 10.00
Band tour (minimum) , - , - , - - - - - , , - - - -10.00
------Camprehensive examination, per credit, for students enrolled ,- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5.00
Comprehensive examination, per credit, for students
10.00
not currently enrolled ,,,,,,,,,,,,,,-,,,,,,,-,
-
------,,,,,-,+,+,+-4-h----~-4---
estimated expenses per semester "*
MEN
WOMEN
Min.
Max.
OFF-CAMPUS STUDENTS
$458.50
General expenses
$508.50
Special, music, books 25.00
100.00
$608.50
TOTAL
$483.50
Min.
Max.
$458.50
25.00
$483.50
$508.50
100.00
$608.50
RESIDENT STUDENTS
$458.50
General expenses
Room & Board
251.00
Special, music, books 25.00
TOTAL
$734.50
$458.50
311.00
25.00
$794.50
$508.50
361.00
100.00
$969.50
$508.50
281.00
100.00
$889.50
* * These estimates do not include transportation, clothing, or
personal expenses.
refunds
Tuition, fees, and room charges for a student cancelling his
registration before the middle of any semester will be charged
a t the rate of 2 per cent per day, except for application and
special fees, which are not refundable. There is no fee refund
after the middle of the semester. If a student is required to
enter the Armed Forces, a full refund is made of tuition.
V u b j e c t to change
payment of accounts
Student accounts are due in full a t the time of registration in
September and February. Parents may deposit money in
advance a t the College, or the student may make the payment
when he registers. Checks must be made out to Augsburg College and forwarded directly to the Treasurer's office. For
cash payments a receipt must be obtained from the Treasurer's
office at the time of payment.
Recognizing that payment of fees in full a t registration poses
a financial problem in some cases, the College has instituted
the following payment plans:
DATE PAYMENT DUE
n
OFF-CAMPUS
RESIDENT
STUDENTS
STUDENTS
Guaranteed
Guaranteed
Tuition
Regular Tuition
Regular
Tuition
Plan
Tuition
Plan
or before registration $300.00 $325.00 $525.00 $550.00
125.00 135.00
95.00
Due October 15th
85.00
95.00
125.00 135.00
Due November 15th
85.00
135.00
125.00
95.00
Due December 15th
85.00
125.00 135.00
95.00
Due January 15th
85.00
125.00 135.00
95.00
Due February 15th
85.00
125.00 135.00
95.00
Due March 15th
85.00
135.00
125.00
95.00
Due April 15th
85.00
Due May 15th
Balance Balance Balance Balance
In addition, other arrangements may be made with the Treasurer's office. A carrying charge of $2.00 a month is added for
the payment-plan service. Unless prior arrangement is made,
an additional $1.00 is added for each month that payment is
late.
financia 1 assistance
Financial aids in the form of loan funds, scholarships, grantsin-aid, and employment assistance are available a t Augsburg.
Students must complete an application form and meet certain
requirements to qualify for financial aids. The college gives
assistance t o students in securing work both on and off the
campus.
loan funds
18
Several loan funds have been established to assist students
in working out their financial problems. Loans may be
arranged a t a reasonable rate of interest for various periods
of time.
The General Student Loan Fund, established through the gifts
of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance
t o students preparing for theological study.
The Charles and Nora Crouch Student Loan Fund, established
in 1954, extends assistance t o members of all classes.
The Senior Loan Fund, established by the class of 1955, is
available t o selected graduating seniors.
The John and Anna Jorgine Gregory Theological Student Loan
Fund is available to students who are preparing for the
ministry.
The Student Aid Fund of the Zion Lutheran Hour, established
by the Zion Lutheran Church of Minot, North Dakota, likewise extends loans to students preparing for the ministry.
National Defense Student Loans, established by the National
Defense Education Act of 1958, are available t o students
capable of maintaining good standing in their chosen course of
study. Special consideration is given to those students who
express a desire to teach in elementary or secondary schools
and t o those whose academic background indicates a superior
capacity for preparation in science, mathematics, engineering
or modern foreign languages.
United Student Aid Funds is a program of endorsing loans
made by local banks to college students requiring financial
assistance. A grant to the College by the Gamble and Skogmo
Foundations provided the funds t o establish the initial
reserves required.
Arrangements for the loans are made through a conference
with the Dean of Students, chairman of a faculty committee
on student loans. In addition to arranging loans, the committee
counsels students on financial matters with the objective in
mind of helping the student work out a satisfactory plan for
his finances.
scholarships and prizes
Fifty Freshman Scholarships of varying amounts are available to outstanding high school graduates. Some of these
scholarships are renewable provided the student's scholastic
record is 2.0 or better.
A limited number of Tuition Scholarships is awarded to outstanding high school graduates. Students who rank in the
upper five per cent of their high school class, perform well on
scholastic aptitude tests, and can show good character references are eligible for consideration. These scholarships are
renewable if the student maintains a 2.25 scholastic average.
Departmental Scholarships of variable amounts are awarded
each year to students who are highly recommended by the
chairman of their major department. These scholarships are
renewable if the student maintains a scholastic average of 1.75
or better.
Upper-class Scholarships of $300 are awarded each year to
selected students with an honor point ratio of 2.4 or better
who apply to the Student Personnel Committee.
Augsburg awards Foreign Student Scholarships each year
to deserving students from other countries. These scholarships
may be awarded in amounts up to the equivalent of full
tuition.
The American Indian Scholarshir, was established in 1955 by
Spring Lake Park Lutheran Church, Minneapolis. It is a
scholarship of $200 to be applied on tuition at Augsburg
College. It is to be awarded to an American Indian student
selected on the basis of scholarship and economic need.
The Henry P. Opseth Music Scholarship was established in
1953 in memory of Henry P. Opseth, former head of the
Music Department and director of the Augsburg College Choir.
It is awarded annually to a sophomore or junior student of
outstanding promise or achievement in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from
1950 until the time of her death in 1953, was established in
1955 by her parents, Mr. and Mrs. Iver Solberg and her
brother, Dorvall. I t is awarded to an Augsburg student who
has music as a major or minor and who shows outstanding
promise or. achicwement in the art of singing.
20
The George Sverdrup Graduate Fellowship was established by
the Board of Trustees of Augsburg in 1947 to honor the
memory of George Sverdrup, President of Augsburg from 1911
to 1937. It is awarded annually to an Augsburg graduate of
outstanding character and ability who plans to prepare further
for the vocation of teaching. The amount of the Fellowship is
five hundred dollars.
The Keith E. Hoffman Memorial SchoIarship was established
in 1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis
in n ~ e ~ n o rof
y their son who gave his life in the conquest of
Okinawa. Tlie scholarship is awarded annually to a student
selected an the basis of academic achievement, personal character, and ability in the field of athletics.
Two Lutheran Brotherhood Scholarships of $300 each are provided by the Lutheran Brotl?erl~oodLife Insurance Society
and awarded each fall to outstanding Lutheran college seniors.
The students arc selected by the college in the spring of the
junior year on the basis of religious leadership and scholastic
standing.
The Augsburg College Women's Club Scholarship awards,
totaling $400, are granted each year to two or more students
of outstanding character and excellent scholarship.
The Adolph Paulson Memorial Prize, from a fund established
by members of the Paulson family in memory of Professor
Adolph Paulson who taught Social Science at Augsburg from
1930 to 1935, is awarded annually to a college student for
the best essay written on an assigned subject in the field of
Christian Sociology. The amount of the prize is $50.
The Iver and Marie Iversen Scholarship was established in
1957 through a grant from Mr. Iver Iversen of Brooklyn, New
York. It is awarded annually to a student in the College.
The award, in the amount of $250, is made on the basis of
need, scholarship, and interest in Christian service.
The Reverend Olaf Rogne Memorial Scholarships were established in 1958 by two anonymous donors to honor the memory
of Reverend Olaf Rogne, business administrator of the college
from 1940 to 1952. Three awards of $500 each are made annually to selected students preparing for Christian service.
The Carl Fosse Memorial Chemistry Scholarship was established in 1960 by the department of chemistry to honor the
memory of Carl Fosse, professor of chemistry at Augsburg
from 1921 to 1942. The annual award is made to a student
whose academic record indicates promise of achievement in
the field of chemistry.
The Manlvald Aldre Memorial Chemistry Scholarship was
established in 1960 by friends and the department of chemistry
to honor the memory of Manivald Aldre, assistant professor
of chemistry at Augsburg from 1949 ta 1958,The annual award
is made to a student whose academic record indicates promise
of achievement in the field of chemistry.
The Dr. W. M. Sandstrom Chemistry Scholarship was established in 1963 by a gift from Dr. Sandstrom, retired professor
of biochemistry a t the University of Minnesota. The annual
award is made to a student whose academic background
indicates promise of achievement in the field of chemistry.
The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship
was established in 1963. This annual award is made to a
student whose academic background indicates promising
achievement in the field of chemistry.
The Walter Gordon Schnell Memorial Chemistry Scholarship
was established by friends and the department of chemistry
in 1960 to honor the memory of Walter Gordon Schnell, a
student of -hemistry at Augsburg until the time of his death
in January 960. The annual award is made to a student whose
academic background indicates promise of achievement in
the field of chemistry.
f
The Dr. Frederick C. and Laura E. Mortensen Chemistry
Scholarship was established in 1961 by the chemistry staff.
The award is made annually to a chemistry student whose
record indicates promise in the field of chemistry.
The Magnus A. Kleven Family Scholarship was established in
1956 by members of the family to honor their parents. The
scholarship is awarded annually to a student on the basis of
academic achievement, personal character and promise of
achievement in the field of physical education.
The Professor P. A. Sveeggen Memorial Scholarship was
established in 1959 by friends to honor the memory of P. A.
Sveeggen, professor of English a t Augsburg from 1915 to
1952. The award of variable amount is made annually to an
outstanding student in the field of English.
Alumni Achievement Scholarships are awarded to outstanding
students in the Freshman, Sophomore, and Junior classes for
use the following academic year. The scholarship fund, which
is equivalent to three half-tuition scholarships, is awarded on
the basis of previous academic performance. No award will
be in excess of financial need.
The Alma Jensen Dickerson Memorial Scholarships were established in 1961 by Mrs. Alma Jensen Dickerson, a member of
the Augsburg faculty from 1943 to 1954. One or more scholarships are awarded annually to able and deserving junior or
senior students.
The Carl W. Landahl Scholarship was established by the family
and friends in memory of Professor Carl W. Landahl, a
member of the Augsburg Music Faculty from 1952 until his
death in 1961. It is awarded annually to a student on the basis
of achievement in the field of music.
The Onesimus Scholarship, established in 1962 by Mr. and
Mrs. James Helleckson, is awarded annually in the amount
of $300 to an Augsburg student or graduate who is preparing
for service in the Christian ministry.
The Thorvald Olsen Burntvedt Memorial Scholarship Fund
was established in 1960 by gifts from the Burntvedt family
and through a church-wide offering, to honor the memory of
Dr. T. 0. Burntvedt who was President of the Lutheran Free
Church from 1930 to 1958. One or more scholarships are
awarded annually to a student or students in the senior class
who are preparing for the ministry.
The Celia Fredrickson Scholarship consists of the income from
a fund of one thousand dollars. It is awarded annually to an
Augsburg student from the Sharon Lutheran congregation a t
Lamberton, Minnesota.
The Quanbeck Scholarship Fund was established in 1963 by
a bequest of John G. Quanbeck. The income from this fund
is awarded annually to freshman students who, without
assistance, would be unable to pursue higher education.
The Edward Yokie Memorial Scholarship was established in
1962 by E. Lorraine Yokie and Doris E. Yokie, daughters of
Edward Yokie. A scholarship will be awarded annually to an
able and deserving junior or senior student recommended by
the Scholarship Committee.
The Greater Augsburg Alumni Association Scholarship of $500
is awarded annually to an outstanding alumnus of Augsburg
in order to encourage and assist promising students in the
carrying out of projects of graduate study.
The Harry S. Genung Memorial Scholarship was established
in 1963 by De Ette Cenfield Genung in honor of her husband.
A scholarship is awarded annually to a deserving student from
another country in order to prepare that student to make a
contribution in his or her homeland, thereby improving the
relationship of that country and the United States.
The De Ette Cenfield Genung Memorial Scholarship was
established in 1963 by Harry S. Genung in honor of his wife.
Two scholarships are awarded annually to deserving and
promising students in the field of English or the language arts.
The Green-Genung Memorial Scholarship was established in
1963 by Harry S. Genung and De Ette Cenfield Genung, his
wife, in memory of Jeanette Cenfield Green, sister of Mrs.
Genung, and Arthur E. Genung, father of Mr. Genung. Both the
persons memorialized in this scholarship had a special concern
about the social and personal consequences of the use of alcoholic beverages and narcotics, and Mrs. Green was especially
active in the p.omotion of alcohol education and legislation.
The proceeds of this endowment fund will be used for the
scholarship to be awarded annually to one or more qualified
students specializing in Sociology and Social Work with
special interest in the problems of modern society that are
reflected in alcoholism, drug addiction, delinquency, and other
personal and social problems, and who plan to direct their
efforts toward the prevention and solution of such problems.
Social Service Scholarship Program is sponsored by the
Division of Charities of the American Lutheran Church. Two
scholarships of $300 or three scholarships of $200 will be
awarded each year to students a t Augsburg College. The
recipients must be juniors or seniors of the Lutheran faith
who are enrolled in social work courses and plan to continue
training in a graduate school of social work. In addition to
scholastic achievement, a student's interests, aptitude, and
skills in working with people are considered in making this
award.
grants-in-aid
Grants-in-aid are available to students in good standing who
are in special need of financial assistance. In awarding these
grants, the Student Personnel Committee gives primary consideration to demonstrated financial need which is determined
by examining a statement of the resources and anticipated
expenses of both the student and his family.
employment service
An employment service, located in the Personnel Office,
assists students in obtaining part-time remunerative work.
Many students find it possible to pay part of their college
expenses with money earned in this way. The types of work
available are of various kinds, including recreational leadership,
restaurant work, domestic service, sales work, and secretarial
and clerical work. The college is concerned that employment
not interfere with a student's academic work. Therefore, it is
desirable that Freshmen have sufficient funds to pay their entire
expenses for at least one semester. Part-time employment may
then be secured in accordance with the need of the student
and his ability to handle extra work.
Students are employed by the college in several areas. For
these positions preference is given to upper-class students who
have maintained a good scholastic average.
Assistance in obtaining summer employment is also provided
each spring by the Employment Service. Application for parttime or summer employment may be made in the Personnel
Office.
application procedure
Applications for admission to Augsburg
College should be made to the Director of
Admissions. Students may apply for
admission as soon as they have completed
their junior year in high school, and preferably before June 1 preceding the fall in
which the student seeks admission. No
applications are accepted after September
1. Early applicants gain an advantage both
in registration and housing. Notification
of admission is normally sent to a student
as soon as the application is complete.
Instructions for applying for admission:
(1) Obtain an application form by writing
or visiting:
Office of Admissions
Augsburg College
Minneapolis, Minnesota 55404
(2) Complete and return the application
form with a $10 application fee (nonrefundable) and a photograph.
(3) Request your high school to send us
a copy of your high school record and
test results. Transfer students will
request the previous college or
colleges to send an official transcript
of grades together with results of
standardized .tests taken.
(4) After acceptance, all new students are
required to make a $50 non-refundable
tuition deposit. This deposit may be
made any time before July 1; for those
admitted thereafter, it is due within
two weeks after notification of
acceptance.
(5) An interview on campus is encouraged but not required.
admission requirements
The quality of a student's work in high
school, type of course program, scores on
college aptitude tests, and recommendations are important factors in considering
an application. Augsburg College seeks
ADMISSION
TO THE
students who rank high in the high school graduating class, a t
least in the upper half, and score average or above on college
aptitude tests.
It is recommended that a student have a t least 12 academic
subjects in his college preparatory curriculum, which should
include four units of English, and at least two units each
of a foreign language, social studies, mathematics, and science.
A unit is defined as a course covering one academic year and
equivalent to at least 120 hours of classwork.
For entrance to the Freshman Class, either the tests of the
American College Testing Program (ACT) or the Scholastic
Aptitude Test (SAT) of the College Entrance Examination
Board is required.
A recent physical examination is also required. Students will
be provided with blanks to be filled out and returned to the
Student Personnel Offi,ce by August 15. The health report must
be received before the student will be permitted t o register.
transfer
Students are accepted by transfer from other colleges and
universities if their academic record and test results are satisfactory and they are in good standing. College credit is granted
for liberal arts courses satisfactorily completed a t accredited
institutions. For graduation the total honor point ratio is
computed on the basis of work transferred together with that
taken a t Augsburg. A maximum of 64 semester credits is
allowed on transfer from a junior college.
advanced placement
Advanced placement is granted to students who qualify,
on the basis of work taken in high school or elsewhere, to
enroll in courses beyond the beginning course. Placement may
be determined by tests, or by the level and length of the course
previously completed.
advanced standing
Advanced standing, that is, college credit, is granted to
high school students who have successfully completed a college-level course provided they received a grade of 3, 4, or 5
on the Advanced Placement Examinations.
'
I.
The influences which mould life and
character on a college campus are of many
kinds. While the exercises of classroom,
laboratory, and library form the organizing
basis of college activity, they need to be
supplemented by other than academic
forces. These intangible but very real supplementary influences have much to do
with creating the spirit of an institution.
At Augsburg definite emphasis is placed
upon the maintenance of a wholesome
spirit of Christian community living.
Students are urged to give conscious
attention to this personal and spiritual side
of their development and thus contribute
toward the prevalence of a vital and happy
Christian atmosphere on the campus.
It is the earnest desire of those who direct
t - g the instituthe policies of A t ~ g . ~ h ~ lthat
tion may conslnntly I:e permeated by ail
atmosphere in which the qiresl for Truth
as it is in Christ is prayeiqfully rostercd
in each life.
All students are required to complete fourteen credit hours in courses offered in
Religion. 'l'liei~e are 1iurnerous voluntary
religious activities in which students are
encouraged to participate. Faith and Life
Week is helrl ~ w i c e each ycar. It is
assumed that every Augsburg student will
find a church home in Minneapolis and
attend its services regularly.
It is expected of each student that his life,
conduct, and influence, both on and off
campus, shall be worthy of a member of
a Christian College. Those who do not feel
drawn to this quality of life and to the
fellowship in which it is nourished should
not seek to be enrolled at Augsburg. A
truly Christian spirit and environment
must be the product of the united effort
and prayer of faculty, students, and
administration.
The Chapel Service
The heart of Augsburg's program of Christian education is the daily Chapel Service,
CAMPUS LIFE
where the faculty and students gather for united worship,
prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
recreation standards and discipline
Introduction
At Augsburg all the work of the college rests on certain
Biblical affirmations about human nature and man's relation
to God. The college regards the Christian life as the truly significant life. This life implies an intimate relation to the person
of Christ. In the content of this primary relationship, the
Christian also lives in a relationship to people, to events, to
things. The fact that God not only created the world but
became Man gives evidence that life in this world is not to
be despised.
The Christian liberal arts college takes seriously these relationships and therefore seeks to educate the whole man. It
follows that one of its important responsibilities is to establish
recreational programs and policies that contribute to this end.
It should be clear, however, that in an age which is much
concerned with the pursuit of pleasure, a college like Augsburg
should never subordinate its academic program to leisuretime activities. On the contrary, the recreational program must
be in the context of, and be congruent with, the major intellectual quests of the college; and both must have as their goal
to help the individual to live an effectual Christian life in the
world.
The Program
In settirig up a recreational and social program, Augsburg is
conscious of its position as a coeducational Christian college
of liberal arts. The program takes into account the relationship between sexes and seeks to provide normal and healthy
opportunities for the expression of the mutual attraction of
the sexes. Augsburg offers a varied and selective recreational
and social program which gives preference to those activities
which are emancipatory rather than restrictive, those which
enrich community life rather than those which are divisive or
encourage selfish satisfactions.
The college provides a variety of activities designed to meet
these requirements. The social program includes a number of
organized all-school events combined with many lessstructured activities designed for specified smaller groups. In
attempting to meet the needs and interests of all Augsburg
students, we make use of all existing facilities on campus and
many of those which are available in the Twin City area.
In seeking to develop a constructive recreational program,
some limitations have been placed upon certain other activities.
The college is opposed to all forms of gambling. It forbids the
possession or consumption of alcoholic beverages in dormitories, in any college-approved place of residence, or a t any
college-sponsored event. Any student found under the influence of liquor is subject to disciplinary action. Social, or
ballroom dancing, is not a part of the recreational program of
the college. Students are encouraged to be discriminating in
all types of recreation in which they engage, that their time
may be well spent, and strong moral and ethical values may
be developed. Such common activities as television viewing
and movie-going, for example, can easily become time-wasting
and even detrimental to the development of moral and ethical
values.
Without attempting to dictate to the individual conscience,
the college regards it as its right to ask its students to adapt
themselves to the social program approved by the college and
to follow it as members of the college community. Although
the college lays down specific rules regarding most matters
only with respect to activities centering on the campus, it
reserves the right to dismiss any student whose continuation
in college is deemed undesirable for social as well as for academic reasons. It is the policy of the college that such action
shall not be taken capriciously, but only after the available
campus resources of counseling and judicial processes have
been utilized. Thus, disciplinary problems are first dealt with
through counseling. Those not solved in this way are channeled to a faculty-student Judicial Council through the Office
of the Dean of Students. In all such cases, careful investigation
and the privilege of a hearing precede any disciplinary action.
religious program
The Religious Life Commission, composed of students and
faculty, endeavors to promote a religious program that will
stimulate growth of Christian life in the Augsburg community.
Chairman of this council is the student Commissioner of
Religious Activities. Areas for which this committee carries
primary responsibility are the Mid-Week services, Faith and
Life Weeks, prayer meetings, and informal group meetings and
discussions.
This Commission also serves as a coordinating agency for all
voluntary Christian organizations on campus. The principal
organization is the Student Christian Association. The SCA
seeks to serve as a stimulus and outlet for Christian faith
and life. Students participate in regional and national Lutheran Student Association of America Conferences, and conduct a
schedule of meetings on campus.
The Mission Society, the service organization of SCA promotes
interest in missions through a program of study, fellowship,
worship, and service. A highlight of the year is the Mission
Festival, a conference devoted to the study of missionary activity and recruitment of workers.
convocation
Regular convocations are held each Thursday throughout
the year. These programs acquaint the campus community
with outstanding personalities in various fields. A wide range
of interests is covered, including the scientific, political, social,
religious, and artistic.
social and recreational activities
Students at Augsburg are given many opportunities for
social training and recreation. The Student Council through the
Commissioner of Social Activities, assisted by a Programming
Commission, sponsors a wide variety of activities each month
and an all-school activity which all students may attend. Most
of these are informal. The Sophomore and Junior classes
sponsor semi-formal banquets. The Associated Women
Students and a number of other organizations sponsor teas,
dinners, and social affairs on and off campus.
Music and the Fine Arts
Augsburg's location in Minneapolis gives its students unique
opportunities to make use of some of the finest educational
and cultural advantages which the Northwest has to offer.
Excellent art collections are to be found in the Minneapolis
Institute of Arts and the Walker Art Center. The Twin City
libraries are extensive in their services. The Historical Museum
in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and
other concerts afford rich opportunity for the enjoyment of
music.
Many students and faculty attend Minneapolis Symphony
Orchestra concerts by virtue of a special college season ticket
arrangement. Season tickets are available also for other University concerts and for drama productions a t the University
and Tyrone Guthrie Theaters.
A monthly bulletin, Augsburg Plus, listing programs, concerts,
a r t displays and exhibitions is compiled and issued from the
Student Personnel Office.
student government
The Student Society consists of all full-time and part-time
students enrolled a t Augsburg College.
The central concern of student government is focused on education to the end that individuals may develop their full
capabilities through intellectual growth. The student government relates to this broad objective by assuming responsibilities for furthering student affairs, educating members to the
democratic process, developing a sense of community, fostering intellectual activity, and participating in policy making.
The administration, under the direction of the president,
resides in the executive branch. The Executive Council consists
of six commissioners-each responsible to the president for
one of the major areas of student life. Eight boards also assist
him in his work.
The Student Council, presided over by the vice-president, is
the twenty member legislative branch of the government.
Each of the college classes has its own officers and participates
in student government through its representatives on the council.
The Judicial Council is a student-faculty judiciary, whose
rulings are subject to appeal only to the President of the
College.
The Student-Faculty Council, composed of students, administration and faculty, discusses campus problems, considers
legislation adopted by one group or the other which affects
the college as a whole, and promotes cooperation and understanding between the students, the faculty, and the administration.
The Student Society is a member of the National Student Association, the largest representative national union of students
in the United States. Through this organization the students.
receive programming aids for use on the campus, and add
their voice to the voice of all American students before the
national government and other organizations in matters of
student concern.
The Student Goyernment directs several projects of interest to
the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political
Action Week, Homecoming, Student Lecture Series, Academic
Freedom Week, College Union Study, and Development Council. Counseling of Freshmen by upper-class students is conducted through a College Brother-College Sister Program as a
part of Freshman Orientation.
Associated Women Students, composed of all the women
students, provides opportunity for the women to develop
meaningful self-government. It aims to create a sense of
harmony and fellowship, to promote and maintain high
standards of honor and integrity in personal conduct, and it
encourages participation in all college activities. It is affiliated
with the Intercollegiate Associated Women Students, a
national organization.
Publications
The college newspaper, The Augsburg Echo, is published by
a student staff. The Echo serves as a voice of the student body
as well as a medium of information. The Echo provides an
opportunity for experience in the many phases of journalistic
work.
Augsburg's yearbook, the Augsburgian, provides a pictorial
record of the activities of the year. Work on the annual
provides opportunity for creative expression in artistic design
as well as in photography.
The Publication Commission is comprised of the editors;
business managers, and advisers of the Augsburgian and the
Echo. The chief responsibility of the Commission is to select
editors and business managers for the campus publications.
The "A" Book is a student handbook which is compiled by a
student editor in conjunction with the Office of Student
Personnel Services.
The Directory of students, staff, and faculty is published under
the direction of the Registrar.
co-curricular program
The enthusiasm and energy of students motivate them to
pursue their interests beyond the classroom. For most effective
participation, students with similar interests have united to
form clubs. Several of these are extensions of courses beyond
the classroom. Others are devoted to interests not offered in
the curriculum. New clubs are formed as the occasion demands.
The Art Club is an informal organization to satisfy the
students' creative urge in the field of art and to promote an
interest in art.
The Biology Seminar furnishes opportunity for informal study
in the biological sciences.
The Business Club draws membership from the business and
secretarial classes. The development of professional interests
is the major objective.
The Augsburg Chemical Society is open to both majors and
minors in chemistry. The meetings consist of seminars on
current topics in this specific area.
The Augsburg Forum affords opportunity for joint studentfaculty discussions of vital, controversial issues.
The Cosmopolitan Club brings together foreign and American
students who have a mutual interest in the culture, language,
and people of the various countries.
The Augsburg Society for Dramatic Arts provides for its
members an opportunity to learn from participation in stage
presentations and from field trips, as well as from reading
and seeing plays produced. Membership is open to all students.
Membership in National Collegiate Players represents recognition for continued excellence in drama participation. It is
open only to qualified upper-classmen.
The Electronics Club is open to anyone interested in the field
of radio and electronics. Members operate an amateur radio
station on the campus.
The Student National Education Association, Martin Quanbeck
Chapter, offers to its members associate membership in
professional education associations and strives to acquaint
future teachers with the importance of teaching as a profession.
The Norse Club is composed of students who are interested in
Norwegian culture as reflected in Norwegian literature, music,
art and history.
The Home Economics Club, open to all students in the Home
Economics Department, aims to promote professional attitudes
toward all aspects of home and community life.
The Psychology Club promotes interest in various fields of
psychology.
The Augsburg Republican Club and Democrat Club aim to
stimulate interest in public affairs and give students opportunity to participate actively in local, state, and national
politics, and in other human-relations activities.
The Ski Club is a recreation group promoting interest and
developing skills in skiing.
The Spanish Club serves as a means of interpreting Spanish
culture to students in an informal way.
The Sociology Forum is an organization of students preparing
for professional work in the field of Social Service.
The Ushers' Club is a a service organization providing
ushers for public events scheduled for the campus.
The Writers' Club includes students who enjoy creative
expression in various forms of writing. The members share
their literary efforts in an informal atmosphere, and benefit
from mutual criticism. They publish "The Arkai," a collection
of the best creative writing each year.
The "A" Club is limited to men who have won a major A at
Augsburg. The aim of this organization is "to bind the 'A'
men of the past, present, and future into a more intimate bond
of fellowship, and to keep the athletics of Augsburg on the
highest possible plane."
The Women's Athletic Association at Augsburg is a member
of the Minnesota Athletic Association of College Women.
Membership in this organization is gained by participation in
individual and group recreational activities with awards given
on a point basis.
Forensics
Augsburg College participates in intercollegiate debating, both
in Minnesota and in the neighboring states. Students may also
participate in local and intercollegiate oratorical contests.
The Genung Endowment
The Genung Endowment was established in 1963 by Harry S.
Genung and De Ette Cenfield' Genung to perpetuate their
interest, concern, and activity in the improvement of international relations. The income from the fund is made available
each year to assist a student group a t Augsburg Col.lege to
carry out a project for the improvement of international
relations on a student to student level.
musical organzzatzons
The Augsburg College Choir has about sixty members selected
from all classes. In addition to local concerts, the choir goes
on tour each year to various parts of the United States and
occasionally to Canada. A tour of Europe is planned for June,
1965.
The Augsburg College Concert Band makes an annual tour
and presents public concerts in Minneapolis. There are also a
Collegiate Band and Instrumental Ensembles.
The Augsburg Cbllege Cantorians, a women's chorus, participates in school programs and concerts and makes short tours
annually.
The Male Chorus sings a t various churches in the Twin City
area and makes short tours in the vicinity.
The Augsburg College Orchestra, organized in 1963, performs
frequently on campus. The orchestra gives programs of
standard repertoire for orchestra alone as well as with soloists
and choral groups. The string ensemble class provides
opportunity for students interested in improving fundamental
string technique.
physical education and recreation
Under the direction of the Department of Physical
Education, a wide range of recreational activities is arranged
for general student participation. Every student is urged to
participate in some activity for his own recreation and
relaxation.
An intramural program provides competition in a variety of
team sports as well as individual performance activities.
Climaxing the intramural program is the Extramural Meet, a
tournament for the winners of intramural schedules in various
colleges.
Intercollegiate Athletics
Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams
in football, basketball, hockey, wrestling, baseball, track,
tennis, and golf.
Purpose and Philosophy of Intercollegiate Athletics
It is the purpose of Augsburg College to provide an
intercollegiate athletic program which is in harmony with its
Christian philosophy. This philosophy is to be reflected in the
conduct and outlook of both the players and the spectators.
The educational program of the college recognizes that
recreation and play are a fundamental part of human life, and
that this phase of life needs to be cultivated if physical, mental,
and emotional health are to be maintained. Intercollegiate
athletics, as a phase of that program, gives recognition to the
fact that competitive play can contribute to the development
of student interests, skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The
student participating in athletics should acquire and exhibit,
both in and out of athletics, such basic qualities of character
as self-discipline, honesty, sense of fair play, and cooperation.
(2) The participant should develop the knowledge, interests,
and skills which will be of special use to him in such vocations
as teaching and coaching or recreational leadership, or in his
own recreational activities. Far from being set apart from his
educational goal or in any way competing with it, the student's
participation in intercollegiate athletics must either contribute
directly to this goal or be complementary to his other educational activities. (3) The student spectator should acquire and
exhibit some of the finer qualities of Christian character, such
as self-restraint, sense of fair play, appreciation of high-grade
performance on the part of both opponents and fellow-students,
and respect for individual personality. (4) The intercollegiate
athletic program should contribute to the development
of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other co-curricular activities should not
overshadow pride in high scholastic achievement, nor can it
take the place of a well-rounded and effective intramural and
general recreational program.
eligibility requirements
In order to participate in certain extracurricular and
cocurricular activities, students must meet established
eligibility requirements.
Eligibility for participation in intercollegiate athletics is
governed by the rules of the Minnesota Intercollegiate Athletic
Conference.
A student on academic probation is not eligible to be a candidate for any elected or appointed campus office including
Student Council, Commissions, class and organization offices,
nor is he eligible for cheerleading or student publication participation. This list is not inclusive and other activities may
be designated. The Chairman of the Election Board is responsible for checking the eligibility of all candidates for Student
Society and class offices with the Assistant Registrar. Organizations should submit names of candidates for office to the
Coordinator of Student Activities for approval.
A student on academic probation may not participate in the
Augsburg Choir or the Augsburg Band or in a major role in
a dramatic production without special permission from the
Committee on Admissions and Student Standing.
honors and awards
On the 1927 Class Cup for Scholarship Trophy is engraved
the name of each student who has achieved the highest scholastic standing in his college graduating class. He must have
attended Augsburg for a t least two years.
Omicron Chapter of Lambda Iota Tau, a national honor society,
is open to English majors who have attained a high scholastic
average and have presented a paper on a literary topic before
a public audience.
The purposes of the Timia Society, the Augsburg honor society,
are to recognize academic achievement and to promote
scholarship. Juniors and Seniors who have earned a 2.5 honor
point ratio accumulative are eligible for membership, while
Freshmen and Sophomores with a 2.25 honor point ratio may
be admitted as pledges. Applications for membership are made
a t the Registrar's Office a t the beginning of the semester in
which the student is eligible.
Augsburg has a Chapter of Pi Gamma Mu, the National Social
Science Honor Society, which is affiliated with the Association
of College Honor Societies. A high level of scholarship in the
social sciences is required for election to membership.
The Augsburg Guild of Honor is an organization to recognize
and honor those members of the senior graduating class who
have shown themselves to be individuals excelling to an outstanding degree in scholarship, leadership, and participation
in extra-curricular activities.
The Dean's List includes students who have achieved an honor
point ratio of 2.5 or better in the previous semester of work
at Augsburg College.
The 1925 Class Cup in Athletics is awarded to the athlete who
has made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged
to be the most valuable player on the basketball team.
The Class of 1918 Oratorical Cup was presented to the college
as a prize to arouse interest in oratory. The name of the winner of the annual contest is engraved upon the cup, which is
to remain in the possession of the college.
student personnel services
Institutional services to students are organized and
administered in accordance with plans and policies established
by the Student Personnel Committee. Included are such services as Admissions, Counseling, Testing, Freshman Orientation,
Student Records, The Student Health Service, Housing and
Food Service, Placement, Student Employment, and Coordination of Student Activities. The administration of these services is centered in the Office of the Dean of Students.
Admissions
Pre-college counseling, educational and vocational, is available
from qualified personnel in the Office of Admissions.
Counseling can be obtained either on campus or in schools and
homes as the counselors travel throughout the Upper Midwest.
Prospective students are encouraged to visit the campus if a t
all possible. Other information concerning admission and
entrance requirements can be found in another section of the
catalog.
Counseling
Counseling services are maintained in an effort to assist each
student to obtain the maximum benefits from the learning
experiences offered a t Augsburg College. Matters such as
uncertainty over vocational choice or educational planning,
religious uncertainty, health, financial problems, personal and
social adjustment and personal deficiencies can interfere with
the learning process and are dealt with in counseling sessions.
It is hoped that through counseling, students will develop more
realistic conceptions of themselves and the surrounding world,
and keener awareness of resources available to them as they
meet the problems of daily life.
At Augsburg the counseling process is carried on a t several
levels. All faculty members participate in the counseling
program, and each new student is assigned to a faculty
counselor who works with him until he chooses a major field
of study. At that time, the major adviser becomes his
counselor. In addition, there are faculty members who have
specialized training in counseling and techniques for dealing
with problems of adjustment. The Dean of Students and the
Dean of Women are special counselors to the men and women,
respectively. The counseling program is coordinated by the
Office of the Dean of Students in accordance with the plans
and policies established by the Student Personnel Committee.
Students who have personal problems are encouraged to seek
help through counseling conferences. If a serious problem
develops which demands professional skill and more time than
the professor has to spend in counseling, the student is
referred to the Office of the Dean of Students or Dean of
Women. A further referral may be made to the College
Chaplain, in the case of spiritual problems, or to the College
Physician, in the case of underlying emotional problems. The
College Physician works with the Personnel Deans in the
latter case.
Testing
All new students are given a battery of tests during Freshman
Days. College aptitude scores, English, and reading ability
scores are used by counselors to help students plan their
initial programs. Personal adjustment scores and the vocational
interest test profile help the students learn to know more about
themselves, in order to make the best choice of subjects and
occupational goals. The Sequential Tests of Educational Progress (STEP) are given to all sophomores. Seniors take the
graduate record examinations.
Freshman Orientation
Freshmen and other new students participate in Freshman
Days before the beginning of classes each semester. The
students take tests, attend classes, inspect the college
facilities, and become acquainted with their fellow students,
with the faculty, and especially with their own faculty
counselors. The faculty counselors and students have several
conferences during which they plan the student's program
of study.
A special course in improvement of reading is offered for
interested students. Freshmen who expect difficulty with the
increased quantity and complexity of the reading material encountered in college are especially urged to enroll in this
course.
Records
Individual student records are kept in the Records Office under
the supervision of the Registrar. These records include admission data, academic achievement, student participation and
achievement in non-academic activities, test scores, reports
of counseling and other information.
The Student Personnel Office maintains a file of student government officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters.
The Student Health Service
The Student Health Service provides dispensary service with
two registered nurses on duty. The college physician has daily
office hours for consultation and for emergency treatment.
Infirmary rooms are provided. The Health Service is located
in Fairview Hospital, adjacent to the campus.
Physical examinations are given to all seniors. Before registering, each entering student is required to have on file the
report of a physical examination given by his family physician.
Corrective treatment is prescribed where needed.
Students, faculty, and staff have chest X-rays taken annually
through the cooperation of the Hennepin County Tuberculosis
Association Mobile Unit.
Housing and Food Service
In its residence program, the college aims to develop in the
students Christian character, self-control, and thoughtful consideration of others. At the same time, the college realizes
that students' happiness, comfort, and emotional adjustment
in the residence halls are direct influences on their general
efficiency in the classroom.
In an effort to provide these opportunities for development
while maintaining optimal living conditions, active student
residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the
Director of Residences for Women, the Head Residents, and
Personnel Deans.
Upper-class students serve as counselors in the residences and
attempt to help residents with problems of personal adjustment. The Head Residents and Personnel Deans serve as
resource people for these counselors and handle cases referred
to them.
All women students and freshman men students not living a t
home are required to live in college-operated housing. Students
desiring to reside in the city with relatives must first secure
approval for such an arrangement from the Student Personnel
Office. All students living in the residences and most students
in off-campus housing take their meals in the college dining
room. The college also provides two houses for women with a
cooperative house plan.
Residence halls are open to students a day before regular
schedules become effective, and they close a day after the
term closes. Students who wish to stay in residence during
vacations must apply for the privilege. Rooms are furnished
except for bed linen, towels, blankets, and bedspreads. Laundry
facilities are available in each residence. Bed linens and towels
may be rented with laundering service a t a reasonable cost.
This service is required of all women students in Gerda
Mortensen Hall. An optional linen service is available to other
students.
Students engage a room at the beginning of the fall semester
for the entire school year. Room reservations with deposit
of $25 are required of all single students. This deposit is
applied to the first semester's room rent. Rooms for new
students are assigned in the late summer according to the date
of application. Present students must make room application
prior to May 15 and submit the room deposit by July 15. After
May 15, reservations for present students are assigned on the
same basis as for new students. Students who find it necessary
to cancel their room reservation will receive full refund of the
deposit if the cancellation is received by August 1.
All men living in Memorial Hall are required to pay a $15
breakage fee a t the beginning of each school year. At the end
of the year the fee is refunded if the condition of the room and
the furniture is satisfactory.
Graduate Placement
The Placement Bureau assists seniors and alumni in securing
positions. Continuous contact is maintained with business,
governmental, welfare, and educational institutions and
organizations at the local as well as the state and national
levels. Jntervicws are arranged both on and off the campus. A
registration fee and a small placement fee are charged.
Student Employment
An employment service, located in the Student Personnel
Office, assists students in obtaining part-time remunerative
work during the school year, Christmas vacation, and summer.
Coordination of Student Activities
The Coordinator of Student Activities assists student officers
to maintain effective functioning of student activities, and
keeps on file the club constitutions, rosters, and schedules of
meetings. Faculty advisers to student organizations are
approved by the Coordinator.
The program of student activities is a primary responsibility
of the Executive Council and the Student Council which is the
legislative body of the Augsburg Student Society.
Liaison between the Student Society and Faculty and Administration is the function of the Student-Faculty Committee.
A weekly bulletin of events is prepared for the Echo by the
Student Personnel Office. The college Master Calendar is kept
by the Coordinator of Student Activities assisted by the chairman of the Commission on Student Organizations.
I
4
registration
Students who have been accepted for
admission should register on the days
designated in the Calendar for this
purpose. Those who register late are
charged a late registration fee of $1 per
day after classes begin. The last date on
which a student may register for or enter
a course is two weeks after the beginning
of classes.
Registration means that the student
accepts all the rules and regulations
established by the school.
No credit will be given a student for any
subject for which-he has not registered.
The college reserves the right to cancel
any course for which there is not sufficient
registration.
The normal registration is 16 credit hours.
A credit hour is defined as one recitation
period a week throughout a semester. The
privilege of registering for more than 18
credit hours is granted to students who
have gained an average record of B, or
two honor points per credit, in their previous college studies. Exceptions to this
rule may be made under certain conditions
determined by the Committee on Admissions and Student Standing. No student is
permitted to carry work for more than 20
credits per semester. Students working
part-time are urged to arrange the amount
of their registration accordingly.
change of registration
and cancellation
In case a student desires to make any
changes in his registration, he obtains a
form from the Registrar's Office on which
he makes application. Approval of the
teachers concerned, the student's adviser,
and the Registrar must be obtained before
a change is permitted. A fee of $1.00 is
charged for each change of registration
ACADEMIC
ADMINISTRATIOP
after the first week of classes. No course may be added after
the first two weeks of classes.
A course which is cancelled during the first six weeks of
classes is followed by W. After the first six weeks and before
the last four weeks of the semester a course which is cancelled
is given a grade of WP if the student is passing and WF if he
is failing the course. No course may be cancelled during the
last four weeks of the semester.
A student who finds it necessary to leave school before the
end of a semester must cancel his registration at the Registrar's
Office in order to remain in good standing.
university courses
By arrangement with the University of Minnesota, students
may register for courses at the University. But such registrations will not be allowed unless the student has a C average
in his courses at Augsburg. Also, the combined number of
credits in any semester must not exceed 17. The credits thus
gained at the University may be transferred to Augsburg
College and counted towards graduation.
classification
In order to be classified in one of the regular college classes,
a student must be carrying a minimum of twelve hours of
work in which college credit is given. Classification is based
on the attainment of the following number of credit hours
together with an equal number of honor points: Sophomore, 24;
Junior, 58; Senior, 92. Students are classified by this regulation at the time of their registration each school year.
Students registered for less than 12 credits are classified as
special students.
pro bation and elimination
The Committee on Admissions and Student Standing at the
end of each semester, considers the status of students who
have done unsatisfactory work. Freshmen who obtain honor
point ratios of .5 or below, Sophomores .6 or below, Juniors
and Seniors .8 or below, as well as students with 6 or more
credits of F, at the end of a semester, are placed on probation.
They are removed from probation when they obtain better than
C average for a semester. A student is not allowed to remain
in college on probation for more than two semesters consecutively, except by special permission. He is dropped for low
scholarship if he fails to maintain a satisfactory scholastic
record.
F
class attendance
Regular class attendance is required of all students in Lower
Division Courses. Attendance in Upper Division Courses is
voluntary for Juniors and Seniors unless required by the teacher of the class.
In classes for which attendance is required, a record of
attendance is kept and periodic reports on absences are
submitted to the Registrar.
Students who find it necessary to be absent because of illness
or for other reasons should present to their teachers a written
report of the reason for absence. A student will receive a grade
of F if the number of absences for which he has not presented
acceptable excuses is excessive as defined by the instructor of
that class.
Absences for tours, field trips and other instructor-arranged
activities are cleared with the Dean of the College. Lists of
participants, with information as to exact periods absent, are
issued by the Dean to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving
in class late must assume responsibility for reporting their
presence to the teacher.
examinations
Tests are given periodically throughout the semester. In the
course of each semester, reports of the grades attained are
made to the Registrar who forwards them to the counselors
and students. Final reports are sent at the close of each
semester to the parents and students.
Written examinations are regularly scheduled at the close of
each semester. No student or class may arrange to take a final
examination in any course before the examination week.
Absence from a final examination without a sufficient reason
will result in a grade of failure in the course concerned. A
student who has to be absent from a final examination because
of a conflict with outside work from which he cannot obtain an
excuse, may arrange to take such an examination during some
period after the time on which the subject is scheduled.
If a student has obtained permission from the Dean of the
College to take a final examination a t another hour than that
scheduled, he is charged a fee of $5 for such an examination.
Before the student takes the examination, he must obtain a
statement from the Registrar's office and bring it to the teacher
concerned.
comprehensive examinations
Comprehensive examinations may be permitted in courses
in which the Committee on Admissions and Student Standing
believes the student has adequate preparation or background.
Students who wish to take a comprehensive examination must
apply in writing to this committee. When permission is
granted, the necessary approval forms may be secured at the
office of the Registrar. A fee of $5.00 ($10.00 for students not
currently enrolled) is charged for each credit hour and must be
paid in advance. Examination questions and the answers will
be filed in the Registrar's office.
grade values
A
- - - - - - - - - Superior, 3 honor points per credit
B - - - - - - - - - - - - - - - - - - - Very good, 2 honor points per credit
Satisfactory, 1 honor point per credit
C
D
Passable, no honor points per credit
F
Failure, minus 1 honor point per credit
..
E
Condition
I ------ --- -- --- --- --- - - - - - - - - - - - - - - Incomplete
-
-
-
-
_
,
-
L
-
-
-
L
L
-
-
-
-
-
-
-
-
-
-
-
L
-
-
-
-
-
-
-
L
-
-
-
L
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
2
-
-
-
-
-
-
-
-
-
-
L
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
u
-
-
-
-
-
-
-
-
-
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-
2
L
L
-
-
-
-
-
-
-
-
-
conditions and incompletes
A condition or an incomplete received a t the end of the
semester must be removed within the first six weeks of classes
of the following semester, or within a year if the student has
not re-enrolled. If incompletes and conditions are not removed
within the time allowed, the condition automatically becomes
a failure and the incomplete may be changed to a passing grade
only when the average of the previous work is sufficiently high.
The final grade after the condition examination is taken may
not be higher than D. A fee of $5.00 is charged for an examination making up an incomplete or a condition received at the
end of a semester.
graduation requirements
In order to qualify for the Bachelor of Arts degree, certain
requirements must be met with regard to credits, courses, and
grades. A student who plans to graduate from Augsburg is
urged to study the requirements as outlined in this section of
the catalog and in the department in which he plans to major.
It js the responsibility of the student to see that he includes
the required subjects at the right time in his program of
studies. The faculty advisers, the deans, and the registrar will
gladly assist him in planning his program.
general education requirements
For a general college education and as a basis for study
in professional fields, students are required to complete credits
as indicated in the following fields:
..
Religion - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14 credits
At least 8 credits in lower' division courses and 4 in upper
division. A maximum of 3 credits from courses 51, 52, 54 may
apply. For transfer students, the requirement is an average of
2 credits per semester of attendance.
Freshman English - ---,,-,-,--- 6 credits from Eng. 11-12
-,
--,
,,- - - - - - - - - 3 credits
Literature or Philosophy - - - - Beginning Speech ,---- - - - - - - - - - -- -,
,--,
,2credits
--Fine Arts -- ,-,
,
,-,
_-,-- - -- ,--:-- ,,-,,,,-,
-- 2 credits
Art 1, 83, 84; H.Ec. 3, 64; Mu. 4, 7; or Sp. 29
Foreign Language - - - - - ,----,
,--, ,- - - - - - - - 0-14 credits
0 - If four years of one language have been successfully
completed in high school.
6 - If student has sufficient background in the language
to enroll in the intermediate course.
14 - If student has only one year or less of a foreign
language in high school.
Students with two years of a foreign language in high school
should normally be prepared to enroll in the intermediate
course in college; if not, they may enroll in the beginning
course, but will receive credit only for the second semester
of it.
Social Sciences .._ . -.- .... _ .. - _ - - - .- - - - - - _ _ - .- - - - - - 6 credits
Hist. 1, 2; 21,22; Soc. 1 , 2 ; or Econ. 15, Soc. 2
Natural Sciences - - - _ - - - - - _ - - _ - - - - - - - - - - - - - - - - - 9 credits
At least 3 credits must be in the biological sciences, and 3 in
the physical sciences
Physical Education - - - - - - - - - - - - - - - 1 credit from P.E. 3 and 4
All students are required to take an English test a t the end
of the sophomore year and must demonstrate a proficiency
in writing in order to qualify for the A.B. degree.
Where the demands of special curriculums prevent completion
of the general education requirements in four years, exemption
or modification of these requirements may be sought through
petition.
Major and Minor
All students are required to complete a major for graduation.
The major subject is determined by the student's aims as well
as by his particular interests and aptitudes as shown in the
quality of work he does in lower division courses.
Application for major must be made to the Head of the
Department offering the major. Majors are offered in the
following areas:
Business Education
Religion
Art
Home Econo'mics
Philosophy
History
Medical Technology
Greek and Latin
Sociology
Biology
English
Social S'cience
Physics
German
Psychology
Chemistry
French
Elementary Education
Natural Science
Spanish
Business Administration
Mathematics
Speech
Economics
Physical Education
Music
1
Except with special majors such as music, business education,
home economics, and combined natural science, students in
the teacher education curriculums should complete a minor
as well as a major.
For major and minor requirements as to hours of credit see
departmental statements.
Electives
Electives are planned with the purpose of properly distributing
a student's choices among the fundamental fields of knowledge
and culture, as well as among the correlatives of the major.
A maximum of 40 credits in one department is permitted to
count toward graduation. Juniors and Seniors should, as a rJle,
choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or above. At least
36 credits in the Upper Division Courses must be completed
for graduation.
Total Credits and Honor Points
The amount of work required for graduation comprises a minimum of 128 credits with an average grade of C, or one honor
point for each credit taken. A credit equals one recitation
period a week throughout one semester.
I
1
Honor points are computed at the rate of one honor point for
each credit with a grade of C, two honor points for each credit
with a grade of B, and three honor points for each credit with
a grade of A.
Residence Requirement
To receive the A.B. degree, the candidate must spend at least
the concluding year for such a degree in residence.
degree with distinction
The A.B. degree with distinction is conferred as follows:
Distinction
Honor point ratio
Summa Cum Laude ,-,
,
-,
- - -,
- - ,-,
--,
- - - - ,- - - 2.8-3.0
Magna Cum Laude ,,- - - - - - - - - - - - - - - - - - - - - - - - - 2.5-2.79
Cum Laude ,,,,,,-,
,
- -,
-,
- - -,
,
- - - - - - - - - - - - - - - 2.1-2.49+
To be eligible for these honors, the student must have completed a t least two years of work at Augsburg, and his record
a t Augsburg, as well as his total record must meet the requirements as given above.
+
I
courses onered
Descriptions of the courses offered in
1964-66 are given on the following pages.
Unforeseen circumstances may necessitate
making changes. Courses with inadequate
registration may be cancelled. Students
should consult the schedule of classes to
determine definitely the current course
offerings.
numbering of courses
IJ Odd numbers are used for first semester
courses and even numbers for second semester courses. The Roman numerals I,
I1 after the descriptive title also indicate
the semester in which the course is to be
offered.
Numbers 1 through 49 indicate lower division courses which are primarily for
freshmen and sophomores. Numbers 50
through 99 are upper division courses
intended for juniors and seniors.
Two course numbers joined by a hyphen
(1-2) indicate that the course is a continuation course and both semesters of it must
be completed before credit is given. Course
numbers separated by a comma (1, 2)
indicate that it is a year course, but
students may receive credit for one
semester without completing the other.
symbols
t Continuation course. To receive credit for
this course a student must complete both
semesters.
# Course may be taken with consent of
the instructor irrespective of prerequisites.
credits
0 Credits shown are in terms of semester
credits. For continuation courses, the total
COURSES
OF STUDY
credits for the year are given. A two-credit course generally
meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting
per week are more than the credits given. A semester is
approximately 18 weeks in length. The normal load for a
student is 16 credit hours per semester.
divisional organization
The college courses are organized into four divisions in
order to make interdepartmental coordination more convenient
and cooperative aims more easily achieved. A chairman is
appointed for each division.
Major and minor requirements are indicated in the departmental statements.
Division of Religion and Philosophy
Religion
Philosophy
Division of the Humanities
Greek, Latin
English, Speech
German, Scandinavian, French, Spanish
Music, Art
Division of the Social Sciences
History, Political Science, Geography
sociology
Psychology
Education, Library Science
Business Administration, Economics
Business Education
Home Economics
Division of Natural Sciences and Mathematics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
division of
RELIGION A N D PHILOSOPHY
Mr. P. A. Quanbeck, Chairman
Through the study of religion and philosophy, the individual is appraised of those realities which are central to the
problem of human existence. The student is encouraged to
seek to understand himself and his relation to the world within
the framework of the Christian Faith. The goal is the
development of an informed and integrated Christian person
who is equipped to participate responsibly in the life of the
Church and of society.
DEPARTMENT OF RELIGION
Quanbeck, Mr. Sonnack, Mr. Helland, Mr. Halverson,
Mr. Benson, Mr. Mandsager, Mr. W. Johnson, Mr. Strommen.
Mr. P. A.
The courses in religion are designed to give the student a working
knowledge of the Bible and an acquaintance with the life of the Church
through the study of its history, its beliefs, and its mission.
The graduation requirement includes 14 credits in religion. Of these
credits 8 must be in the lower division, and at least 4 must be upper
division. Not more than 3 credits earned in any of the courses numbered
51, 52 and 54 may be applied to this requirement. Freshmen are required
to take courses 1 and 2, and sophomores a r e required to take courses
3 and 4, Courses 1, 2, 3, and 4 are prerequisites for all upper division
courses. Requirements for transfer students will be determined a t the
time of admission.
A religion major is recommended as prcgn~.niion for cwecrs in parish
education, parish work, youth work, m d paris11 administration. Majors
must consult with the chairman of the department wgardlng their
course of study.
Major, 28 credits, Minor, 22 credits. Six upper division credits in Greek
may apply toward the major in religion.
See under Curriculums for a suggested course of study.
2, 2 crs,
1, 2, Basic Bible. Fr. I, It.
A brief Inhoduct,ion to Ille Rilllc iollc)wed by a study of the Old Testament, inclucling the history of Israel and spccial ~tlentionto one .or two
Old 'l'cslanlent books. 'l'hc second semester is devoted to the study of
the Ncw Tcstan~ent with special nllcntion to two or three I m k s includi~lgRomnns. read in^ nssignrrle~~ts
incllrd~1Re entile New Testament.
Special sectron Fora st.ucIenls selected for the honors pmgram.
2 crs.
3. Church History. I.
A survey of the institutional development of the Christian Church, with
the purpose of creating a greater understanding of its historical foundations. Emphasis is on the Reformation.
4. Christian Doctrine. II.
2 crs.
TIlc fundarnenla1 doct~jnesof the Christim Faith and the historical developo~en(of some of these doctrines. The si.gnillcance of the ecumenical
creeds and the Lutheran confessional writings.
UPPER DIVISION COURSES
51. Principles of Christian Education. I.
3 crs.
Seeks to develop a fundamental understanding of Christian education,
its history, objectives, curriculum, and administration, especially as
applied to Sunday School and Vacation Bible School teaching.
52. Parish Work. II.
2 crs.
Seeks to familiarize the student with the work of parish organization
and visitation. Class lectures are supplemented by actual field work.
54. Youth Work in the Church. II.
2 crs.
A study of principles, methods, and materials in youth work for the
purpose of developing effective Christian leadership in this sphere.
61. History of Religions. I.
3 crs.
A survey of some of the major religions of the world. The origin and
development of these religions and their influences today. Includes readings in the sacred writings of the religions studied.
62. The Mission of the Church. II.
3 crs.
A study of some of the ways in which the church has sought and seeks
to be the church and proclaim the Gospel in the world.
66. Hymns and Music of the Church. II.
See course 66 under the Department of Music.
3 crs.
3 crs.
71. The Early Christian Fathers. I.
The development of certain Cundamental theological doctrines from the
time of the Apostolic Fathers up to the Ecumenical Councils of the
early c l ~ u r c h .
3 crs.
72. Protestantism in America. 11.
The Protestant ethos in the United States. Special attention to the rise
of religious liberty, revivalism, the American denominational structure,
and the responses of American Protestantism to the challenges of its
environing culture.
3 crs.
81. The Gospels. I.
The nature of the Gospels. The life and \vork of Jesus. Particular attention to His teaching concerning the Kingdom of God.
3 crs.
82. Life and Epistles of Paul. II.
A survey of the life and work of P a u l , with a study of some of the
leading ideas that emerge from his writings.
3 crs.
83. The Message of the Old Testament. I.
The various types of Old Testament literature. The distinctive ideas of
H e b r e ~ vthought with emphasis on the message of the prophets.
91. Introduction to Contemporary Theological Thought. I.
3 crs.
A study of some representative trends in Christian theological thought
today, a s seen from the perspective of the enduring theological task of
the Christian Church.
92. Christian Ethics. 11.
3 crs.
The basic principles of ethics from a Christian point of view. Their
application to selected personal and social moral problems.
3 crs.
94. The Christian View of Man. 11.
The Christian doctrine of m a n and salvation. I t s uniqueness and relevance to certain other contemporary views of the nature and destiny
of man.
DEPARTMENT OF PHILOSOPHY
Mr. Halversol~,Mr. Jolil~so~i
The courses in philosophy seek to assist the student to become conversant with the great men and intellectual movements in the history of
Western civilization, to cultivate a n understanding of the principles of
sound reasoning, and to develop a mature understanding of the foundations of our knowledge in such areas as science, religion, and morals.
Major, 27 credits. Minor, 18 credits. Courses 21, 23, 51, 52, 53 are required for the major and the minor.
See under Curriculums for a suggested course of study.
3 crs.
21. Introduction to Philosophy. (Offered both semesters.)
Seeks to give the student a basic understanding of the nature and aims
of philosophy, an acquaintance with some of its central problems, and
a mastery of the terminology employed in philosophical discussion.
3 crs.
23. Logic. (Offered both semesters.)
A study of the formal rules of sound reasoning. Topics discussed include: the nature and functions of language; fallacies in reasoning;
definition; principles of deductive reasoning; induction; a brief i n t r e
duction to the notation of modern symbolic logic.
UPPER DIVISION COURSES
3 crs.
51. History of Philosophy: Ancient and Early Medieval. I.
An historical survey of the outstanding men and movements in the
development of philosophical thought from the Greeks through St.
Thomas Aquinas.
3 crs.
A survey course in which the development of Western philosophical
52. History of Philosophy: Late Medieval and Early Modern. 11.
thought is traced from the breakdown of the Medieval synthesis to the
systems of Kant and Hegel.
53. History of Philosophy: Recent and Contemporary. 1.
3 crs.
A survey of the most important trends in Western philosophical thought
in the nineteenth and twentieth centuries. (Offered 1965-66)
3 crs.
54. Seminar in the History of Philosophy. Prereq. #. II.
A careful study of some selected man or movement in the Western
philosophical tradition, with heavy emphasis on the careful reading of
primary source materials. (Offered 1965-66.)
73. Philosophy of Science. Prereq. #. 1.
3 crs.
A study of the meaning, methods, and implications of modern science
by means of an analysis of basic concepts, presuppositions, and p r e
cedures. (Offered 1965-66.)
85. Philosophy of Religion. Prereq. #. 1.
3 crs.
An inquiry into the nature of religious faith and experience, with special
attention to the problem of the nature of religious language. (Offered
1964-65.)
86. Ethics. Prereq. #. 11.
3 crs.
An inquiry into the nature of moral experience, and an analysis of
the language of moral discourse. (Offered 196465.)
91, 92. Independent Study. Prereq.
#. I,
II.
1-3,
1-3 crs.
For philosophy majors. Individual study and research on some philosophi-
60
cal topic of interest to the student, worked out in consultation with the
head of the department.
division of
THE HUMANITIES
Mr. Thorson, Chairman
It is the purpose of the Division of the Humanities to
transmit to the students a knowledge of and interest in the
cultural heritage of mankind, and t o assist the student in
finding his place within this culture. The Division seeks to
stimulate the student's desire t o acquaint himself with the
cultural treasures as these are found in language, literature,
and the fine arts, and to seek an expression of these upon the
basis and within the framework of the Christian faith.
DEPARTMENT OF NEW TESTAMENT GREEK AND LATIN
Mr. Colacci
The courses in this department aim to give the students a direct insight
into our Biblical and classical heritage. New Testament Greek is a tool
by which a student may gain a more complete understanding of the
Scriptures. A knowledge of New Testament Greek is a standard prerequisite for admission to most theological seminaries.
,Oombined Major in Greek and Latin: 20 credits in New Testament
Greek and'l4 credits in Latin.
See under Curriculums for a suggested course of study.
N e w Testament Greek
~ h o r 20
: credits
8 crs.
1-2.j Elements of New Testament Greek. I, II.
'l'kOr&tic&la d ,practical study of the grammar of the Greek language
of the New Testarrreqt, Roadingsr and parsing of the Greek text from
the &ape1 of Bt John and the huer d St, James. The manuscript
& ~ b I f & I 0 n0f the Greek b x t of the New Testament with the description of the main uncial manuscripts and ancient versions.
UPPER DIVISION COURSES
51. 52. Advanced New Testament Greek. Prereq. 2, 1. II.
3, 3 crs.
Selections from the Synoptic Gospels and Acts. Special emphasis is
given to parsing and syntax of the Greek text.
53, 54. Greek Exegesis. Prereq. 52. 1, 11.
3, 3 crs.
Selections from the Pauline and Catholic Epistles. Special emphasis is
given to the syntactical and exegetical approach to the Greek text.
Latin
1-2.$ Beginning Latin. Fr. I, II.
Grammar and exercises in translation.
8 crs.
3, 3 crs.
3, 4. Intermediate Latin. Prereq. 2. So. I, II.
Continuation of grammar and syntax. Selections from Caesar's Gallic
War, St. Augustine's Confessions, and Medieval Latin writers.
DEPARTMENT OF ENGLISH
Mr. Thorson, Miss Pederson, Mr. Dahlen, Miss Lillehei, Mrs. Livingston,
Mr. Nicholl, Mrs. Trautwein, Mr. Bergstrom, Mrs. Cherne,
Mrs. Christensen, Mr. Lesher.
The Department of Engltsh a i m Eo train students in the proper use
of EwUsh in opal and written oxpn$$.qion; to increase proficiency in
reading and fn anatyzlng; Ukefary texts; ta acquaint the students with the
&@nnings of Wes@rn literature md i t s development, chiefly in England
and fn America; and to Ustill a deeper uttderstanding of the fundamental
truths and realities of life revealed in great literature.
The department prepares specifically for the teaching of English in
secondary and elementary schools and for graduate study.
All students, except those exempted from English 12, must complete
Freshman English (courses 11 and 12) for graduation. Students of
superior rating are placed in special sections of course 11; those superior students who achieve a high level of proficiency at the end of
course 11 are exempted from course 12 and placed in course 40 the
second semester. Satisfactory completion 'of course 11 is a prerequisite
for course 12. Credit for course 11 without course 12 is given only to
students in the affiliated nursing program and those superior students
exempted from 12 who complete course 40.
.
Courses 35, 40, 41, or 42 meet the literature requirement for graduation.
.All studenh must hmonstrate a proflclencgr in writing a t the upper
di&lon level & q ~ w for
y the A.3. &g&e. This requirement may be
met by &&$wemen(on the s o p h o h m fighh test, a satisfactory junior
&me test, or completion of course %,50,1or
55,
Major : 27 credits above cowso 12, including 40, 41, 42, 61, 62, and 91.
Additional courges peogrnwerded for those planning on graduate study:
50 or 55; 73 or 7s: 82; 84; 8 ; 88; 93; plus work in German, French,
Latin, philosophy, and hlsbry.
T e a m major for the sewbdary 6;ehool: 33 wedits above course 12,
in~ludlnga5,40, Q, 42, 55, &1, 62, 84, 91: and %, 73, or 74. Strongly recommaded, in additIrm, are 9 cmlfts from th? fdbwing: journalism, speech,
elemeneducation 63 ; lzbrrtrl scimae 99, 60, 88.
Teaching major for the elementary school: 27 credits above course 12,
including 25, 40, 41, 42, 91; 50 or 55; 35, 73, or 74; and 61, 62, or 84, Recommended, in addition, are library science 58 and speech 16.
All majors must complete the intermediate year of Latin, German,
French, Spanish, or Norwegian. Foreign languages most generally required for graduate study in English are Latin, German, and French.
Minor: 18 credits above course 12, including 40, 41, 42, 91.
Teaching minor, elementary or secondary: 21 credits above course 12,
including those listed for the minor, plus 50 or 55.
See under Curriculums for a suggested course of study.
1. Improvement of Reading. (Offered both semesters.)
Designed to improve reading speed and comprehension.
1 cr.
9. Communication. I.
2 crs.
A course including reading of literary selections and practice in the
skills of writing, speaking, and listening. For student nurses.
6 crs.
11-12. Freshman English. (Course 11 offered both semesters.)
The study of language, composition, and literature. Superior students
are placed in advanced sections of course 11.
3 crs.
14. Journalism. Prereq. 11. II.
An introduction to news, feature, and editorial writing. Some attention
given to editing and the mechanics of newspaper production.
25. Expository Writing. Prereq. 12. 1.
3 crs.
Practice in the writing of exposition and argumentation. Reading and
analysis of models.
3 crs.
35. Literary Classics. Prereq. 12. (Offered both semesters.)
Reading, analysis, and discussion of some of the world's classics from
the renaissance to the modern age.
40. The Classical Tradition. Prereq. 12. (Offered both semesters.) 3 crs.
A study of the foundations of literature in the productions of the Greeks
and Romans. The influence of the classical tradition in subsequent ages.
4 crs.
41. Medieval and Renaissance Literature. Prereq. 12. 1.
The development of Western literature, chiefly British, from the ninth
century 'to the age of Shakespeare.
42. American Literary Developments. Prereq. 12. 11.
4 crs.
The growth of American literature from colonial times to the present.
Its themes, techniques, and place in intellectual movements.
50. American English. Prereq. 12. (Offered both semesters.)
3 crs.
A study of the structure of Modern English. Grammar and problems
of usage.
3 crs.
52. Creative Writing. Prereq. 12. 11.
Writing of description and narration. Study of techniques in the composition of fiction, poetry, and drama. Individual and group projects.
(Offered 1964-65.)
3 crs.
55. Introduction to Modern English. Prereq. 12. 1.
The study of Modern English grammar, vocabulary, and sounds viewed
in historical perspective. Acquaintance with some of the recent studies
of language. Designed to give prospective teachers of English an understanding of structural linguistics.
4 crs.
61. British Literature, 1616-1800. Prereq. 40. 1.
The principal authors from Donne through Blake. Discussion of literary
works in relation to historical backgrounds.
4 crs.
62. British Literature since 1800. Prereq. 40. 11.
The major writers in England in the nineteenth and early twentieth
centuries.
3 crs.
71. American Literature, 1820-1912. Prereq. 42. 1.
The development of romanticism and realism in nineteenth-century
American writers. (Offered 1964-65.)
3 crs.
73. Modern American Literature. Prereq. 42. 1.
Major American writers and movements since 1912. (Offered 1965-66.)
3 crs.
74. Modern Literature. Prereq. 40. 11.
The important literary movements of the present century in Europe and
in America.
3 crs.
82. The British Novel. Prereq. 40. 11.
The development of the novel in England. A study of the major novelists
and their works. (Offered 1965-66.)
3 crs.
84. Shakespeare. Prereq. 41. 11.
A study of selected plays, with attention given to Shakespeare's development, to dramatic technique, and to the Elizabethan Age.
3 crs.
86. Three Major British Poets. Prereq. 61. 11.
A study of the major poems and selected prose works of Milton and
two other British poets. (Offered 196S66.)
3 crs.
88. Chaucer. Prereq. 41. 11.
Chaucer's poetry in relation to the thought and culture of the Middle
Ages. Emphasis on the Canterbury Tales. (Offered 1964-65.)
2 crs.
91. English Seminar. Prereq. Sr. and English major or minor. 1.
Methods and problems of bibliography and research. Selected topics in
American and British literature. A review of movements and terminology.
93, 94. Independent Study. Prereq. Jr. or Sr. major with a
grade-point average of 2.0 or better. I, 11.
1, 1 cr.
DEPARTMENT OF SPEECH
Mr. Anderson, Miss Cole, Mrs. Olson
This department aims to foster in students those speech skills which
contribute to meaningful self-expression and effective leadership. It seeks
to develop platform skills, intelligent speech compositions, and critical
listening habits. It aims, through courses in interpretative reading and
drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which prepares the
student to teach speech in the secondary schools and to take graduate
work in speech, theater, or speech pathology.
All students are required to earn two credits in speech for graduation.
Speech 11 is designed to meet this requirement, but other courses may
be substituted where permission is granted on the basis of previous
training or experience.
For elementary education students, courses 16 and 76 are recommended.
Elementary education students who have had speech in high school
may use 16 to fulfil the speech requirement.
Major: 24 credits above Speech 11. For education students courses 12,
29, 31, 32, 51, 66, and 76. In addition, a course in logic is required of all
majors.
Minor: 17 credits above Speech 11. For education students courses 12,
29, 31, 32, 51, and 66. In addition, course 76 is strongly recommended.
See under Curriculums for a suggested course of study.
11. Beginning Speech. So. (Offered both semesters.)
2 crs.
Basic problems of effective speaking and critical listening. Three hours
a week.
12. Forms of Public Address. Prereq. 11, Fr., So. II.
2 crs.
Public speaking projects with emphasis on style, audience psychology,
and adaptation to various situations. Three hours per week.
16. Story Telling and Creative Dramatics. So. II.
3 crs.
Selection of stories for various age groups. Techniques, observation, and
practice in story telling and creative dramatics. Recommended for parish workers and elementary school teachers.
21-22.t
Intercollegiate Debate. I, II. Open to all students.
2 crs.
Practice in debating the intercollegiate debate question of the year.
Participation in intercollegiate debate tournaments.
29. Introduction to Dramatic Arts. Open to all students. I.
3 crs.
An introduction to the history of the theater and to the theories of drama
and dramatic production.
31. Interpretative Reading. So. I.
3 crs.
Basic principles of oral interpretation of literature. Practice in reading
various kinds of prose, poetry and drama.
3 crs.
An introduction to the art of acting. Practical work in pantomime and
improvisation; participation in dramatic presentations.
32. Acting. So. II.
UPPER DIVISION COURSES
3 crs.
51. Argumentation. Jr., Sr., I.
Applications of logic in public speaking, discussion, and debate. Participation in intercollegiate debates. It is recommended that students
take logic prior to registering for this course.
52. Advanced Public Speaking. Prereq. 11. Jr., Sr., II.
3 crs.
An introduction to classics in rhetoric; analysis of great speeches; practical work in speech writing. (Offered 196566.1
56. Group Leadership and Discussion. Jr., Sr., II.
3 crs.
Theories of group leadership; principles and types of discussion; practice in discussion techniques. (Offered 1964-65.)
63, 64. Stagecraft. Jr., Sr. I, II.
3, 3 crs.
First semester devoted to lighting and design; second semester to scene
construction and painting. Students planning to take only one course
should register for 64.
66. Stage Direction. Prereq. 32. Jr., Sr. II.
3 crs.
Theory and practice of stage direction with laboratory exercises in
planning productions and conducting rehearsals.
76. Speech Pathology. Jr., Sr. II.
3 crs.
Physical and psychological factors underlying normal and abnormal
speech. An introduction to principles and methods of speech correction.
91, 92. Independent Study. Sr. 1, II.
1, 1 cr.
Selected topics in drama or rhetorical theory; individual projects with
emphasis on the use of primary sources and methodology of research.
DEPARTMENT OF MODERN LANGUAGES
Mr. Olson, Mr. Landa, Mrs. Kingsley, Mr. Hatchek, Miss Aaskov,
Mr. Hansen, Mr. Cannon, Mrs. Johnson, Mr. Moreno, Mr. Balz,
Mrs. Nashan
This department aims to impart to the student the knowledge of a
modern language as a factor in stimulating a sympathetic interest in
the people for whom it is the main channel of expression. I t also aims
to aid the student in developing an understanding of the idiom of a
particular language and a mastery of the rules of grammar and pronunciation. It furthermore seeks to develop an interest in the history,
literature and life of the people whose language he is learning, and to
transmit to American life the best of their cultural and religious heritage.
A special aim is to provide language facility and technical training for
those who plan to teach, study theology, or become candidates for
higher academic degrees.
See under Curriculums for a suggested course of study.
German
Major: 24 credits above German 2.
Minor: 16 credits above German 2.
1-2.t Beginning German. I, II.
8 crs.
Pronunciation, grammar, reading, elementary composition and conversation. Audiooral exercises in laboratory required.
3, 3 crs.
3, 4. Intermediate German. Prereq. 2 or equivalent. I, II.
Emphasizes pronunciation and comprehension. Grammar review, composition, and conversation. Required for teachers and minors. Students
who have credit for German 5, 6 will not receive credit for this course.
5, 6. Intermediate German. Prereq. 2 or equivalent. I, II.
3, 3 crs.
Emphasizes reading and interpretation of texts in German. For students
who plan to enroll in a theological seminary or graduate school. Students
who have credit for German 3, 4 will not receive credit for this course.
UPPER DIVISION COURSES
3, 3 crs.
51, 52. German Literature. Prereq. 4 or 6. 1, II.
Selected works of standard German authors. A survey of German literature and culture.
61, 62. Composition and Conversation. Prereq. 4. 1, II.
2, 2 crs.
More advanced work in writing and speaking German. Required for
teachers and minors.
71. The German Drama of the 19th Century. Prereq. 52 or #. 1.
3 crs.
A survey of the field and reading of representative works. (Offered
1965-66.)
72. The German Short Story (Novelle). Prereq. 52 or #. II.
3 crs.
A survey of the genre and reading of works in the field. (Offered 196566.)
74. The German Novel of the 19th and 20th Centuries.
Prereq. 52 or #. II.
3 crs.
Discussion and reading of representative works. (Offered 1964-65.)
90. Independent Study. Prereq. #. (Offered both semesters.)
1-2 crs.
Selected topics in German literature. Paper to be written in German.
Scandinavian Language a n d Literature
Minor, 24 credits.
1-2.t Beginning Norwegian. Fr. I, II.
8 crs.
Reading, translation, spelling, and exercises in writing and in pronunciation.
3, 4. Intermediate Norwegian. So. I, II.
3, 3 crs.
Further study of grammar. Reading of standard authors. Brief survey
of Norwegian literature. Composition.
11. Scandinavian History. I.
3 crs.
A brief survey of the history of the Scandinavian peoples, with history
of Norway as the core. (Offered 196566.)
16. Modern Scandinavia. II.
3 crs.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1965-66.)
UPPER DIVISION COURSES
55. The Modern Scandinavian Novel. Jr., Sr. I.
2 crs.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma
Lagerl~f,and others. Knowledge of a Scandinavian language not required. (Offered 1964-65.)
56. The Modern Scandinavian Drama. Jr., Sr. II.
2 crs.
The course includes dramas by Bj~rnson,Ibsen, and Strindberg. Knowledge of a Scandinavian language not required. (Offered 1964-65.)
90. Independent Study. Prereq. #. (Offered both semesters.)
1-2 crs.
Reading of selected authors. Paper to be written in Norwegian.
French
Major: 24 credits above French 2.
Minor: 16 credits above French 2.
1-2.t Beginning French. I, II.
8 crs.
Pronunciation, conversation and elementary grammar. Oral, written,
and reading practice. Laboratory work an integral part of the course.
3, 4. Intermediate French. Prereq. 2 or equivalent. I, II.
3, 3 crs.
Further study of grammar involving aural-oral and written practice.
Composition. Reading of representative works. Laboratory emphasis on
the native voice.
UPPER DIVISION COURSES
51, 52. Survey of French Literature. Prereq. 4. 1, 11.
3, 3 crs.
Study of French authors and literary movements. Lecture, reading, and
reporting on literary works in the French language.
61. French Conversation and Composition. Prereq. 4. 1.
4 crs.
Conversation and composition toward facility in the language. Vocabulary enrichment, organization, and correctness of expression.
72. Modern French Literature: The Novel. Prereq. 4. 11.
3 crs.
Representative works of important French novelists of the modern
period. Oral and written reports in French. (Offered 196465.)
74. Modern French Literature: The Drama. Prereq. 4. 11.
3 crs.
Representative works of important French dramatists of the modern
period. Oral and written reports in French. (Offered 196566.)
90. Seminar in Literature. Prereq. 51, 52, and 61. 11.
2 crs.
Selected topics in French Literature for the advanced student. Discussion and reports in French. (Offered on demand.)
Spanish
Major: 24 credits above Spanish 2.
Minor: 16 credits above Spanish 2.
1-2.t Beginning Spanish. I, II.
8 crs.
Aims to develop the ability to speak, write, understand, and read simple
Spanish. Laboratory work an essential part of the course.
3, 4. Intermediate Spanish. I, II.
3, 3 crs.
Further study of grammar; oral work; reading of short stories, novels,
and plays. Further laboratory work.
UPPER DIVISION COURSES
51, 52. Survey of Spanish Literature. Prereq. 4. 1, II.
3, 3 crs.
A study of Spanish literature from the Poema del Cid to modern times.
Lectures in Spanish. Reading of representative works. Written and oral
reports. Laboratory work.
61. Spanish Conversation and Composition. Prereq. 4. 1.
4 crs.
Aims to facilitate free expression in Spanish through conversation and
composition. Laboratory work provides opportunity for hearing native
voices.
72. Hispanic American Writers. Prereq. 4. 11.
3 crs.
Representative works of Hispanic American writers. Oral and written
reports in Spanish. (Offered 1964-65.)
74. Modern Spanish Writers. Prereq. 4. 11.
3 crs.
Selected readings of modern Spanish writers. Oral and written reports
in Spanish. (Offered 1965-66.)
90. Seminar in Literature. Prereq. 51, 5 2 and 61. 11.
2 crs.
Selected topics in Spanish literature. Discussion and reports in Spanish.
For the advanced student. (Offered on demand.)
DEPARTMENT OF MUSIC
Mr. Sateren, Mr. Savold, Mr. Thut, Mr. Johnson, Mrs. Thut, Mr. Gibson,
Mr. Lane, Mr. Haugen, Mr. Karlen, Mr. Davenport, Mr. Gabrielsen
The Department of Music offers training to students who wish to become
teachers of music, directors of choral and instrumental ensembles, or
who are primarily interested in performance, as well as preparation
for those who expect to pursue specialized study in the field of music.
General instruction is afforded other students who also wish to broaden
their cultural background with an understanding of and appreciation for
the music of the masters. Emphasis is laid upon the rich musical heritage
of the Christian Church.
Major: 40 credits, Excepting 4 and 66, courses 1 through 69, and 10
credits in applied music, of which 6 must be in private lessons in voice
or on an instrument, and 4 as a member of a musical organization. At
least 3 credits in private instruction must be earned in the junior and
senior years.
One public performance in their area of specialization is required of
juniors and seniors. This requirement may be fulfilled by satisfactory
participation in the monthly Performance Workshops. Formal public
recitals are encouraged and, upon recommendation of the department,
may be given in fulfillment of the requirement.
Sophomores, juniors and seniors a r e required to attend the monthly
Performance Workshops. Freshmen a r e encouraged to attend. The
workshops are student recitals which provide opportunity for public
performance and acquaint the students with a repertory of musical
excellence.
All majors and minors are required to pass a piano proficiency examination, preferably by the end of the sophomore year. It includes: (a) major
and harmonic minor scales with triads and inversions, played two
octaves, ascending and descending, hands together, at moderate speed;
(b) a Bach two-part invention o r a classical sonatina; (c) a romantic
or modern piece showing expression; and (d) sight reading pieces of
hymn-tune grade.
Minor: 26 credits. Excepting 4 and 56, courses 1through 58, and 6 credits
in applied music, 4 of which must be in private lessons in vocal or
instrumental music, and 2 in an organization.
A maximum of 10 credits in applied music may count toward the
Bachelor of Arts degree.
See under Curriculums for a suggested course of study.
4, 4 crs.
1, 2. Theory. I. Fr., So. I, II.
A basic course in the materials of music: the principles of notation,
major and minor scales, intervals, triads and rhythms, and their
application in written exercises, including the harmonization of figured
bass and given melodies; aural skills, sight reading, dictation, and partsinging.
2 crs.
4. Introduction to Music. (Offered both semesters.)
A course for non-majors. To promote understanding and enjoyment
of music. Fulfills the fine arts requirement.
2, 2 crs.
7, 8. History and Literature of Music. I, II.
An historical survey of western music from its beginnings to 1900. S u p
plemented by musical scores and recorded performances.
UPPER DIVISION COURSES
4, 4 crs.
55, 56. Theory II. Prereq. 2. 1, II.
Continuation of 1, 2, with advanced work in harmonization; modulation,
advanced chord formations, the use of suspensions, retardations, and
ornaments of music. Course 55 includes work in strict counterpoint in
one, two, three, and four-part writing in all the species. Course 56
gives special study to the form and structure of music.
57, 58. Conducting. Prereq. 2, or 2 cr. in piano, organ, or
2, 2 crs.
equivalent. Jr. I, II.
Techniques of conducting choral and instrumental music; organization
and administration of choral and instrumental ensembles in school,
church, and community. Students in music education should take the
course in junior year.
2, 2 crs.
61, 62. Instrumental Technique.* Prereq. 2. Jr., Sr. I, II.
Class instruction in string, reed, brass, and percussion instruments,
preparing the prospective public school music teacher and director
for work in band and orchestra.
2 crs.
63. Choral Technique.* Prereq. 2. Jr., Sr. I.
Class instruction in the fundamentals of voice culture as related to
choral ensemble. For public school music teachers and directors of
vocal music.
3 crs.
66. Hymns and Music of the Church. II.
Development of the music of the Christian Church, with special attention
to the Protestant heritage. Designed for the general student, organists,
choir directors, and pre-theological students. Fulfills the requirements
of a course in religion.
2 crs.
69. Twentieth Century Music. Prereq. 8, 56. Jr., Sr. I.
A survey of western music with emphasis on contemporary trends.
*Students taking Instrumental Technique are not required to take
Choral Technique. Those taking Choral Technique must take one semester of Instrumental Technique.
Applied Music
Vocal and insburnenial Instruction is available to all sludents. Beginners must complek two semesters of private lessons In order to receive
credit. Qtl~el~s
wceive one crcdit for a minimurn of sixteen thirtyminute lcssons per semedcr. Occasional lessons alVe aavnilable without
credit. For slatc~mentof ices see under Finnncinl Information.
1, 1 cr.
Piano. I, II.
Technique as needed, repertory, performance, accompanying. Music
majors and minors must pass the proficiency examination. Only those
credits earned after this kxamination has been passed apply toward
the major or minor.
1, 1 cr.
Organ. Prereq. Basic piano technique and #. I, II.
Technique as needed, repertory, performance, hymn playing, accompanying.
1, 1 cr.
Voice. I, II.
Includes correct habits of pronunciation and articulation, breath control,
flexibility, ear training in some cases, and interpretation of song classics,
both sacred and secular.
2 crs.
Ch0ir.t I, II.
Concert Band.
t
2 crs.
I, II.
Wood-wind Instruments, Brass Instruments.
1, 1 cr.
Women's Chorus (Cantorians)t, Male Chorus, Collegiate Band, Orchestra, Brass Ensemble, String Ensemble, Woodwind Ensemble.
1/2 credit per semester
These organizations exist not only for the benefit of the music student
but for any student who wishes to participate in groups affording opportunity for musical expression.
Performance Workshop. I, II.
0 cr.
DEPARTMENT OF ART
Mr. Thompson, Mr. Molder
Thc Department of Art endeavo~sto fustlier the student's technical nnd
conceptual unrlersTenrling or art, Bcsides exp~rIence In the disciplines
of dmwing, print rnnlting, painting, and sculplure, ernpltasis is ~ l v e n
to the function of art In hjstory and religion. Recnusc 01 Ihe placr nrt
hns in contcmpornry lib, s t u d ~ n t s are enenuraged to consider the
areas of i~aching,grrrdiralc study, comrnsrrial. clesigning, and avocational art.
In addition to the courses offered for credit, students have the opportunity to study and discuss with August Molder, artist in residence,
problems of art related to painting and the making of stained glass
windows.
The department reserves the right to keep for three years examples of
student a r t work for exhibition purposes.
Major: 32 credits, including 1, 7, 18, 21, 65, 66, 67, 83, 84
Minor: 16 credits, including 1, 18, 21 and 83 or 84
See under Curriculums for a suggested course of study.
1. Basic Design. Fr. (Offered both semesters.)
3 crs.
Theory and application of basic art principles in drawing, painting,
sculpture, and design.
3. Art in Daily Living. I.
See course 3 under Department of Home Economics.
3 crs.
7. Drawing I. Fr. I.
2 crs.
Freehand drawing in pencil, charcoal, pastel, ink, and mixed media.
18. Oil Painting I. Prereq. 1.
3 crs.
Investigation of the technical and expressive possibilities of oil paint.
Still life, landscape and portrait painting. (Offered semester 11, 1964-65;
both semesters, 1965-66.)
21. Sculpture I. Prereq. 1. 1.
3 crs.
Design in three-dimensional form. Modeling of portraits, human figures,
and animal forms. Ceramic design and plaster casting.
32. Water Color Painting. Prereq. 1 or 7. 11.
2 crs.
Use of transparent and opaque water color techniques, with emphasis
on landscape painting. (Offered 1964-65.)
UPPER DIVISION COURSES
64. History and Appreciation of Art. II.
See course 64 under Department of Home Economics.
3 crs.
3, 3 crs.
65, 66. Composition. Prereq. 1 and 7. 1, II.
A study of the elements of form and composition. Two and threedimensional studies executed on a small scale. Semester I: Form and
Space. Semester 11 : Vision. (Offered 196566.)
3, 3 crs.
67, 68. Print Making. Prereq. 1. I, II.
Principles and methods of color printing and composition. Semester I :
Woodcut and the silk screen process. Semester 11: Intaglio methods
on copper.
3 crs.
76. Oil Painting II. Prereq. 1, 7, 21.
Advanced oil painting. (Offered semester I, 1964-65; semester 11, 196566.)
78. Sculpture II. Prereq. 1, 7, 21.
Advanced sculpture.
3 crs.
83, 84. Art History and Appreciation. Jr., Sr. I, II.
3, 3 crs.
Survey of architecture, sculpture, and painting in Western civilization.
Semester I : Prehistoric to Renaissance. Semester II: Renaissance to
Modern.
90. Independent Study. (Offered both semesters.)
1-2 crs.
Supervised study in fields of special interest. Problems selected from
studio disciplines and art history. Open to seniors with a major in art.
division of
SOCIAL SCIENCES
Mr. Dl~rislock, Cl~airrnnl~
It is the general purpose olf the work in this division to
improve the student's understanding of human relationships
and his appreciation of their importance and value, especially
in their Christian interpretation. The work proceeding under
the guidance of the faculty in this division is therefore intended to develop a higher grade of citizenship and to improve
the individual's adaptation to his vocation.
DEPARTMENT OF HISTORY AND POLITICAL SCIENCE
Mr. Chrislock, Mr. Kleven, Mr. Gisselqnist, Mrs. Jensen, Mr. Gustafson,
Mr. Laue
The work of this department is designed to give the student a n understanding and appreciation of the events, functions, motivations, and
operations of the phenomena in the fields of History and Political Science.
I t affords preparation for graduate study and for teaching in secondary
schools.
History
Major, 30 credits; minor, 21 credits. Students with a major or minor in
history who plan to teach in this field must include History 21 and 22.
F o r non-majors, prerequisites may be waived on consent of the instructor.
See under Curriculums for a suggested course of study.
1, 2. Western Civilization. Fr. I, II.
3, 3 crs.
A rapid survey of Western history from ancient times and up to the
present. An effort is made to place the study of Western Civilization in
a world setting.
3, 3 cn.
21, 22. United States History. So. I, II.
A survey of the life of the American people and the development of
their ideas and institutions. Special section for students selected for the
honors program.
UPPER DIVISION COURSES
3 crs.
52. England to 1832. Prereq. 1, 2. Jr., Sr. II.
Emphasis placed on the constitutional development of England. (Offered
1964-65.)
3 crs.
53. History of Canada. Jr., Sr. I.
The development of Canada from early explorations to the present, with
emphasis on Canadian-United States relations. (Offered 1965-66.)
3 crs.
55. Contemporary United States. Prereq. 21, 22. Jr., Sr. I.
The United States from about 1900 to the present. Seminar offered in
connection with this course may be taken for one additional credit on
approval of instructor.
56. American Diplomatic History. Prereq. 6 cr. in History or
3 cn..
Pol. Sci. or #. Jr., Sr. II.
The history of American foreign policy. The period from 1898 to the
present is emphasized. Seminar offered in connection with this course
may be taken for one additional credit on approval of instructor. (Offered 196566.)
57. Governments and Problems of South and Southeast Asia.
Jr., Sr. I.
3 crs.
See course 57 under Political Science.
58. Politics and Problems of the Middle East. Jr., Sr. II.
See course 58 under Political Science.
3 crs.
3 crs.
61. Ancient History. Prereq. 1, 2. Jr., Sr. I.
A cultural and political history of ancient civilizations and their contribution to modern cultures. (Offered 1964-65.)
3 crs.
63. Medieval Europe, 300-1200. Prereq. 1, 2. Jr., Sr. I.
From the decline of Rome, through the political, economic, and cultural
revival of 12th century Europe. (Offered 1965-66.)
3 crs.
64. Medieval Europe, 1200-1500. Prereq. 1, 2. Jr., Sr. II.
Medieval culture at its height in the 13th century, the rise of western
monarchies, decline of the medieval papacy and empire, late Middle
Ages and the Italian Renaissance. (Offered 196566.)
65. Early Modern Europe, 1500-1648. Jr., Sr. I.
3 crs.
Emphasizes the religious crises of the Reformation and the religious
wars. (Offered 1964-65.)
66. Early Modern Europe, 1648-1789. Jr., Sr. II.
3 crs.
A study of divine-right absolutism of Louis XIV and its influence in
Europe, contrasting political pattern of England, scientific developments
and their effects on areas of thought, 18th century background of the
French Revolution. (Offered 1964-65.)
67. Commonwealth Countries of South Asia and the South Pacific.
3 crs.
Jr,, Sr. I.
A political and economic study of the transition from colonial to commonwealth status of India, Pakistan, Ceylon, Australia, and New Zealand
in the nineteenth and twentieth centuries. (Offered 196566.)
3 crs.
A survey of the internal developments in China and Japan, their relations with each other and with the West. (Offered 1965-66.)
68. China and Japan, 1850 to Present. Jr., Sr. II.
71. French Revolution and Early Nineteenth Century Europe.
Prereq. 12 credits in History. Jr., Sr. I.
3 crs.
Political, economic, social and cultural development in Europe from
1789 to 1850. The French Revolution, Napoleon, the Restoration, the
Revolution of 1848.
72. Late Nineteenth Century Europe. Prereq. 12 credits in History.
3 crs.
Jr., Sr. 11.
Political, economic, social, and cultural development in Europe from
1848 to 1914. The national unification of Germany and Italy, the rise
of imperialism, and the background of World War I.
3 crs.
75. History of Political Theory. Jr., Sr. I.
See course 75 under Political Science.
3 crs.
A survey of recent developments in the world, extending from the outbreak of World War I to the present. Seminar offered in connection with
this course may be taken for one additional credit on approval of instructor.
82. Twentieth Century Europe. Prereq. 12 credits in History. Sr. 11.
3 crs.
99. Seminar in Northwest History. Prereq. #. Jr., Sr. I.
A study of various areas of the history of Minnesota and the Northwest.
A research paper is required. (Offered 1964-65.)
Political Science
Minor: 15 credits.
6 crs.
American Government. I, II.
A study of the Constitution; civil right; federal, state, and local governments; citizenship; and popular control of government.
41-42:F
U P P E R DIVISION COURSES
56. American Diplomatic History. II.
3 crs.
See course 56 under History.
57. Governments and Problems of South and Southeast Asia.
Jr., Sr. I.
3 crs.
The emergence of the new national states in this a r e a ; their political
and economic problems. (Offered 1964-65.)
3 crs.
A survey of the contemporary political and economic problems in the
Middle East. (Offered 1964-65.)
58. Politics and Problems of the Middle East. Jr., Sr. II.
75. History of Political Theory. Jr., Sr. I.
3 crs.
A survey of the high points in the development of political theory from
the Greeks to the present. (Offered 1965-66.)
82. Public Finance. Prereq. 41-42 or Economics 15 for Political
Science minors. Jr., Sr. II.
See course 82 under Economics.
3 crs.
Geography
14. Human Geography. Fr., So. II.
A study of geographical factors affecting mankind.
3 crs.
Combined Major in Social Sciences for Teaching: 24 credits in History
(including History 21 and 22) and Geography; Sociology 1, 2; Economics
15, 16; Political Science 41-42.
See under Curriculums for a suggested course of study.
Minor in Social Science: 6 credits each in History and Sociology; Political Science 41-42; and 3 credits in Economics.
DEPARTMENT OF SOCIOLOGY
Mr. Torstenson, Mr. Nevasltar, Mrs. Belgnm, Mr. Nordlie
The objectives of this department are to help students attain a better
understanding of society and its social problems, as well as to prepare
students for social service, for graduate training in social work, and
for graduate study in Sociology. Beyond understanding of society and its
problems and beyond academic competence, the department aims to
explore the relevance of Christianity to effective social service.
Major, 27 credits including Sociology 1, 2. Required in addition a r e
History 1, 2, o r 21, 22; Psychology 5.
Minor, 15 credits including Sociology 1, 2. Required in addition a r e
History 1,2, o r 21, 22.
See under Curriculums for a suggested course of study.
1. Introduction to Sociology. Fr., So. I.
3 crs.
An introduction to the field of Sociology, examining its methods, techniques, and general concepts a s they apply to an analysis of American
society.
2. Social Problems. Fr., So. II.
3 crs.
The dynamic processes a t the root of contemporary problems. Problems
of personal, family and communily disorganization a r e selected for
special study.
8. Sociology. II.
2 or 3 crs.
An introduction to the field of sociology. Designed especially for student nurses.
16. Modern Scandinavia. II.
See course 16 under Scandinavian Language and Literature.
3 crs.
21. Rural Sociology. So. I.
3 crs.
The culture and social organization of American rural life in historical
perspective; a n examination of social processes and problems of changing rural communities and institutions.
3 crs.
22. Urban Sociology. So. II.
The culture and social organization of the city in historical perspective;
including an examination of processes and problems related to the
development of the modern metropolis.
42. Marriage and Family Relationships. (Offered both semesters.)
See course 42 under Department of Home Economics.
3 crs.
UPPER DIVISION COURSES
3 crs.
53. Introduction to Statistics. Jr. I.
Scientific methods of dealing with the collection, organization, comparison and interpretation of socio-psychological data. Constructing of graphs
and tables, finding measures of central tendencies, variability and correlation.
54. Social Research. Jr. II. Prereq. 53 or
#.
3 crs.
Methods of investigation in sociology and psychology; an examination of
problems and procedures of social research; an analysis of research
designs and techniques.
57. Fields of Social Work. Jr., Sr., I.
2 crs.
An introduction to the historical development, basic concepts, legislative
policies, organizational structure, and institutional functions of social
welfare, including a survey of contemporary public welfare and social
security.
2 crs.
58. Introduction to Methods of Social Work. Jr., Sr. II.
Principles and procedures of case work and group work. Designed especially for students who anticipate entering the field of social work.
(Offered 1965-66.)
59-60.? Field Experience in Social Work Agencies. Jr., Sr., I, 11. 2 crs.
Provides laboratory experience in the metropolitan community for students preparing for social work. To be integrated with Sociology 57 and
58 or 66.
63. Criminology. Prereq. I. Jr., Sr. I.
3 crs.
A study of thi nature of delinquency and crime in contemporary society.
An examination of causal factors, methods of apprehension, treatment
and prevention of delinquency and crime.
66. Public Welfare. Jr., Sr. 11.
3 crs.
A study of the development of public welfare in the context of historical
changes in American society, and an examination of major concomitant
social issues. (Offered 1964-65.)
3 crs.
75. Social Psychology. Prereq. 1, Psy. 5. Jr., Sr. I.
Society and the individual, the socialization process, the development
of personality, the impact of group norms. Selected forms of collective
behavior such a s crowd, rumor, and audiences.
76. Race and Minority Group Relations. Jr., Sr. II.
3 crs.
The cultural, structural and psychological dimensions of minority group
relations; major attention is focused on prejudice, racism and civil
rights in the American setting.
3 crs.
78. Labor-Management Relations. Jr., Sr. II.
An analysis of the socio-economic roles of labor and management in a
dynamic society. (Offered 1965-66.)
81. Modern Sociological Theory. Sr. I.
3 crs.
An examination of the nature and major types of contemporary soci*
logical theories in the context of their historical settings in the nineteenth
and twentieth centuries.
DEPARTMENT OF PSYCHOLOGY
Mrs. Hinrichs, Mr. Armacost, Mrs. Anderegg
The objectives of this department are: (1) to acquaint the student with
the principles and methods in the scientific study of behavior and (2) to
enable the student to better understand the processes which influence
behavior. Emphasis is on the study of man, so that the student may
develop an understanding of himself and his fellow man.
Major: 24 credits, including 5, 61, 62, 64, 81 and 86. In addition, Sociology
53 or Economics 54 is required. Students planning to enter graduate
school in psychology should also plan to take Biology 1, 2, or 13-14;
Chemistry, 5, 6 , or Physics 5, 6 ; and Philosophy 23 or 73.
Minor: 15 credits, including 5, 62,
See under Curriculufls for a suggested course of study.
5. General Psychology. So. or
#. (Offered
both semesters.)
3 crs.
A study of the basic processes underlying behavior. The general princi-
ples and methods of psychology are examined as they apply to the many
areas of specialization in psychology. Seminar offered in connection with
this course may be taken for one additional credit by students selected
for the honors program. I t includes advanced readings and discussion on
general psychology topics.
2 crs.
7. General Psychology. I.
A study of the basic processes underlying behavior. The general principles and methods of psychology are examined. For student nurses.
UPPER DIVISION COURSES
53. Human Growth and Development. Prereq. 5. Jr., Sr. or
See course 53 under Education.
#. 1.
3 crs.
60. Psychological Measurement. Prereq. 5, and Soc. 53 or Econ. 54.
Jr., Sr. 11.
3 crs.
A systematic survey of problems of data collection and analysis. Special
attention given to measurement of achievement, aptitudes, interests,
attitudes.
61. Psychology of Personality: Normal. Prereq. 5. Jr., Sr. I.
3 crs.
A study of the dynamics of human adjustment with emphasis on behavior that customarily falls within the normal range. Includes an
introduction to major theories of personality.
62. Psychology of Personality: Abnormal. Prereq. 61 or
Jr., Sr. 11.
#.
3 crs.
A study of the sociological, biological, and psychological factors involved
in abnormal behavior. Contains an examination of diagnostic categories,
treatment, and research in mental illness.
64. Experimental Psychology. Prereq.
5, and Soc. 53 or Econ. 54.
Jr., Sr. 11.
3 crs.
An introduction to design, execution, and analysis of experiments in
psychology. One two-hour lecture and one three-hour laboratory period
per week.
71. Educational Psychology. Prereq. 5. Jr. I.
See course 71 under Education.
3 crs.
75. Social Psychology. Prereq. 5 and Soc. 1. Jr., Sr. I.
3 crs.
See course 75 under Sociology.
81. History of Psychology. Prereq. 9 hours in Psy. or #. Jr., Sr. 1.
3 crs.
A survey of ideas and events of importance in the development of current points of view in psychology.
1-2 crs.
84. Topics in Psychology. Prereq. #. Jr., Sr. I, II.
Independent study for students desiring to carry out individual research
projects. Four credit maximum.
85. Counseling Psychology. Prereq. 61. Sr. I.
3 crs.
An introduction to the basic principles, methods, and techniques of
counseling. Consideration given to goals and ethical problems in a
counseling relationship.
86. Seminar in Psychology. Prereq. 15 hours in Psy. or #. Sr. 11.
A study of psychological problems in the contemporary world.
2 crs.
DEPARTMENT OF EDUCATION
Mr. Jollnson, Miss Mattson, Mr. Fardig, Mrs. Anderegg, Mrs. Hanson
The Education curriculum has been designed primarily for those preparing to do public school teaching, although any student who is preparing to work with youth is encouraged to study in this area. The work
in this department will qualify the graduate for teaching on the elementary o r the junior and senior high school level, as well a s for further
study in the field of education.
Elementary Education
Students planning for elementary school teaching a r e required to follow the prescribed course of study. See under Curriculum for Elementary
Education.
Formal admission to the program takes place in the sophomore year.
During this year the student has regular conferences with the Director
for orientation and counseling purposes, and is tested in the subject
matler of the fields which a r e taught in elementary schools. Students
with deficiencies m a y be required to take additional work. Each student
wishing to complete the program must make written application on the
form provided and must be recommended by the Director and approved
by the Committee on Teacher Education.
All students admitted to the Elementary Education program must satisfactorily complete Ed. 57, 58 (Group Activity), usually to be taken in
connection with Ed. 51 and 56. Students in elementary education a r e
required to take 3 semester hours in general psychology to be completed
a s a prerequisite for Ed. 51.
Major: 31 credits, including all courses listed under Curriculum for
Elementary Education.
See under Curriculums for a suggested course of study.
51. Orientation to Elementary Education. Prereq. Admission to
Dept. of Education. Jr. I.
4 crs.
A study of the qualifications of teachers, the teaching profession, survey
of American schools, philosophies, policies and practices. Includes observation of teaching situations.
53. Human Growth and Development. Prereq. Psy. 5, Jr. I.
3 crs.
A study of the growth and development of the human organism from
conception through adolescence. Emphasis on process of learning, factors influencing learning.
54. Methods and Materials: Art, Health, Physical Education, Music.
2 crs.
Prereq. 51, 53. Jr. II.
Principles, methods and techniques for health and physical education
in elementary grades. Philosophy, methods and materials for teaching
a r t and music in the elementary school.
56. Methods and Materials: Mathematics, Science. Prereq. 51, 53.
Jr. II.
2 crs.
Principles, aims, methods, techniques of arithmetic and science in the
elementary school. Use of instructional materials.
0 cr.
57, 58. Group Activity. I, II.
This is not given as a separate course, but offered in connection, with
elementary education 51 and 56. Includes such activities as teaching,
supervising recreation, and advising clubs. The cooperation of the
agencies involved is necessary, with reports from the supervisor and
the student.
61. Methods and Materials: Language Arts. Prereq. 51, 53. Sr. 1.
2 crs.
Aims, methods and techniques of the language arts other than reading;
language, spelling and handwriting.
2 crs.
62. Methods and Materials: Social Studies. Prereq. 51, 53. Sr. 11.
Objectives, principles, methods and techniques in the social studies.
Development of units.
63. Teaching of Reading. Prereq. 51, 53. Sr. I.
3 crs.
Deals with the problems of teaching reading to elementary school children. The methods and materials are studied in the context of learning
theory.
65. Children's Literature. Prereq. 51, 53 or #. Sr. I.
3 crs.
This is a study of literature suitable for children of elementary school
age. It requires extensive reading and evaluation of books.
66. Seminar in Teaching. Prereq. Concurrent registration in 68.
Sr. II.
2 crs.
Deals with the practical problems of teaching a s they arise in the student teaching experience.
68. Directed Teaching in the Elementary School. Open to seniors
in elementary education. II.
8 crs.
Students spend eight weeks assisting the regular teacher and doing
actual teaching in cooperating schools. Supervision is carried out by
the classroom cooperating teacher and the college staff.
Secondary Education
Admission to the secondary education curriculum requires a n application to be approved by the Committee on Teacher Education. Application
must be made during the second semester of the sophomore year if the
student is lo complete the program in the regular time of two years.
Approval is granted on the basis of a satisfactory health report, favorable
personality characteristics, and a minimum in scholastic achievement
of 1.5 honor point ratio in the major, and 1:O ratio in the minor, and
a 1.0 ratio for the over-all average. Except in special fields the applicant
should be preparing for competency in a t least two subjects that a r e
taught on the high school level, that is, he should complete a major and
a minor or two majors.
All students admitted to the secondary education curriculum must register for Group Activity, usually to be taken in connection with Ed. 7l
and 72. They are also required to have a course in health and three
semester hours in general psychology, the latter to be completed before
taking Ed. 71. For a proposed course of study see Curriculum for High
School Teaching.
See under Curriculums for a suggested course of study.
3 crs.
7 1 . Educational Psychology. Prereq. Psy. 5, Jr. I.
A study of human development, learning, and adjustment in order to
better understand human behavior, especially the behavior of adolescents in a school context.
72. Teaching in Secondary Schools. Prereq. 7 1 . Jr. II.
3 crs.
This course has three parts: a study of the purposes and programs of
secondary schools; developing personal competency in planning instructional activities; and developing the ability to evaluate the outcome of
instruction.
Activity. I, II.
0 cr.
This is not given as a separate course, but offered in connection with
Education 71, 72. Includes such activities as teaching, supervising recreation, and advising clubs. The cooperation of the agencies involved is
necessary, with reports from the supervisor and the student.
73,74.Group
76. Principles of Guidance. Prereq. 71. (Offered both semesters.) Sr. 2 crs.
A study of the guidance function of the classroom teacher, tools and
techniques used in studying students, and methods appropriate for student guidance, including counseling.
78. School
and Society. (Offered both semesters.) Sr.
2 crs.
A course designed to develop skill in perceiving and defining current
problems in education and the relation of the American school system to
modern society. Included a r e a study of educational philosophy and the
development of American education.
79-95. Special
Methods
Courses 79 through 95 include the study of the materials, organization,
and teaching procedures of the field for which they a r e given; applications of the principles of teaching a r e made in the specific field. Each
student is required to take one course related to the major field to
prepare for student teaching. Prerequisites a r e a major o r minor in
the field and Education 72.
79. Teaching of Natural Sciences in the Secondary School. Sr. 1.
2 crs.
81. Teaching of Business in the Secondary School. Sr. I.
2 crs.
83. Teaching of Mathematics in the Secondary School. Sr. I.
2 crs.
85. Teaching of Social Studies in the Secondary School. Sr. 1.
2 crs.
87. Teaching of Health Education and Physical Education in the
Secondary School. Sr. I.
2 crs.
88. Teaching of Music in the Elementary School. Jr. II.
2 crs.
89. Teaching of Music in the Secondary School. Sr. I.
2 crs.
91. Teaching of Home Economics in the Secondary School. Sr. 1.
2 crs.
92. Evaluation and Adult Education in Home Economics. Sr. 11.
2 crs.
93. Teaching of English in the Secondary School. Sr. I.
2 crs.
94. Teaching of Modern Languages in the Secondary School. Sr. 1.
2 crs.
95. Teaching of Speech in the Secondary School. Sr. I.
2 crs.
97. Student Teaching in the Secondary School. Prereq. 72.
(Offered both semesters.)
6 crs.
Student teaching is offered both semesters of the senior year. Two alternative experiences are possible: an eight-week, full-time teaching
assignment; or one-half day of each school day for one semester. In
addition, the student attends seminar meetings.
1-2 crs.
99. Topics in Education. Sr. (Offered both semesters.)
Independent study offering students an opportunity to explore areas of
specialization in education. Each sttrdenl. does research and presents a
report of his findings on the requirements, present status, and future
possibilities of his own field of interest. Conductucl largely on a seminar
basis. Open to seniors with the approval of the department.
Library Science
Mrs. Parker
The following courses prepare the student to meet the state requirements for a minor in Library Science. Preparation for selecting books
and other library materials, efficient and effective management of
library materials as well as the intelligent use of library resources from
the standpoint both of the school librarian and the classroom teacher is
given. While the minor in Library Science is planned to prepare the
graduate in the area of school librarianship, it is also a valuable minor
for any student planning a teaching career, since it introduces him to
many avenues of curriculum enrichment. The courses provide a foundation for the student who wishes to do advanced work in the field of
Library Science.
Minor, 16 credits. Recommended elective, Education 65.
45-46.t Basic Functions of the School Library. So., Jr. I, II.
4 crs.
To orient the student to the role of the library in the school and community. A study of library facilities, standards, book selection policies
and buying guides. The second portion of the course concentrates on
the organization of library materials, including cataloging and circulation proceflnres.
UPPER DIVISION COURSES
58. Elementary Materials. Jr., Sr. II.
3 crs.
The chacteristics and purposes of an elementary school library. The
student is directed through extensive study of book lists, book talks,
story-telling and a wise exposure to individual titles to a better understanding of the role books and related library materials play in the development of the church. (Offered 1964-65)
59-60. Secondary Materials. Jr., Sr. I. II.
6 crs.
The characteristics and purposes of a secondary school library. Study
of the adolescent and the guidance role of the librarian. The selection and
use of reference materials is stressed, as well as a wide exposure to
other books in various subject areas. (Offered 1965-66)
63. Library Materials in the Classroom. Jr., Sr. I.
3 crs.
To define and study the role of the library as an instructional materials
center in modern educational setting. Involves extensive study of curriculum needs and curriculum enrichment through teacher-librarian
cooperation in selection and use of books and audio-visual materials.
Library instruction units are included. (Offered 1964-65)
DEPARTMENT OF BUSINESS ADMINISTRATION,
ECONOMICS, AND BUSINESS EDUCATION
Mr. Hemmingson, Miss Lund, Mr. Budge
The objective of this department is to help students gain a liberal arts
background a s well as some specialized knowledge in business and
economic affairs. The business administration major concentrates on
accounting and provides basic preparation for careers in the accounting
field. The economics major concentrates on fundamental analytical and
policy matters and serves as a basis for advanced study in economics.
Either of these majors can also provide the background needed for
generay ~dminiskativecarcers in busfneas, government, or various public
nnd privn1.e instJtutions. In particulnr, either major cauld Ile the bnsis
for gt-aduate study in such fields as hospital or public ndrninistr~tion.
The business education major and minor prepare students for teaching
in secondary schools.
Business Administration
Major: 36 credits, including courses BA 1, 2, 53, 71, 72, 74, 76; Econ. 15,
16, 54, 57, 58.
Minor: 18 credits, including courses BA 1,2; Econ, 15, 16; and six credits
in upper division business administration courses.
Majors will be required to demonstrate by means of a test a minimum
ability in mathematics at the time of application for the major which
will be ordinarily at the end of the sophomore year.
See under Curriculums for a suggested course of study.
3, 3 crs.
1, 2. Principles of Accounting. Fr. I, II.
An Intrcduction to the principles of accounting and their application to
the single prnpdetrship, partnership, and corporation; preparation of
financial ~tatcmcnts;and procedure in recording and classifying business transactions. Meets three hours per week.
UPPER DIVISION OOURSES
3 crs.
53. Business Law. Jr., Sr. I.
Legal rules relating to contracts, agency, negotiable instruments, p r o p
erty and business organizations.
3 crs.
An analysis of accounting theory pertaining to financial statements, net
income concepts, capital stock and surplus accounts, cash, receivables
and inventories.
71. Intermediate Accounting. I. Prereq. 2. Jr., Sr. I.
3 crs.
72. Intermediate Accounting. II. Prereq. 71. Jr., Sr. II.
An analysis of accounting theory pertaining to investments, tangible
and intangible fixed assets, liabilities and reserves, with additional emphasis on financial statements and various measures of income and
operations.
74. Cost Accounting. Prereq. 2. Jr., Sr. II.
3 crs.
Essential features of accounting for manufacturing concerns with particular reference to the securing of unit costs of manufactured products;
job order and process costs.
76. Auditing. Jr., Sr. II.
3 crs.
A review of internal and external auditing procedures. Emphasis on
internal checks and controls for accounting systems.
Economics
Major: 30 credits, including courses BA 1, 2 ; Econ. 15, 16, 54, 57, 58,
and nine credits from 78, 80, 82, 85. Math. 42 required.
See under Curriculums for a suggested course of study.
15, 16. Principles of Economics. So. I, II.
3, 3 crs.
The foundations of economic analysis; production, employment and
prices; and public policy. The objective is to promote interest in econoniic problems and the ability to use economic analysis in reaching
judgments about economic policy problems. Course 15 designed for
students taking only one semester of economics.
UPPER DIVISION COURSES
54. Introduction to Statistics. Jr. II.
3 crs.
A course in scientific methods of dealing with the collection, organization, comparison and interpretation of numerical data. Considerable emphasis on statistical inference.
57. Intermediate Macro-economics. Prereq. 15, 16. Jr. I.
3 crs.
An analysis of the determinants of national income, employment and
price levels with particular reference to aggregate consumption and
investment. (Formerly Econ. 62.)
58. Intermediate Micro-economics, Prereq. 15, 16. Jr. II.
3 crs.
An analysis of the behavior of business firms under competitive and
monopolistic conditions, with particular reference to the firms' decisions
in regard to production and prices. (Formerly Econ. 61.)
78. Labor-Management Relations. Jr., Sr. 11.
See course 78 under Department of Sociology.
3 crs.
80. Money and Banking. Prereq. 15, 16. Jr., Sr. II.
3 crs.
The influence of money and banking on economic activity and of monetary and fiscal policies which might be adopted to yield a stable general
price level with high levels of output and employment.
82. Public Finance. Prereq. 15, 16. Jr., Sr. II.
3 crs.
Governmental taxation, spending and borrowing, and the impact of
governmental finance on economic activity.
85. Economic Development. Prereq. 15 or #. Jr., Sr. I.
3 crs.
An examination and analysis of the developmental problems and pros~ e c t sof the underdevelo~ednations includine: consideration of wlicies
i o promote growth. ~ i s t o r i cpatterns of gro\;th and communist~versus
non-communist approaches will be examined. Intended as an interdisciplinary social science course.
Business Education
These courses are planned to prepare students for stenographic and
secretarial positions in business offices, to assist in the preparation for
the teaching of business education in high schools, for parish secretarial work, and to provide an opportunity for the development of
business skills for personal use.
Business education major: 37 credits, including 1, 3, 4, 8, 53, 56, 58;
BA 1, 2, 53; and Econ. 15, 16.
Minor: 27 credits, including 1, 3, 4, 8, 53, 56, 58; and BA 1, 2; or Econ.
15, 16.
Seven credits less will be required on the major or minor, if the student
can demonstrate satisfactory achievement in courses 1, 3 and 4.
See under Curriculums for a suggested course of study.
1 cr.
1. Elementary Typewriting. (Offered both semesters.)
A course for the development of the fundamental skills of typewriting.
Three hours per week.
3, 3 crs.
3, 4. Elementary Shorthand. Prereq. 1. I, II.
Fundamentals of Gregg Shorthand. Dictation and transcription. Four
hours per week.
3 crs.
8. Office Machines. Prereq. 1. (Offered both semesters.)
The operation of the calculator, adding machine, mimeograph, mime*
scope, spirit duplicator, and the transcription machine. Three hours
per week.
UPPER DIVISION COURSES
4 crs.
53. Advanced Shorthand. Prereq. 4 or equivalent. I.
Advanced study of Gregg shorthand. Rapid dictation. Open to students who can take dictation a t a minimum of 80 words per minute.
Five hours per week.
3 crs.
56. Advanced Typewriting. Prereq. 1 or equivalent. II.
Further development of typewriting technique in business letter arrangement, billing, tabulating, manuscript typing, and the typing of legal
documents. Four hours per week.
3 crs.
58. Secretarial Practice. Prereq. 4. 11.
Dictation, busincss Iettcrwriting, filing, telephoning, use of business and
legal iorrns, personality tlev@lopmcnl,writing applicntlon lellers, and
r n a l r i n ~application for a job. Mimeographing also taught for those who
incIudc IRis as n part of ille parish worker's course. Four hours pcr week.
60. Business Seminar. II.
2 crs.
A study in special problems in the field of business education through
research and informal discussion. Special emphasis on general business.
DEPARTMENT OF HOME ECONOMICS
Miss Segolson, Mrs. Peterson, Miss Sonsteng, Mrs. Tester
Home Economics is concerned wRh ihe individud, the hmily, the home,
and with the conditions of the society and Iheir impact on the individual,
the family, and the home. It ~ e e k sto unify ltnotvledge from mmy fields
in the solving of individual and home I l k pprot~l~ms.Study in home
economics includes lenrning to use one's resources to attain values set
up as most worthwhile in life and acquiring some techniques and skills
needed in immediate personal and home living. Courses are open to all
students and recommended for general education.
Graduates in Home Economics Education are qualified to teach in federally aided home economics departments.
Non-teaching major: 36 credits; courses are 3, 5, 6, 8, 39, 40, 42, 46,
58, 66, 67, 71, 73, 74. Also required are: Chemistry 5, or 5, 6, or 5, 32;
Physics 3 ; Economics 15; Sociology 1 ; Biology 1-2 or 4 or 13-14, and 54;
Psychology 5, and 3 additional credits in Social Science.
Non-teaching minor: 21 credits, including 3, 5, 8, 39, 40, 42, 46 and one
upper division course.
Teaching major: 38 credits above H. Ec. 3 ; courses listed for nonteaching major plus 33 and 75. Also required of students preparing to
teach Home Economics are Education 91 and 92.
Each student who plans for a vocation in this field should consult members of the staff about details of the program when she begins her
college work.
See under Curriculums for a suggested course of study.
3 crs.
3. Art in Daily Living. I.
A study of art as it is met in the activities of everyday living. Open to
all students.
5. Clothing Selection, Care and Repair. I.
2 crs.
Line and design in dress, wardrobe planning, clothing costs and budgets, quality in ready-made garments, textile fabrics, problems related
to storing and caring for clothing. Two class hours per week.
6 . Clothing Construction. II.
2 crs.
Laboratory experience in making three simple garments from fabrics of
different fiber content. One lecture and two double laboratory periods per
week.
8. Elements of Nutrition. 11.
3 crs.
A study of the nutrients necessary for maintenance of gmd health
throughout all of life from prenatal needs through old age. Translating
these nutrients into foods for everyday meals. Analyzing diets of class
members. Three single class periods per week.
33. Color and Design. I.
3 crs.
Principles of design and color related to selecting and arranging household furnishings. Lettering and simple poster designing. Some craft
experience. Home Economics 3 prerequisite for Home Economics majors.
Three double laboratory periods per week.
36. ~ r a f f s .II.
2 crs.
Laboratory experience in various crafts which can be done at home or
at camps with simple equipment. Two double laboratory periods per
week. (Offered 196566.)
39, 40. Food Preparation and Management. Prereq. 8 or #. I, 11. 3, 3 crs.
Laboratory experience in food preparation, menu planning, and table
service. Study of time and money management as related to family
meals; food preservation; food costs and purchasing of food. Three
double laboratory periods per week.
42. Marriage and Family Relationships. (Offered both semesters.)
3 crs.
Personal family relationships, preparation for marriage, the Christian
home and its influence in the community, and related subjects.
2 crs.
46.Child Development. Prereq. Psy. 5 or #. II.
The physical, mental and social development of the young child. Observations ,in local nursery schools; a two-week play school is conducted
at the college for ten to twelve children of preschool age. One lecture
period plus one double laboratory period per week.
UPPER DIVISION COURSES
58. Textiles. II.
2 crs.
Study of textile fibers, fabrics, and finishes with special emphasis on selection, use, and care of common household and clothing textiles. Two
double laboratory hours a week.
64. History and Appreciation of Art. II.
3 crs.
A study of the historical development of architecture, decoration, costume, furniture, painting, and sculpture. Three regular hours scheduled
and field trips arranged. (Offered 1964-65.)
66. Home Planning and Furnishing. II.
4 crs.
This course includes a consideration of housing, an analysis of floor
plans, a study of the design of exteriors and interiors, and problems in
selecting, arranging, and conserving home furnishings. Home Economics
3 and 33 prerequisite for Home Economics Education majors. Three
double laboratory periods per week.
67. Family Health. .I.
2 crs.
A study of health problems relating to the family, including: heredity,
pregnancy, growth and development, mental health, aging, public health,
communicable diseases, non-communicable diseases, safety and home
care of the sick. Two single class periods per week.
71. Home Management Problems. I.
2 crs.
Consideration of problems relating to planning, directing, guiding, and
coordinating the resources of the home for happy, satisfying family
living.
73. Home Management Laboratory. I.
3 crs.
Actual experience in the regular activities of homemaking such as meal
preparation and service, entertaining, care of house and equipment.
Emphasis is placed on management of time, money, and energy for
effective family living. Six weeks residence in a home management
house. One individual conference and one group meeting per week.
74. Consumer Education and Income Management. II.
2 crs.
The wise choice of consumer goods and services available on the market
and the necessity of a careful plan for spending are topics which will
be considered for the purpose of helping the student receive greater
satisfaction from the use of money income.
75. Advanced Clothing Construction. Prereq. 6. 1.
2 crs.
Laboratory experience in making garments of wool. More advanced
problems in fitting and construction are used than those in Course 6.
Some experience also given in planning and constructing garments for
children. Two three-hour laboratory periods per week.
division of
NATURAL SCIENCES
A N D MATHEMATICS
Mr. Nash, Chairman
It is the purpose of this division to provide training in
methods and techniques of natural science and mathematics; to
interpret Natural Science in the light of the Word of God; to
acquaint the student with the significance of science and
mathematics in a modern, changing world; to emphasize a
sound mind and a strong body; to train for vocations in various
fields; and to equip the student with a scientific background
which will enrich his life and the lives of his fellow men.
DEPARTMENT OF BIOLOGY
Mr. Nash, Mr. Urdahl, Mr. ~Mickelberg,Mr. Frosig, Mrs. Pederson
The aim of this department is to give the student a broader scientific
background through the study of Biology, to further the use of leisure
time, and to prepare for vocations or graduate study.
Major, 28 credits, including courses 13-14, 25, and a t least 4 Upper
Division courses. Also required are Chemistry 5, 6; o r 15,16.
Minor for high school teaching, 20 credits, including courses 13-14, 25,
and at least two Upper Division courses, preferably 51 and 64.
For a science major and minor for teaching see page 111.
3, 3 crs,
1, 2. General Blology. Fr. I, If.
of the W prlndples of biology to meet the needs of
rt0n-den@ majors.
l a w e s and one double laboratory period
not count toward the major or minor.
Week. Thfs wurse
A S$U&
4 crs.
3. Human Anatomy and Physlololgy, Fr, I.
A pmfissiond c m e in hmatomg and physiology with special
a p h a & on structure. POT&dent nwms, Three lectures and three
~ D W 01
B lakortito pW week. Stuwho have credit for Biol. 4 will
7
not receive credit or Biol. 3.
4 crs.
4, Human Anert~myand Physiology. Fr. II.
.& p*,~sfmal s W e in human anatomy and physiology with emphasis
on bOth structure and function. Three lectures and three hours of
Itiwatoly per w k . Students who have credit for Biol. 3 will not
receive credit for Biol. 4.
8. Mlcroblolagy. H.
3 crs.
p e s&ldy of b d r i a , peasts, molds, viruses and other micro-organisms,
tiidr ebaraeteristia, rOle and control, especially in the fields of sanitation
a medlaine.
especially for student nurses. Two lectures
and three hours of laboratory per week.
8 crs.
13-14.t General Zoology. Fr. I, II.
A survey of the animal khgdom with emphasis on the habitat,
morphology, physiology, adaptatfm, and reproduction of type animals.
Biological prlndphg are e ~ g b a d m d . Two lectures and two double
laboratory periods per week.
4 crs.
25. General Botany. So. I.
A survey of the plant kingdom with special emphasis on the vegetative
and reproductive structures of the various plant groups. Three lectures
and two single laboratory periods per week.
UPPER DIVISION COURSES
4 crs.
51. Genetics. Prereq. 13-14, or 25. So., Jr. I.
A study of the laws involved in heredity and variation. Special emphasis is placed on the practical application of the genetical laws.
Four lectures per week.
4 crs.
56. Ecology. Prersq. 13-14, and 25. So., Jr. II.
A survey of local oadlogieal sommtmitier, and a study of the general
principles of biol&cd a~wiation
succession. Two lectures and
one double labwatoxy pePiod o= fiebl trip per week. (Offered 196566.)
3 crs.
58. General Entomology. Prereq. 13-14. Sr. II.
A study of the habitat, morphology, physiology, reproduction, and classification of insects. Two lectures and one double laboratory period per
week. (Offered 1965-66.)
4 crs.
64. Microbiology. Prereq. Chem. 6 or 16. 11.
The study of bacterk, yeasts, ,molds,*use$ and other micr+organisms;
their characttyi&m, Hle, and oofitrol in the home, medicine, agriculture,
and industry. Two lectures and three lrrbocatory periods per week.
66. Taxonomy o f Flowering F;an.is. Prereq. 25. Sr. II.
3 crs.
Taxonomy of flowering plants. Special emphasis is placed on systematic
principles, systems of classification, rules of nomenclature, etc. Two
lectures and one double laboratory period per week. (Offered 1964-65.)
11.
4 crs.
A comparative study dealing with the taxonomy, morphology, and
evolution of the larger vertebrate phyla. Two lectures and two double
laboratory periods per week.
68. Comparative Anatomy of Vertebrates. Prereq. 13-14.
71. The Cell. Prereq. 13-14, 25; and Chem. 6 or 16. Sr. I.
4 crs.
The ultrastructures of the cell and their physiological processes.
91, 92. Biology Seminar. Jr., Sr. I, II.
Required for the biology major.
DEPARTMENT OF CHEMISTRY
Mr. A p e , Mr. Alton, Mr. Holum, Mr. Jorenby
I t is the purpose of this department to give students a n understanding
and a n appreciation of the nature of matter and the ways by which
this has been elucidated. The curriculum in chemistry provides a n
opportunity to examine the chemical aspect of the structure, the power,
and beauty of one of the great intellectual accomplishments of manmodern science, and it provides dramatic examples of effective ways
.to handle certain types of problems.
Courses in chemistry a r e offered not only as part of a liberal arts
education, but also to prepare for: (1) high school teaching, (2) the
study of medicine, dentistry, pharmacy, medical technology, nursing,
and allied professions, (3) graduate study, and (4) the chemical
profession.
The chemistry department is certified by the American Chemical
Society for the preparation of chemistry majors.
Students planning chemistry majors for pre-graduate training, high
school teaching, o r pre-medical work a r e urged to consult with the
chemistry staff a t the earliest possible time.
Major: 27 credits. Minor: 16 credits. Also strongly recommended a r e :
Physics 5, 6; Mathematics 41, 42. Course 3 does not count toward the
major o r minor.
F o r those planning to teach chemistry in high school, the major will
include Math. 13, 14; Physics 5, 6 ; Chem. 15, 16 (or 5, 6 ) ; 53, 54; 61;
82, and one of 83, 88, or 91. A teaching minor must include Chem. 15,
16 (or 5, 6) and other courses to complete 16 credits. Chem. 32 and 61
a r e strongly recommended.
Recommended for pre-medical students: 15, 16, 53, 54, 61, 82, and 83;
for pre-dental students: 15, 16 (or 5, 6), 53, 54; for graduate study: 15,
16, and all courses above 50.
Majors participate in informal, weekly seminars during the junior
and senior years in Chem. 93, 94, 95, and 96.
See under Curriculums for a suggested course of study.
3. Elementary Chemistry. Fr. I. Prereq. H. S. Chem. or
#.
3 crs.
Study of inorganic, organic, physiological, and pathological chemistry.
Designed especially to meet the needs of the Schools of Nursing of
Lutheran Deaconess, Swedish, Fairview, and Methodist Hospitals. Two
lectures and two hours of laboratory per week.
.
5, 6. Introductory Chemistry and Qualitative Analysis. Fr. I, 11.
4, 4 crs.
Fdr prb-datal, hofie emnomi~e,elementmy education, medical *ohnoloaids, and other students not malorw in chemistry, U w s ,and
thefihs . of chemistry and of non-met& and met& and their
compounds, Qr&aqtc ~hemfstsy is cgnsidered, &%tenlath 6edmicro
pafitaflve an&&
of catbm is the mnin Iaboratory work t+ second
s8lme&r. % w e lectms and four hours of Sabaratory per week.
15, 16. Inorganic and Qualitative Chemistry. Fr. I, II.
4, 4 crs.
For rnajolzt Irr chemistry,, including pr&medlcal students; others by
p x d s s b p Of ItlWucmf. 4.n inteadve course. First semester devoted
funclamentat prhciples and second
fnotgmia chemistry and
qwalil'crdve ana1~5is. Three lenlmes and four b d u s of laboratory per
we&. Pmreg.: hQh qhml dheql-,
elementary algebra, and geometry.
4 crs.
32. Elementary Organic Chemistry. Prereq. 5 or 15. So. II.
Designed for medical technology and home economics students. Aliphatic
and aromatic compounds with frequent reference to bio-chemistry. Three
lectures and three hours of laboratory per week.
UPPER DIVISION COURSES
53, 54. Organic Chemistry. Prereq. 6 o r 16. So. I, II.
4, 4 crs.
The important classes of aliphatic and aromatic compounds. Correlations
based on elementary molecular orbital theory and modern concepts of
reaction mechanisms. Laboratory work is study of technique and the
preparation and study of typical organic compounds. Three lectures,
one recitation, five hours of laboratory per week.
3 crs.
61. Quantitative Analytical Chemistry. Jr. I.
Gravimetric and volumetric analysis. Ionic equilibria with many
problems to solve. Some contact with instrumental analysis. Three
lectures and four hours of laboratory per week.
72. Advanced Organic and Qualitative Chemistry. Prereq. 54, 61;
some reading knowledge of German (or concurrent
registration). Jr. II.
4 crs.
Lectures stress mechanism of organic reaction. Laboratory is qualitative
analysis of organic compounds and mixtures. The ultraviolet and infrared
spectrophotometers are utilized. Two lectures and six hours of laboratory
per week.
82, 83. Physical Chemistry. Prereq. 61 and Math. 42 (or
4, 4 crs.
concurrent registration). Jr. II, Sr. I.
For prospective graduate students and industrial chemists. Atomic
structure, states of matter, gas laws, thermodynamics, thermochemistry,
equilibrium, solutions, phase rule, electrochemistry, kinetics, colloids.
Three lectures and four hours laboratory per week.
3 crs.
86. Advanced Physical Chemistry. Prereq. 83. Sr. II.
Topics introducing statistical thermodynamics, introductory quantum
chemistry, and theories of chemical binding. Three lectures per week.
88. Advanced Analytical Chemistry. Prereq. 61 and 82. Jr., Sr. 11. 3 crs.
A laboratory course designed to acquaint students with some of the
important optical and electrochemical methods of chemical analysis.
Three hours lecture and four hours of laboratory per week.
91. Advanced Inorganic Chemistry. Prereq. 61. 1.
4 crs.
Review of atomic structure. Nuclear chemistry, the periodic table,
hytlridcs, and coordination chemistry. Prepamlions of inorganic
compounds utilizing hot-tube reactions, air Crec .systems, and similar
tecl~niqucs, Three lectures and three hours of laboratoly per week.
93, 94, 95, 96. Chemistry Seminars. Jr., Sr. I, II.
0 cr.
During the junior and senior years all chemistry majors will participate
in these informal weekly seminars to discuss topics of general interest.
97, 98. Chemistry Research. Sr. I, II.
Cr. arr.
During the senior year each chemistry major preparing for graduate
study in chemistry, may participate in independent research in cooperation with a staff member. By staff permission only.
DEPARTMENT OF PHYSICS
Mr. Hanwick, Mr. Baker
Recent developments in the field of physics make it imperative that
excellent training be provided for those who intend to continue their
studies in graduate school or who intend to pursue a career in the
teaching of physics. I t is the aim of this department to assure the
needed training for both of these groups and to provide the non-science
major with sufficient background to make it possible for him to follow,
with some degree of comprehension, the developments in the field of
science as they come to him from the medium of semi-scientific publications.
Major: 27 credits including courses 53, 54.
Minor : 16 credits.
Courses 2 and 3 do not apply toward the major or minor.
See under Curriculums for a suggested course of study.
2. Descriptive Astronomy. Fr. II.
3 crs.
A study of our galaxy with particular emphasis on the origin of our
solar system and the distribution and composition of the planets and
stars. The location of some of the more prominent constellations and
the use of the telescope and spectroscope will be studied. Two lectures
per week. Periodic evening meetings to observe the sky.
3. Principles of Physics. Prereq. elementary algebra. Fr. I.
3 crs.
A lecture, demonstration-laboratory course in the principles of physics
including mechanics, fluids, heat, electricity, magnetism, light and
sound. This course is intended for students in home economics and
elementary education, and others who wish some basic information in
the field of physics. Three lectures, one two-hour laboratory.
5. General Physics. Prereq. Math. 13 or concurrent registration
in Math. 13. Fr., So. I.
4 crs.
A general course in mechanics, sound, and heat. Three lectures, one
quiz, and one two-hour laboratory period per week.
6. General Physics. Prereq. 5. Fr., So. II.
4 crs.
This course is a continuation of Phys. 5. and covers electricity, magnetism, and light. Three lectures, one quiz, and one two-hour laboratory
period per week.
UPPER DIVISION COURSES
52. Introduction to Atomic and Nuclear Physics. Prereq. 6, and Math. 41
or concurrent registration in Math. 41. So., Jr. 11.
3 crs.
The hydrogen atom, optical and X-ray spectra determination of "e"
and "eV/m, radioactivity, disintegration of nuclei, nuclear fission. Three
hours lecture per week.
53. Electricity and Magnetism. Prereq. 6, and Math. 41 or
concurrent registration in Math. 41. So., Jr. I.
3 crs.
Electric and magnetic fields, potential, D.C. circuits, A.C. circuits,
electrical instruments. Three hours lecture per week.
54. Electricity and Magnetism. Prereq. 53, and Math. 42 or
concurrent registration in Math. 42. So., Jr. II.
3 crs.
Continuation of Physics 53, including also electronics and field theory.
57. Optics. Prereq. 6, and Math. 42 or concurrent registration
3 crs.
Geometrical and physical optics dealing with topics such as reflection
and refraction by both plane and spherical surfaces, less aberrations,
interference, diffraction, polarized light. (Offered 1964-65.)
3, 3 crs.
61. 62. Mechanics. Prereq. 6 and Math. 41. Jr. I, II.
Tni.rorluctinn to vector algebra and vector analysis, forces, motion of a
parliclc, molion of JI t'igid body, work, kinetic energy, vibrations in one
clilnension, motion in a conservative field.
63, 64. Advanced Physics Laboratory. Prereq. concurrent registration
1, 1 cr.
in an upper division physics course. Jr., Sr. I, 11.
Experiments will be performed in electricity and magnetism, atomic
and nuclear physics, optics, heat and mechanics. One three-hour period
per week.
65. Nuclear Laboratory. Prereq. 3 or equivalent, or #. 1.
1 cr.
A trvc-tiour lnlmrain~y course d c n l i n ~wilh nlcltintls of detecting and
measuring t'nciialions fron~rad~onctivesubstances. Experirnenis include
l he usp of gcigcr lubes, windowless counicrs, scintilla1 ion counlcr.
Measuri~~a
cclulp~ncnti ~ ~ c l i ~ d
11 cvnricty
s
n l scaling ci~.cuits,electroscopes,
and :i gatIutla ray spcctmmetcr. Open to all studcnls who hnvc had
fit least u course corrcsrlm~dingto 1'1-inciples of Physics.
71. Heat and Thermodynamics. Prereq. 6, and Math. 41 or
3 crs.
concurrent registration in Math. 41. Jr., Sr. I.
A study of temperature, heat, expansion, change of state, ideal gases,
first and second laws of thermodynamics, heat engines. (Offered
196566.)
3 crs.
72. Mathematical Physics. Prereq. 6, and Math. 41. Sr. 11.
Discussion of the equations of mathematical physics with applications
to various fields such as mechanics, thermodynamics, heat flow,
electricity and magnetism, optics. (Offered 196566.)
73,74. Advanced Physics Laboratory. Prereq. concurrent registration
1, 1 cr.
in an upper division physics course. Jr., Sr. I, II.
Experiments will be performed in electricity and magnetism, atomic
and nuclear physics, optics, heat and mechanics. One three-hour period
per week.
DEPARTMENT OF MATHEMATICS
Mr. Soberg, Mr. Haugsby, Mr. Follingstad, Mr. Johnson
The Department of Mathematics aims to develop the student's knowledge
and skill in the major branches of elementary and higher mathematics,
an appreciation of its cultural and practical values, and the background
for teaching and for professional and graduate study.
Major: 15 credits above 42. For those preparing to teach in the secondary
schools, courses 60, 71, 72, and 74 are required.
Minor: 6 credits above 42.
See under Curriculums for a suggested course of study.
13, 14. Introduction to Mathematical Analysis. Prereq. higher algebra
and placement test. Fr., So. I, II.
4, 4 crs.
An analysis of algebraic, trigonometric, logarithmic, and exponential
functions. Derivatives and integrals. Introduces set and function theory,
complex numbers, determinants, theory of equations, probability, and
analytical geometry. Students in course 13 whose backgrounds call
for additional work are placed in sections meeting five hours a week.
41, 42. Analytical Geometry and Calculus. Prereq. 14 or
equivalent. So. I, II.
5, 5 crs.
Study of analytical geometry and calculus. Includes some work in solid
analytical geometry. Open to freshmen with four years of high school
mathematics who qualify on the basis of the mathematics placement
test.
UPPER DIVISION COURSES
56. Foundations of Arithmetic. Jr., Sr. II.
2 crs.
A treatment of basic arithmetical concepts and number theory. For
students preparing for elementary school teaching only.
3 crs.
60. Basic Concepts of Mathematics. Prereq. 42. Jr., Sr. II.
A study of the foundations of number theory, algebra, and analysis,
with recent developments in these subjects.
3 crs.
67. Probability and Statistics. Prereq. 42. Jr., Sr. I.
An analytic study of probability, distribution, random sampling estimation
of parameters, central limit theorem, tests of hypotheses, regression,
and other topics in statistics. Calculus and set theory are stressed as
tools for modern mathematical approach.
71, 72. Modern Algebra. Prereq. 41. Jr., Sr. I, II.
3, 3 crs.
An introduction to abstract algebra, with topics including theory of
equations, determinants, matrices, groups, rings, fields, and vectors.
73. Differential Equations. Prereq. 42. Jr., Sr. I.
3 crs.
Ordinary differential equations with applications, series solutions,
systems of differential equations ; solution by special transforms ; numerical methods; and an introduction to partial differential equations.
74. Modern Geometry. Prereq. 42. Jr., Sr. II.
3 crs.
An analytic study of advanced Euclidian, projective and non-Euclidian
geometries. Parabolic, hyperbolic and elliptic geometries are introduced
using an axiomatic and analytic approach.
3, 3 crs.
83, 84. Advanced Calculus. Prereq. 42. Jr., Sr. I, II.
A study of the fundamental notions of Urnits, cwttnulty, differentiation
and integration fm iwc~omof one or mare variables. Differentials
and Jacobima, partial dlffe~enttation,trmsf&wdan of c u m h a t e s and
of multiple Lntogr&, lhe and surface bite@&, valor ana$sis, infinite
series and improper integrals.
DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION
Mr. Ernest Anderson, Mr. Nelson, Mrs.
Mr. Saugestad, Mrs. Schlorf, Mr. Gimse
Peterson, Mr.
Pearson,
The atm of the Depwbent of Heath and Physical Education is to
promote health Elnd physfaal l b m s through a well-rounded physical
educadan pmgrm, to develop eharacm and g m t sportsmanship, to
W e r the worthy use of leisure time, md to pmfde an efPective
&elprogram for pm~pea*e waehers d health and physical
education.
All students are required to take a physical examination as a part of
the registration procedure before participating in any phase of the
physical education program.
One year of physical activities, course 3 and 4, is required of all
students.
Major: 30 credits, including courses 7, 12, 21, 22, 53 or 54, 71, 72, 73,
76, 78, 81, and 87. Biology 4 also required.
Minor: 19 credits, including courses 7, 12, 21, 22, 72, 73, and 87.
Non-teaching majors and minors are not required to take 87.
See under Curriculums for a suggested course of study.
COACHING ENDORSEMENT :
Coaches entering their first head-coaching assignment in Minnesota
Public Schools as of September 1, 1966, will be required to have a t
least a coaching endorsement in the field of physical education. Sports
included under this requirement are football, basketball, track, hockey,
wrestling, and baseball.
The following courses will meet the coaching endorsement requirement:
Biology 4 ; P.E. 7, 71, 72, 85, and one of 83, 84, or 86.
3, 4. Physical Activities. Fr. I, II.
$4, $6 cr.
Two hours per week. Meets the general education requirement.
7. Health and First Aid. Fr. (Offered both semesters.)
3 crs.
A study of modern concepts and practices of health and healthful living
applied to the individual and the community. Includes also the American
Red Cross First Aid Course.
3 crs.
12. Individual and Dual Sports. Fr. 11.
Theory and practice in teaching individual and dual sports. Separate
sections for men and women. Meets six hours per week.
3 crs.
Theory and practice in teaching and officiating team sports. Separate
sections for men and women. Meets six hours per week.
21. Team Sports. So. I.
22. Recreational Activities and Rhythms. So. II.
2 crs.
Theory and practice in teaching recreational activities, social recreation,
quiet games, low organized games, noon-hour activities, camp nights,
relays, modified games, simple rhythmic games, folk and square
dancing. Four hours per week.
UPPER DIVISION COURSES
53, 54. Swimming and Aquatics. Jr. I (Women), I1 (Men).
1, 1 cr.
Theory and practice in teaching swimming. Acquaints students with
life-saving and water safety work. Open only to majors and minors.
Two hours per week.
71. Kinesiology and Adapted Physical Education. Jr. I.
3 crs.
A study of body movements and the mechanics in the effecting of
efficient movements. Analysis of functional and organic abnormalities.
Suggested activities for atypical cases.
72. History and Principles of Physical Education. Jr. 11.
3 crs.
History, principles, and philosophy of physical education.
73. Physical Education Program in the Secondary Schools. Sr. 1.
3 crs.
Curriculum analysis and preparation. Administrative techniques and
procedures.
76. School Health Education. Sr. It.
Principles and curriculum of school health education.
3 crs.
2 crs.
77. Community Recreation. Jr., Sr. I.
Problems of community recreation including programs and program
planning, a survey of activities, and the organization and administration
of recreational work. (Offered 1964-65.)
78. Instructor's Course in First Aid. Sr. II.
1 cr.
Methods and materials in teaching the American Red Cross First
Aid Course. Prereq.: evidence of a currently valid standard First Aid
card.
81. Self-Testing Activities and Evaluation. Sr. I.
3 crs.
Theory and techniques of teaching stunts, tumbling, and special fitness
activities. Also a survey and evaluation of tests in physical education.
Five hours per week. Men and women meet separately except one hour
per week.
83. Coaching of Football. Sr. I.
1 cr.
84. Coaching of Basketball. Sr. II.
1 cr.
85. Prevention and Care of Injuries. Sr. I.
1 cr.
86. Coaching of Baseball. Sr. 11.
1 cr.
87. Teaching of Health Education and Physical Education in
the Elementary and Secondary Schools. Sr. I.
See under Education 87. Separate sections for men and women.
2 crs.
special programs of study
Affiliation with Schools of Nursing
Student nurses in the Schools of Nursing a t the Lutheran Deaconess,
Swedish. Fairview, and Methodist Hosvitals in Minneavolis receive some
of their' instruction a t Augsburg college. ~ ~ ~ l i c a tfor
i o nadmission to
the Schools of Nursing should be made to the hospitals directly.
Medical Technology
In cooperation with the Minneapolis General and Swedish Hospitals,
Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first three years of
this work are taken at Augsburg and a final twelve-month program is
completed at one of the two hospitals.
SPAN
Augsburg participates in the SPAN (Student Project for Amity among
Nations) program. This is a joint venture of the University of Minnesota
and several colleges in the state. Qualified students are selected to
spend a summer in informal study abroad. Applications are made in
the spring of the sophomore year.
Junior Year Abroad
An arrangement has been made with the Uinversity of Oslo in Norway
under which students entering their junior year in college may spend
this year at that University. Students may also participate in other
approved programs, such as those of the Institute for European Studies.
Applications must be approved by the Committee on Admissions and
Student Standing. The plan is available only to students with good
scholastic records whose special field of study can be followed satisfactorily at the institutions chosen. Some possible fields are Norwegian
language and literature, history, religion, and philosophy.
Corrective Therapy
A program in Corrective Therapy worked out in cooperation with the
Veterans Administration Hospital is available to students who complete
a major in Physical Education at Augsburg. The program requires 250
hours of clinical observation, practice, and orientation under the
direction of the Chief of Physical Medicine and Rehabilitation Service
at the Veterans Hospital. The work may be done either during the
senior year or after graduation. I t carries no college credit.
Honors Program
For superior students, special sections or seminars are offered in
Basic Bible, Freshman English, General Psychology, and United States
History. Students of high ability are invited to make application for
honors courses, and are selected on the basis of previous academic
achievement and test results.
CURRICULUMS
The following courses of study are outlined as guides for the
student and his adviser in planning a program for a selected
major, or a particular vocational objective.
General Liberal Arts
The course of study given below suggests a sequence which
may be followed to include the required general education
courses. For electives, students should take care to include
all courses required for the major field of study. Requirements
for the major are listed under departmental headings.
I Sem. I1 Sem.
Cr.
Cr.
Basic Bible
2
2
Freshman English .......
3
3
History or Sociology
3
3
Foreign Language . . . . . . .
4
4
Natural Science . . . . . . . . 3 or 4
3 or 4
Physical Activities . . . . . . '/2
I/!
FRESHMAN
.............
....
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
3
3
2
Religion . . . . . . . . . . . . . . . . .
Beginning Speech . . . . . . .
Social Science or History
Electives ................
3
10
-
12
SOPHOMORE
I Sem.
Cr.
Religion 3. 4 . . . . . . . . . . .
2
Foreign Language
....
3
Social Scicncc . . . . . . . . . . 3
.
.
.
.
.
.
.
.
Natural Scicncc
Electives ................
9
SENIOR
I1 Sem.
Cr.
2
3
3
9
I Sem. I1 Sem.
Fine Arts . . . . . . . . . . . . . . .
Literature or Philosophy
Electives . . . . . . . . . . . . . . . .
Cr.
3
Cr.
14
3
14
-
Pre-Seminary Curriculum
Completion of the pre-seminary curriculum is intended t o prepare the student for admission into a theological seminary.
The following program gives the approximate pre-seminary
course. It does not specify a major or a minor. The student
should seek the counsel of the seminary adviser as early as
possible since the major selected by the student may affect the
choice of courses even in the freshman year.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
.............
Basic Bible
Freshman English
Foreign Language
Western Civilization
Physical Activities
Natural Science
Electives
......
......
....
.....
........
................
2
3
2
3
4
3
4
3
'h
3
2
'/2
3
2
I Sem. I1 Sem.
JUNIOR
..
.................
New Testament Greek
Speech
History
Sociology or Economics or
Political Science ......
Electives ................
.................
Cr.
2
Cr.
4
3
3
3
3
3
5
4
4
SOPHOMORE
I Sem.
Cr
2
Religion 3, 4 ............
Fine Arts
Natural Science ........
General Psych. .........
Foreign Language .......
History of Philosophy
.
Electives
.
............... 3
3
Sem.
Cr.
2
3
3
-
. . 35
................
~
SENIOR
I Sem. I1 Sem.
Cr.
Cr .
.................
3
..............
3
.....
3
.
.
3
Electives ................
5
Rcllglon
Philosophy
English T~lturnt~we
Advanced N.T.Greck
3
3
3
3
4
The foreign language requirement includes 14 semester credits
in Greek, and 14 semester credits in Latin, German, Norwegian,
or French.
Parish and Church Workers
The purpose of this course is to train men and women for
effective service in the church, as teachers in vacation, weekday, and Sunday schools, as youth leaders, and as parish
workers. The suggested schedule provides for a major in religion. Students interested in becoming parish workers should
consult with the head of the Department of Religion.
f Sem. I1 Sem.
FRESHMAN
............
........
Basic Bible
Freshman English .......
Natural Science
Foreign Language ......
Sociology 1, 2
Physical Activities
........
.....
Cr.
2
3
3
Cr.
2
3
4
3
4
3
%
3
%
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Prin. of Christian Ed. ..
3
Mission of the Church . . 3
The Gospels . . . . . . . . . . . .
3
Protestantism in America 3
Social Psych, or
Urban Soc.
Y
Creits
2
2
ROCP.Aftlviiirw & Rhythms
Electives
7
7
........... ...................
-
................
SOPHOMORE
Religion 3 , 4 ...........
Speech 11, 12
Foreign Language
General Psych. ......
Natural Science ........
Story Telling
Fine Arts
Electives ................
I Sem.
Cr.
............
.......
2
2
3
3
3
2
3
........... .............. -
SENIOR
I1 Sem.
Cr.
2
3
3
2
3
I Sem. I1 Sem.
Cr.
Cr.
Parish Work . . . . . . . . . . .
Youth Work in the Church
Early Christian Fathers
The Christian View
of Man . . . . . . . . . . . . . . .
Educational Psychology .
Literature and Philosophy
Fields of Social Work
Electives
..
................
-
3
3
3
2
6
2
2
3
3
6
Philosophy Major
I Sem. I1 Sem.
FRESHMAN
Basic Bible . . . . . . . . . . . . .
Freshman English ......
Foreign Language ......
Western Civilization ....
Intro. to Philosophy
Logic . . . . . . . . . . . . . . . . . . .
Physical Activities
...
.....
Cr.
Cr.
2
3
2
3
4
3
4
3
3
-
-
3
%
I/z
I Sem. I1 Sem.
JUNIOR
Cr
Religion ................ 3
History of Phil. 53
3
Philosophy Electives ...
3
Natural Science
Electives
7
.....
.
.........
................
Cr .
3
3
10
I Sem. I1 Sem.
Cr.
Cr.
3,
4
............
2
2
Religion
...... 3
3
Foreign L a l l l f h l ~ g ~
....
Hist. of Phil. 31, 52
3
3
3 or 4
Natural Science ......... 3 or 4
3
Fine Arts ..............
Beginning Speech
2
Electives
2 or 3
2 or 3
SOPHOMORE
...... -
-
...............
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion .................
3
Philosophy Electives ....
3
3
Independent Study ..... 1 to 3
Electives . . . . . . . . . . . . . ...I 0 to 12
10
-
-
Because of the non-vocational character of the Philosophy
major, students with a major in this field are encouraged to
complete a major or a minor in some other field as well.
Greek-Latin Major
1 Sem. I1 Sem.
Cr.
Cr.
Basic Bible .............
2
2
Freshman English .......
3
3
Beginning Latin ........
4
4
Natural Science ....... S or 4
3 or 4
3
3
Western Civilization ...
%
%
Physical Education . , .
FRESHMAN
. .
I Sem. I1 Sem.
Cr.
Cr.
3
3
Advanced N.T. Greek
Ancient History
3
Religion ..............,.
3
Sneech . . . . . . . . . . . . . . . . . 2
Fine Arts ...............
3
Natural Science
Electives
3
JUNIOR
.
........
........ ................
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
2
2
4
4
4
4
3
3
3
3
Religion 3, 4 . . . . . . . . . . .
Elements of N.T. Greek
Foreign Language ......
Latin 3. 4 . . . . . . . . . . . . . .
Literary Classics . . . . . . . .
The Classical Tradition
.
SENIOR
Greek Exegesis .....,...
History of Philosophy . . ,
Religion ................
Medieval Europe .......
Electives
I Sem,
Cr
3
3
3
3
4
................
Sem.
Cr.
3
3
3
3
4
English Major
1. Graduate Major
I Sem. I1 Sem.
Cr.
Cr ,
3
3
2
4
4
3
%
FRESHMAN
.......
.............
........
.......
Freshman English
Basic Bible
Natural Science
Foreign Language
Western Civilization ...
Physical Activities .....
I Sem. I1 Sem.
JUNIOR
British Literature
English Elective
Religion
Electives
.......
.......
.................
................
Cr.
4
3
3
6
Cr.
4
3
3
6
I Sem.
n..
SOPHOMORE
c.r.
Classical Tradition ......
3
American Lit. Dev. . , .
Med. & Ren. Lit. ......
4
Religion 3, 4
2
Foreign Language
3
Beginning Speech
2
Fine Arts . . . . . . . . . . . . . .
2
Natural Science ......... Electives ................ -
.
..........
......
......
SENIOR
English Seminar
Electives
Sem.
Cr.
4
2
3
-
3
4
I Sem. I1 Sem.
Cr.
Cr.
2
14
16
.........
................
Students planning on graduate study should include in their
electives: American English or Introduction to Modern English; The British Novel, Shakespeare, Chaucer, Three Major
British Poets, Independent Study, and an additional course
in American literature; and German, French, Latin, philosophy,
and history.
2. In preparation for Secondary-school Teaching
FRESHMAN
Freshman English . . . . .
Natural Science ........
Basic Bible ............
Foreign Language ......
Western Civilization . . .
Physical Activities
,
I Sem. I1 Sem.
Cr .
Cr.
3
3
3
3
. . .
2
2
4
3
%
4
3
%
SOPHOMORE
Classical Tradition
American Lit. Dev.
Med. & Ren. Lit. .
Expository Writing
Natural Science ....
Fine Arts .........
Relieion 3. 4 .......
Forsgn ~ a n g u a g e
General Psych. . . . .
Beg. Speech . . . . . . .
...
I Sem. I1 Sem.
Cr
Cr
3
.
3
-
2
.
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
British Literature ......
Intro. to Mod. Eng. . . . . .
English (Mod. Lit.) . . . .
Educ. Psych. . . . . . . . . . . . .
Religion . . . . . . . . . . . . . . . . .
Tchg. in Sec. Sch. .....
Group Activity
Electives ................
.........
4
3
3
3
0
3
4
3
3
3
0
4
-.
-4
3
-
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
2
2
English Seminar . . . . . . .
Prin. of Guid. ..........
School and Soc. ........
Tchg. Eng. in Sec. Sch. .
Stud. Tchg. Sec. School .
Shakespeare .............
Health & First Aid ......
Electives ................
2
2
6
-
-3
3
10
At least nine hours of electives are recommended in speech,
journalism, or library science.
3. In preparation for Elementary-school Teaching
FRESHMAN
Freshman English .....
Foreign ~ a n g G a g e
General Biology
Western Civilization
Basic Bible .............
Physical Activities ......
Intro, to Music ..........
Human Geog. ...........
......
........
...
JUNIOR
....
I Sem. I1 Sem.
Cr.
Cr.
3
3
4
4
3
3
3
3
2
'/a
2
-
2
z
/
'
3
I Sem.
Cr .
4
3
Sem.
Cr.
-
2
Orient to Elem. Ed.
Human Growth & Dev. .
Meth. & Mat. (54) . . . . . .
Meth. & Mat. (56) .....
US History
Religion .................
Amer. Govt.
Literary Classics ........
Brit. Lit. Since la00
Found, of Arith. ......
.............
............
....
-
-
3
3
3
3
SOPHOMORE
Classical Tradition .....
Med. & Ren. Lit. .......
Foreign Language .......
Religion 3, 4
Prin. of Physics,
Astronomy
Basic Design
General Psvch. .........
~ m e r i c a n~ n g l i s h .....
Amer. Lit. Development
I Sem. I1 Sem.
Cr.
-
SENIOR
-
2
I Sem. I1 Sem.
Pr
Cr.
English Seminar ........
Meth. & Mat. (Lang. Arts)
Teaching of Reading . . .
Children's Lit.
Religion .................
Expository Writing . . . . .
Health & First Aid
Meth. & Mat.:
Social Studies .........
Seminar in Teaching ....
Directed Teaching in
Elem. School ........
Beginning Speech . . . . . . .
English 94
Independent Study ...
..........
......
-
3
...........
...........
...........
--.2
2
3
3
3
3
3
-
-
Speech Major for Secondary School Teaching
FRESHMAN
I Sem. I1 Sem.
Cr
Cr.
-- .
--
Basic Bible . . . . . . . . . . .
Freshman English .....
Natural Science ........
Foreign Language . . . . .
History or Sociology ....
Physical Activities . . . . . . .
2
2
3
3
3
4
3
3
4
3
%
'12
SOPHOMORE
I Sem.
-~
Cr .
2
Religion 3, 4 ............
Literary Classics . . . . . . .
Foreign Language .......
Logic . . . . . . . . . . . . . . . . . .
Speech 11, 12 . . . . . . . . . . . .
Speech 31, 32 . . . . . . . . . .
General Psychology . . . . .
Electives . . . . . . . . . . . . . . . .
~
3
3
2
3
3
-
Sem.
Cr.
2
I Sem. I1 Sem.
JUNIOR
..........
Argumentation
Speech Pathology . . . . . . .
Educ. Psychology . . . . . . .
Teach. in Sec. Schools
Group Activity . . . . . . . . .
Natural Science
Stagecraft ..............
Dramatic Arts ..........
Electives ................
........
Cr.
3
Cr.
3
3
-
-
3
0
0
-
-
-
-
3
3
3
7
4
f Sem.
SENIOR
Cr.
Religion ................. 3
Student Teaching .......
6
Guidance ............... 2
School and Society ......
2
Methods .................
2
Stage Direction . . . . . .,. . Health & First Aid ..... Electives . . . . . . . . . . . . . . . . -
I1 Sem.
Cr.
3
Recommended electives: English, History, Social Science, Art.
Major in German, French, or Spanish
in Preparation rfi Teaching in a Secondary School
I Sem. I1 Sem.
Cr .
Cr
Basic Bible
2
2
3
3
Freshman Esbllah
3
3
History or Saclology ...
Beginning Foreign
Language ............
4
4
Natural Science ........ 3 or 4
3 or 4
Physical Activities
%
%
SOPHOMORE
I Sem, I1 Sem.
Cr.
Cr.
Religion 3, 4
2
2
Intermediate Foreign
Language
3
3
Natural Science .........
3
.....
General Psychology
3
Literary Classics . . . . . . .
3
3
Fine Arts ............... Health & First Aid .....
3
Electives ................ 3
6
JUNIOR
SENIOR
FRESHMAN
.
..............
.....
......
I Sem. I1 Sem.
Cr.
Cr.
3
3
Teach. in Sec. Schools
0
Grtlup Aclivlty ..........
0
Germall :I, U1 or
Fr~nuli51, D l or
Spnnlsh 51, 131 .......... 5 or 7
Bdt~clffanalppychology
.,
-
-
GPrn!nn. 52. 52, 73, or
Fl.encll 52, 72 or
Spn111sll 52. 72
Elcctl\'ee ..... ,
.......
, .. ........ 7 or 9
5 or 0
8
............
..............
1 Sem. I1 Sem.
Cr.
.......
....... 622
..... 23
-
-
3
-
2
6
Student Teachine
school & s o c i e t y .
Prin, of Guidance .......
Teaching of
Foreign Language
Religion .................
German, French, or
Soanish 74 . . . . . . . . . . . . . .
~ i r m a n French,
,
or
Spanish 90 . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . . .
Electives ................
Cr.
3
2
Teaching Major in Music
FRESHMAN
I Sem.
P
r
-A.
.............
Basic Bible
2
Freshman English
3
History or Sociology ...
3
Foreign Language
4
Natural Science
3
Physical Activities ......
%
Applied Music .......... l. or 2
......
.......
........
JUNIOR
I1 Sem.
Cr.
2
3
3
4
3
2
'l
1 or 2
I Sem. I1 Sem.
CT
Cr.
3
3
0
................
Religion
Education 71, 72 . . . . . . . .
Education 73. 74 . . . . . . . .
Music Theory 55, 56 . . . . .
Conducting . . . . . . . . . . . . .
Choral or Instrumental
Technique . . . . . . . . . . . . .
Teaching of Grade School
Music . . . . . . . . . . . . . . . . .
Health and First Aid . . .
Applied Nusic ......... 1
4
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Religion 3, 4
2
2
14 oreien Ln!li?un~e
3
3
3
~ e n e y a l I'syct~olbby ....
3
Natural S r j c i ~ c e ..,
Music Theory 1. 2 . . . . .
4
4
Historv & it: of
Music .................
2
2
Applied Music . . . . . . . . . 1 or 2
1 or 2
...........
......
.....
-
SENIOR
I Sem.
Cr.
Education 76 . . . . . . . . . . . .
Education 78
Education 97 . . . . . . . . . . . . Literature or Philosophy
3
Beginning Speech
2
Relieion . . . . . . . . . . . . . . . .
3
~ e a L h i n gof High School
Music . . . . . . . . . . . . . . . . . 2
Twentieth Century Music
2
Applied Music . . . . . . . . . . 1 or 2
4
Electives . . . . . . . . . . . . . . . .
............
-
Sem.
Cr.
2
2
6
.......
2
2
-
or 2
-
-
1 or 2
Major in Art
FRESHMAN
I Sem. I1 Sem.
Drawing I ..............
Basic Design ............
Basic Bible .............
Freshman English .......
Foreign Language .......
Western Civilization
Physical Activities
Elective
....
.....
.................
Cr.
2
2
3
4
3
%
2
Cr.
-
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Oil Painting I ...........
3
Sculpture I ........... , . .
3
Print Making I
3
Relieion 3. 4
2
2
Fore>gn ~ a n g u a g e.......
3
3
Social Science ........... 3
Natural Science ........ 3 or 4
3 or 4
Electives
3
3
.........
............
................
I Sem. I1 Sem.
JUNIOR
Composition . . . . . . . . . . . .
Art History . . . . . . . . . . . .
Religion . . . . . . . . . . . . . . .
Beginning Speech . . . . . . .
Social Science or History
Natural Science . . . . . . .
Electives . . . . . . . . . . . . . . . .
Cr.
Cr.
3
3
3
3
2
3
3
3
5
-
3 or 4
2
1 Sem. I1 Sem.
Cr.
Cr .
3
3
SENIOR
Oil Painting I1 . . . . . . . . . .
Sculpture I1 . . . . . . . . . . . . .
Independent Study . . . . . .
Printmaking I1 . . . . . . . . . .
Literature or Philosophy
Electives . . . . . . . . . . . . . . .
-
-2
12
-
3
3
8
History Major
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
..............
2
......
3
... 3
.......
4
........
3 or 4
..... %
Basic Bible
Freshman English
Western Civilization
Foreign Language
Natural Science
Physical Activiities
2
3
3
4
3 or d
%
I Sem. I1 Sem.
Cr.
Cr
3
3
JUNIOR
ReUnIon .................
Bcgfa~aingSpeecll
......
.......
................
Fnrliign Lrmgrln~c
HIS~L!I'Y
A m ~ r i c a nQovcrnment . .
Literature or Philosophy
.
-
SOPHOMORE
I Sem, I1 Sem.
Cr.
Cr.
Religion 3, 4 . . . . . . . . . . . . 2
2
Foreign Language ......
3
3
U.S. History . . . . . . . . . . . .
3
3
Natural Science . . . . . . . .
3
General Psychology . . . . 3
Sociology 1, 2 ...........
3
3
Prin. of Economics . . . . .
3
3
SENIOR
...............
3
I Sem.
Cr.
3
3
History . . . . . . . . . . . . . . . . . .
Literature or Philosophy
Fine Arts
Electives
-
Sem.
Cr.
3
-
................ 11
6
3
3
Combined Social Science Major for Teaching
FRESHMAN
.............
Basic Bible
Freshman English
Western Clvllixalion
Foreign Language
Natural Science
Physical Activities .....
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
4
4
3 or 4
3 or 4
%
%
......
...
......
........
JUNIOR
I Sem.
I1 Sem.
"..
Cr.
Lr,
Religion ................
Educational Psych. .....
Teaching in Secoildnry
Schools . . . . . . . . . . . . . . .
Group Activity .........
History ..................
Health & First Aid . . . . . .
American Government
Speech . . . . . . . . . . . . . . . . . .
Electives in Minor
.
.....
3
0
3
3
2
6
3
SOPHOMORE
I Sem. I1 Sem.
Religion 3, 4 ............
Foreign Language ......
U.S. History .............
Natural Science ........
General Psychology ...
Sociology 1, 2 ...........
Economics 15, 16 ........
SENIOR
Cr.
2
3
3
Cr.
2
3
3
3
-
3
3
3
3
-
I Sem.
Cr.
Religion .................
3
Student Teaching . . . . . .
6
Guidance . . . . . . . . . . . . . . . .
2
School and Society .....
2
Methods . . . . . . . . . . . . . . . . .
2
Literature or Philosophy Human Geography . . . . . History . . . . . . . . . . . . . . . . . . Fine Arts . . . . . . . . . . . . . . . Electives in Minor . . . . . . -
3
Sem.
Cr
-
.
-
3
3
3
3
5
Major in Sociology in Preparation for Social Work
A rapid expansion of the field of social work during the past
twenty years .has created an acute need for trained social
workers. Positions are available in public agencies on federal,
state, county, and municipal levels; in private agencies sponsored by churches or other community organizations; in group
work, case work, or community organization.
In response to this need, Augsburg College has developed a
curriculum designed to do two things: (a) equip graduates
for immedate employment in social work positions that do
not require post-graduate training, and (b) prepare students
for further study in graduate schools of social work.
Augsburg College is an active member of the Minnesota Conference on Social Work Education and the National Council
on Social Work Education. During recent years graduates of
Augsburg have secured positions in both public and private
welfare, in probation work, child welfare, group work and
case work.
The following courses are recommended for students interested in Social Work. The courses which are italicized should
be taken by all such students.
In consultation with the department head, students may obtain a sociology major without the social-work sequence.
I Sem. I1 Sem.
Cr.
Cr.
FRESHMAN
Basic Bible . . . . . . . . . . . .
Freshman English . . . . .
Western Civilization ....
Foreign Language . . . . .
Introduction to Sociology
Social Problems ........
Physical Education 3, 4
2
2
3
3
4
3
. %
I Sem. I1 Sem.
Cr.
Cr.
Religion . . . . . . . . . . . . . . . . . 3
Soc. 57, 59. Fields of
3
Social Woyk ..........
Soc. 58, 60, Methods of
Social Work ........
Fine Arts
Beginning Speech
2
Intro. to Statistics
3
Social Research .........
Electives
5
JUNIOR
.............. .....
.....
.
I Sem.
Cr
SOPHOMORE
Religion 3. 4 . . . . . . . . . . .
American Government . .
Natural Science . . . . . . . .
General Psychology . . . . .
Principles of Economics
Rural Sociology . . . . . . . .
Urban Sociology . . . . . . .
Foreign Language . . . . . .
2
3
3
2
3
3
3
3
I Sem.
Cr.
SENIOR
Sem.
Cr.
-
Religion . . . . . . . . . . . . . . . . .
Crinainology . . . . . . . . . . . . 3
Social Psychology . . . . . . .
3
Psycla. 62, Abnornanl . . . Public Welfare . . . . . . . . . .
Electives in Upper Division
Courses ...............
10
-
Sem.
Cr.
3
+
+
3
3
................
Major in Psychology
FRESHMAN
I Sem. I1 Sem.
Cr
Cr.
2
2
3
3
3
3
4
4
.
..............
Basic Bible
Freshman English
Western Civilization
Foreign Language
General Zoology
Physical Activities
......
.....
......
........
......
JUNIOR
4
%
I Sem. I1 Sem.
Cr.
Cr.
3
3
3
3
3
Religion . . . . . . . . . . . . . . . .
Intro, to Statistics
Psych. of Personality ...
Experimental Psych. ...
Psych. of Measurements .
Electives
.....
4
%
................
7
3
3
4
SOPHOMORE
Relieion 3. 1 ............
~ o r z g nLanguage ......
General Psychology
Chemistry or Physics
Sociology 1. 2
Beginning Speech
Logic ....................
Fine Arts
I Sem. I1 Sem.
Cr.
Cr.
2
3
3
....
... 4
...... -32
............... ...........
2
3
4
3
3
2
I Sem. I1 Sem.
SENIOR
History of Psych. .......
Social Psychology
Topics in Psych.
Seminar in Psych. .....
Electives
Cr.
3
..... 3
........ -
................
10
Cr.
-
+
1 to 2
2
12
Elementary Education
Students planning for elementary school teaching are required
t o complete the following curriculum. Except where a choice
is indicated, substitutions can be made only upon the approval
of the Director of Elementary Education. As with other students, certain exemptions are possible. Since the optional
subjects and free electives are so limited, the program must
be followed carefully from the first year. The major in this
program is Elementary Education; each student is required to
take a minor in a t least one of the subject matter fields taught
in the elementary schools. Variations in the requirements of
the minor from those described by the department may be permitted subject to special departmental approval.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
Basic Bible ..............
Freshman English ......
Western Civilization ....
Modern Foreign
Language . . . . . . . . . . . . .
Physical Science . . . . . . . 3
Selected from Physics,
Astronomy, Chemistry 5,
Physical Activities
.....
4
or 4
6)
?h
a
4
or 4
%
I Sem. I1 Sem.
JUNIOR
.
-
Cr
Religion .................
American Government . .
3
Ed. 51, Orientation . . . . . .
4
Ed. 53, Human Growth &
Development .........
3
Ed. 54, 56, Meth. & Mat. 0
Group Activity ..........
Basic Design . . . . . . . . . . . . 3
Intro, to Music . . . . . . . . . Foundations of Arith. .. 4
Electives in Minor . . . . .
Cr.
3
3
4
0
-
2
2
3
SOPHOMORE
Religion 3. 4 .. ,. .. , .....
General Rlology ........
General Fs'r;ycholOgy
Human Geography ......
U.S. History . . . . . . . . . . . .
Modern Foreign
Language . . . . . . . . . . . . .
Health and First Aid ...
Electives in Minor
I Sem. I1 Sem.
Cr.
Cr.
2
2
....
.....
3
3
-
3
3
3
3
3
3
3
-
-
3
I Sem, I1 Sem,
SENIOR
Religion . . . . . . . . . . . . . . . .
Ed. 61, Meth. & Mat.
Ed. 62. Meth. & Mat. . . .
Ed. 63. Tchg. of Reading
Children's Literature . . .
Ed. 66, Seminar in
Teaching . . . . . . . . . . . . .
Ed. 68, Directed Tchg.
Literature ..............
Beginning Speech .......
Electives in Minor . . . . . .
...
Cr.
3
2
3
3
3
3
Cr.
-
2
-
2
B
2
-
High School Teaching
Each state sets certain requirements for obtaining a teacher's
certificate. The course outlined below satisfies the requirements
for a certificate for teaching in Minnesota a t the junior and
senior high school level. The same prgram will meet the demands set by most of the neighboring states. The student
should apply to the Department of Education for admission
t o the Education curriculum during his sophomore year. Admission will be determined by a committee on the basis of
scholarship and other qualifications. Except with special majors such as music, home economics, combined natural science,
and business education, students should usually prepare
for competency in at least two subject-matter fields in which
high schools offer work. Areas in which they may obtain
teaching majors or minors include English, German, Spanish,
French, speech, music, art, history, social science, business
education, home economics, biology, physics, chemistry,
natural science, mathematics and physical education. 'Minors
are also offered in Scandinavian language and literature,
political science and library science.
I Sem. I1 Sem.
Cr.
Cr.
2
2
Basic Bible
Freshman English ......
3
History or Sociology
3
Foreign Language
4
Natural Science
3 or 4
Physical Activities
%
FRESHMAN
.............
...
.....
......
........
SOPHOMORE
I Sem. I1 Sem.
Cr
Cr
Religion 3, 4
2
2
Foreign Lzulglt~ge
3
3
General Psycholum
,,
3
Natural Sctcl~cc
3 or 4
Fine Arts . . . . . . . . . . . . . . . Health and First Aid ,
3
Electives ................
5
.
............
......
.. .
..
.........
-
.
JUNIOR
Religion .........
Education 71. 72 .
Education 73, 74
Beginning Speech
Electives in Major
or Minor ......
Sem.
Cr.
-
..
I Sem. I1 Sem.
SENIOR
Cr.
Cr.
Religion ................. 3
Education 76 ............
2.
Education 76 . . . . . . . . . . .
2'
4S ~ e c i a lMethods . . . . . . . . 2 or
-
Cr.
3
3
0
ducatio ion
97
-
...........
6.
-
Literature or Philosophy
Electives in Major
or Minor . . . . . . . . . . . . .
'May be taken I1 Sem.
-
3
Students preparing for secondary school teaching whose programs prevent the completion of the full requirements in the
regular four years, may be allowed certain modifications in
the general education requirements. They are required to complete courses in general psychology, 3 credits, and health,
3 credits. On the recommendation of their registration adviser
and the approval of the Committee on Admissions and Student
Standing, they may secure exemption from one or more of
the following, not to exceed a total of 9 credits: Freshman
English, 3 credits; literature or philosophy, 3 credits; speech,
2 credits; fine arts, 2 credits; natural science, 3 credits; social
science, 3 credits; foreign language, 6 credits. (At least one
year of foreign language must be taken in college, unless the
student completed four years of a language in high school.)
To be valid, approval of exemption must be filed in the Registrar's office prior t o registration for the junior year.
Major in Business Administration
FRESHMAN
I Sem. I1 Sem.
-.
.
2
Pr
Basic Bible . . . . . . . . . . . . .
Freshman English ......
3
Foreign Language . . . . . .
4
History or Sociology ...
3
3
Principles of Accounting
Physical Activities ..... %
JUNIOR
P
r
-a.
2
3
4
3
3
I Sem. I1 Sem.
Cr.
Cr
Intermediate Accounting
3
3
Religion . . . . . . . . . . . . . . . .
3
3
3
Economics 57, 58 ........
3
Intro. to Statistics ......
Science .................2 or 4
Fine Arts ............... Z or 3
Auditing or Cost Acc.
3
Electives ................ 3 to 5
3
.
-
r Sem.
Cr
SOPHOMORE
Religion 3, 4 ............
2
Foreign Language .......
3
Prin. of Economics .....
3
Natural Science ........3 or 4
......
Beginning Speech
Electives
................
I1 Sem.
Cr.
2
3
2
3
I Sem. I1 Sem.
Cr.
Cr.
3
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Religion
Auditing or Cost Acc.
Business Law ..........
3
Literature or Philosophy Electives ................ 15
SENIOR
-
-
Major in Economics
FRESHMAN
I Sem. I1 Sem.
--.
2
.............
3
......
...... 34
Cr
Basic Bible
Freshman English
Foreign Language
History or Sociology . .
Principles of
Accounting ..........
Physical Activities .....
3
%
C r.
2
3
4
3
3
I12
SOPHOMORE
I Sem. I1 Sem.
Cr.
- Cr.
Religion 3, 4
2
2
Foreign Language
3
3
Prin. of Economics .....
3
3
Natural Science ........ 3 or 4
3 or 4
Beginning Speech .....
2
................
Electives
3
6
............
......
-
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
- .
Religion .................
3
Literature or Philosophy 3
Economics 57 58 . . . . . . .
3
3
Intro. to Statistics . . . . . 3
Natural Science ......... 3 or 4
Intro. to Math. Analysis
4
4
Electives . . . . . . . . . . . . . . . . 3
3
SENIOR
I Sem.
R e l i ~ i n n .................
Anal. Umm. nnd Calculus
-6
Cr.
--
..............2 or9 3
Sem.
Cr.
3
5
Fine Arts
Electives ................
Recommended elective fields: Psychology, Sociology, Political Science, History.
Major in Business Education
in Preparation for Teaching in Secondary Schools
E
FRESHMAN
Basic Bible ...........
Freshman English
Foreign Lnnguagf ...
History or Sncinte~y
Physical Acilr+lllcu ...
Elem. Typewriting
Natural Science
....
Sem. I1 Sem.
Cr.
Cr.
.
......
JUNIOR
.......
.....
................
.....
I Sem. I1 Sern.
Cr.
Cr.
2
2
.
...
Prin. of .Economics . . . . .
Adv. Shorthand .........
Educational psycho log^ ,
Teaching in Secondary
Schools ...............
Group Activity ..........
Business Law ..........,
Fine Arts ...............
Adv. Typewriting
Health & First Aid
Electives
SOPHOMORE
Religion 3, 4 .......
Gen. Psychology ...
Prin. of Accounting
Elem. Shorthand ...
Foreign Language
Natural Science . . . .
Beginning Speech .
Office Machines
.
...
I Sem. I1 Sem.
Cr.
Cr.
3
3
4
3
0
3
-
-
-
SENIOR
.......
I Sem. I1 Sem.
Cr.
Cr.
Student Teaching
Speclnl Methods
Prln. of Guidance
School and Society
Rcll~Inn
Lllerniura or Phflnao~hy
Sectmctnrlal Prncttce ....
~ u s l l l r ! ~ Seminar
n
......
E1cr:Hves
........ 26
......
..... 22
................ -3
................
-
-
-
-
3
Home Economics
Work in the Department of Home Economics is intended to
equip students for the teaching of home economics in high
school, to prepare them $forhomemaking, and to give them the
first two years of the training required for such vocations as
dietetics, institution management, home economics and journalism, and home economics in business. Each student who
plans for a vocation in this field should consult members of
the home economics staff about the details of the program
when she begins her college work.
A curriculum for a home economics education major is given
below. A graduate who completes this curriculum qualifies
for certification by the Minnesota State Board for Vocational
Education to teach in federally-aided secondary school home
economics departments (Smith-Hughes) . Courses in italics
are not required for a general home economics major.
I Sem. I1 Sem.
Cr.
Cr.
2
2
%
'12
FRESHMAN
..............
Basic Bible
Physical Activities
Freshman English
Soclolo~ry ...............
RLoIop!: 1-2, or 4 or
18-14'
0
A r t i n Daily Living ....
Nutrition . . . . . . . . . . . . . .
Clothing Selection
Clothing Construction
Chemistry 5 or 5, 6 or
5, 32' .................
.....
......
................
......
.
3
3
3
3
....
.
1 Sem.
Cr.
2
........
........
3
2
-
Sem.
Cr.
2
3
4
3
.........
or 4
3
3
4
I Sem. I1 Sem.
Cr.
Cr.
3
3
JUNIOR
Religion .................
Foreign Language .......
Beginning Speech .......
Prin. of Economics
Color and Design ........
Home Planning &
Furnishing . . . . . . . . . . . .
Family Health . . . . . . . . . .
Textiles .................
Educational Psycholog?/
Teachina i n Secondaru
Schools . . . . . . . . . . . . . . . .
Group Activity .........
Clothing Construction . . .
SOPHOMORE
Religion 3, 4 ..........
Gen. Psychology
Foreign Language ......
Prin. of Physics
Marriage & Family
Relationships
Child Development .....
Food Preparation &
Management ..........
Electives ................
2
3
3
2
3
0
2
4
2
-
SENIOR
I Sem. I1 Sem,
Religion . . . . . . . . . . . . . . . . .
Literature or Philosophy
Microbiology . . . . . . . . . . .
Education 76,78 . . . . . . . . .
Education 92 . . . . . . . . . . . .
Student Teclclting . . . . . . .
Home Management Prob.
Home Management Lab.
Consumer Educ. .........
Teaching of Home E c . 2
-
Cr.
Cr.
2
2
2
3
3
4
6
2
3
2
2
3
0
-
"Recommended for students planning to do graduate work in
nutrition, foods, textiles or equipment, as well as for any who
plan to transfer to institutions offering special training in
dietetics. These students may take the biology course in the
sophomore year.
Students preparing for secondary school teaching whose program prevent the c~~mpletion
of the full requirements in the
regular four years, may be allowed certain modifications in
the general education requirements.
Biology Major
The following course o'f study is recommended for a major
in biology. Physics 6 and Chemistry 54 are strongly recommended for students who plan on graduate work in biology.
I Sem. I1 Sem.
FRESHMAN
.............
......
Basic Bible
Freshman English
History or Sociology ...
General Zoology
Foreign Language ......
Physical Activities
........
Cr.
3
3
4
4
'12
.....
JUNIOR
Cr.
2
f Sem. I1 Sem.
Religion . . . . . . . . . . . . . . . . .
Chemistry 5, 6 or 15, 16
Literature or Philosophy
Genetics .................
Biology 64 or 68 . . . . . . . .
Fine Arts . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . .
Cr.
Cr.
3
3
4
4
4
3
2
3
-
-42
SOPHOMORE
f Sem. I1 Sem.
Religion 3 , 4 . . . . . . . . . . . .
Beginning Speech ......
General Botany .........
Human ~ n a t o m y. . . . . . . .
Intro. to Math. Analysis
Foreign Language . . . . . .
Electives . . . . . . . . . . . . . . . .
SENIOR
Cr.
2
2
4
-
Cr.
2
4
4
3
-
I Sem, I1 Sem.
Cr.
Taxonomy . . . . . . . . . . . . . The Cell ................
4
General Entomology .... Physics 5 , 6 or
Chemistry 53, 54 . . . . . .
4
Biology Seminar . . . . . . .
%
Electives (upper division) 8
Cr.
3
Biology Major for Secondary School Teaching
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
FRESHMAN
.............
Basic Bible
Freshman English ......
History or Sociology
General Zoology ........
Foreign Language ......
Physical Activities .....
....
4
4
4
4
=/2
JUNIOR
Biology 64 or 68 .........
Genetics ................
The Cell
Educational Psych.
Tchg. in Sec. School ...
Biology Seminar
Group Activity ..........
Health and First Aid
,
Beginning Speech
Electives
I Sem. I1 Sem.
Cr.
Cr.
-
................
.....
........
4
4
3
0
.. .......
.................. 6
4
3
%
0
3
2
5
SOPHOMORE
I Sem. I1 Sem.
- ----.
Cr.
Cr.
2
Religion 3, 4 . . . . . . . . . . . .
2
4
General Botany . . . . . . . .
Human Anatomy ....... Foreign Language
3
General Psychology ....
3
Chemistry 5. 6 or 15. 16
4
Electivcs ................ 3
......
I Sem. I1 Sem.
Cr
3
SENIOR
Cr.
.................
3
............... -
Religion
Flne Arts
........ -
Biology 58 or 66
Tch~:. of Nnttlrnl ScIcnces
Fl'iti. CII
Guldance
Sclhool & Society
.....
.......
2
2
2
Slkldcnl Teocl~ing .......
6
Litcrnturc nr Philo~ophs Birsloay Scrnltlr~r'
'/2
Elcctlvt*
........
................ -
.
3
3
-
3
'/a
4
Chemistry Major
The following course of study meets the requirements for
the Bachelor of Arts degree a t Augsburg College and is approved by the American Chemical Society for students who
plan t o do graduate study in chemistry.
Students who satisfactorily complete this curriculum are
exempt from the graduation requirement of a course in the
biological science and the second year of a foreign language.
FRESHMAN
I Sem.
C r.
Chemistry 15. 16 . . . . . . . .
Intro. to Math. Analysis
Basic Bible . . . . . . . . . . . . .
Freshman English . . . . .
History o r Sociology
Physical Activities
...
.....
JUNIOR
I1 Sem.
4
4
2
3
3
2
3
3
%
'
/
2
I Sem. I1 Sem.
Cr.
Cr.
3
4
Chemistry 61, 72 . . . . . . .
Physical Chemistry (82)
Chemistry Seminars
(93. 94)
Beginning German
'Advanced Calculus ....
'Physics 53, 63, 52 ....
Fine Arts . . . . . . . . . . . . . . .
'Recommended
..............
.....
-
4
0
0
4
3
3
4
3
4
3
I Sem.
SOPHOMORE
Cr.
4
4
-
PW
Organic Chemistry (53, 54)
Anal. Geom. & Calculus
General Physics (5, 6) .
Religion 3, 4 . . . . . . . . . . . .
Beginning Speech . . . . . .
Literature or Philosophy
.
-4'
5
4
2
2
-
I1 Sem.
-.4 .
P
.
.
5
4
2
3
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Physical Chemistry (83. 86) 4
3
Adv. Anal. Chemistry (88) 3
$dv. Inorg. Chemistry (91) 4
Chemistry 97. 98 . . . . . . . . Arr.
Arr.
Chemistry Seminars
(95. 961 ..............
0
0
Religion ................ 3
3
German or French . . . . 3 or 4
3 or 4
-
The summer following the junior year is frequently spent on
chemical research under departmental sponsorship.
Physics Major
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
Basic Bible . . . . . . . . . . . . .
Freshman English . . . . . . .
History or Sociology . . . .
Intro. to Math. Analysis
General Physics (5. 6) .
Physical Activities . . . . .
4
4
1/2
4
4
'h
I Sem. I1 Sem.
Pr
Cr.
2
SOPHOMORE
--.
Religion 3, 4 . . . . . . . . . . . .
2
Anal. Geom. and Calculus 5
Intro. Atom. &
Nuclear Phys. . . . . . . . . Electr. & Magnetism
153. 54) . . . . . . . . . . . . . . .
3
.Optics . . . . . . . . . . . . . . . . . .
3
German or French
4
.....
I Sem. I1 Sem.
Cr.
Cr.
JUNIOR
Fine Arts ..............
Differential Equations . .
Mechanics ...............
Adv. Physics Lab.
(63, 64) ...............
Literature or Philosophy
German or French . . . . . .
Chemistry 5 , 6, or 15, 10
Beginning Speech .......
3
3
1
3
3
4
-
I Sem.
SENIOR
Cr.
3
3
3
Advanced Calculus .....
Religion .................
*Heat & Thermodynamics
Adv. Physics Lab.
(73. 74) . . . . . . . . . . . . . . .
Mathematical Physics . . .
Electives . . . . . . . . . . . . . . . .
Sern.
Cr
3
3
.
1
6
*Offered alternate years
Combined Science Major for Teaching: 46 credits, including Chemistry
5, 6 (or 15, 161, 32, 61; Biology 13-14 and 25; Physics 5, 6, and 6 credits
in upper division courses.
Science minor for elementary school teaching: 3 credits each of physics,
astronomy, chemistry; 6 credits of biology; and 9 additional credits
in one area of science, at least 3 of which must be in upper division
courses.
Mathematics Major
The following course of study meets the requirements for the
Bachelor of Arts degree and is recommended for students who
plan to do graduate work in Mathematics.
X Sem. I1 Sem.
Cr.
Cr.
4
4
Intro. to Math. Analysis
Freshman English . . . . . . .
3
3
Beginning German .....
4
4
Basic Bible . . . . . . . . . . . . . . . 2
2
History or Sociology . . . .
3
3
Physical Activities
!/z
%
FRESHMAN
.....
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Modern Algebra . . . . . . . .
Probability and Statistics
Basic Concepts of Math.
Religion .................
Biological Science . . . . . . 3
Literature or Philosophy
Electives ................
3
3
3
3
3
3
or 4
-
4
3
4
-
I Sem.
SOPHOMORE
Cr
5
4
3
2
Anal. Geom. & Calculus
General Physics . . . . . . . .
Intermediate German . . .
Religion 3, 4 . . . . . . . . . . .
Fine Arts ...............
Beginning Speech . . . . . . .
.
2
-
I1 Sem,
Cr.
5
4
3
2
2
I Sern. I1 Sem.
SENIOR
Advanced Calculus .....
Differential Equations
Modern Geometry .....
Electives . . . . . . . . . . . . . . . .
..
Cr.
3
Cr.
3
Mathematics Major for Secondary School Teaching
FRESHMAN
I Sem.
Cr.
4
3
4
2
3
Intro. to Math. Analysis
Freshman English . . . . . . .
Foreign Language . . . . .
Basic Bible . . . . . . . . . . . . .
History or Sociology . . .
Physical Activities .....
JUNIOR
'/2
I1 Sem.
Cr.
4
3
4
2
3
%
I Sem. I1 Sem.
Modern Algebra ........
Advanced Calculus . . . . .
Religion . . . . . . . . . . . . . . . .
Educational Psych. . . . . . .
Teaching i n Sec. Schools
Group Activity . . . . . . . . .
Electives . . . . . . . . . . . . . . . .
Cr.
3
3
3
0
7
Cr.
3
3
3
3
0
4
I Sem. I1 Sem.
SOPHOMORE
Cr.
Anal. Geom. & Calculus
Natural Science . . . . . . . . .
Foreign Language ......
Religion 3. 4 . . . . . . . .
General Psychology
Beginning Speech
5
4
3
2
....
......
SENIOR
3
-
Cr.
5
4
3
2
2
1 Sem. I1 Sem.
Student Teaching . . . . . . .
Teaching of Mathematics
School and Society ....
Prin. of Guidance . . . . . .
Religion . . . . . . . . . . . . . . . . .
Basic Concepts of Math.
Modern Geometry ......
Natural Science . . . . . . . .
Fine Arts . . . . . . . . . . . . . . .
Health and First Aid . . .
Electives . . . . . . . . . . . . . . . .
Cr.
6
2
2
2
3
-
Cr.
Health and Physical Education Major
The following course of study is designed to prepare students
for teaching health and physical education in the secondary
schools, for working in the related fields of health and
recreation, and to assist in qualifying them for the field of
corrective therapy.
T Sem. I1 Sem.
FRESHMAN
Basic Bible . . . . . . . . . . . . . .
Freshman English
Historv or Socioloav
-- . . . .
~ e n e r a lzoology . . . . . . . .
Physical Activities . . . . .
Health and First Aid ....
Individual & Dual Sports
.....
Cr
-- .
2
3
3
4
%
3
-
Cr.
2
3
3
4
=/2
3
I Sem. I1 Sem.
Cr .
Cr.
Religion ................ 3 .
3
Foreign Language
3
3
*Educational Psychology
3
'Teachina in Sec. Schools
3
*Group Activity ........
0
0
Swimming and Aquatics
1
1
Kinesiology & Adapted P.E. 3
Hist. & Prin. of P.E. 3
Electives in Maior
or Minor ..............
4
4
JUNIOR
......
-
*Not required for non-teaching majors.
I Sem. I1 Sem.
Cr.
SOPHOMORE
2
4
3
-
~ e g i n n i n g Speech ....
Human Anat. &
Physiology . . . . . . . . . .
Team Sports . . . . . . . . . . .
Rec. Act. & Rhythms .
Electives in Major
or Minor . . . . . . . . . . . .
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
3
Literature or Philosophy
2
'Prin. of Guidance
2
'School and Society
6
*Student Teaching . . . . . .
P.E. Program in Sec. Sch.
3
School Health Educ. . .
1
Instructor's First Aid . .
s e l f - ~ e s t i n g Activities
*Methods in P.E.
and Minor
Fine Arts
......
....
.........
.............
Medical Technology
Students may complete a course leading t o the Bachelor of
Arts degree with a major in Medical Technology by completing
three years of work a t Augsburg College and twelve months at
General Hospital or Swedish Hospital, Minneapolis. The
following program prepares them for examination for certification in Medical Technology, and it includes the requirements
for the degree. Students planning to enter this program should
take higher algebra in high school.
FRESHMAN
Basic Bible . . . . . . . . . . . . .
Freshman English . . . . . . .
Chemistry 5, 6, or 15, 16
History or Sociology . . . .
Intro. to Math. Analysis
Beginning Speech
Fine Arts . . . . . . . . . . . . . . .
Physical Activities
Sem.
Cr.
2
Sem.
Cr.
2
3
4
3
.......
......
JUNIOR
I Sem, I1 Sem.
Cr .
Cr.
3
Relieion
................. 3
~~Microbiology ............ 4
3
Foreign Language .......
3
Quant. Anal. Chem. (61)
4
~ i o l o g yElective . . . . . . . .
4
6
'Electives . . . . . . . . . . . . . . . 3
*Physics strongly recommended. Other
sciences, arts, humanities.
-
I Sem. I1 Sem.
Cr
Cr.
SOPHOMORE
Religion 3, 4 ...........
Elem. Organic Chem. 32
General Zoology
Foreign Language . . . . . . .
Literature or Philosophy
'Electives ...............
........
-
2
4
4
4
3
3
4
2
4
SENIOR
Lectures, laboratory and practical
work at General or Swedish Hospital
for 12 months
........................32
recommended
electives:
English,
social
In the senior year, students taking this program must register
at Augsburg as well as a t the affiliated hospital.
Medicine
Most medical schools require a minimum of three years of
college education, but premedical students usually find it
advantageous to complete their college work before entering
the medical school. The following program will meet the
requirements of most medical schools, but it is advisable for
the student to study the requirements of the medical scho'ol
to which he plans to apply.
FRESHMAN
I Sem. I1 Sem.
Basic Bible . . . . . . . . . . . . .
Freshman Enalish . . . . . .
Chemistry 15; 16 . . . . . . .
Intro. to Math. Analysis
Physical Activities . . . . .
History or Soc. Science
JUNIOR
.................
Religion
Intermediate German . . .
Quant. Anal. Chem. (61)
General Physics (5, 6)
L~terature or Philosophy
Chem. Seminars (93, 94)
Elective
Pr
Pr
2
2
3
3
4
4
%
3
4
4
'h
.................
-
-
0
3
I Sem. I1 Sem.
......
....
3
I Sem. I1 Sem.
Cr.
Cr.
3
3
3
3
4
4
4
3
3
0
SOPHOMORE
Religion 3, 4 ............
Beninnina German
~ e i e r a -zoology
l
.......
Organic Chem. (53, 54)
*Mathematics 41. 42
SENIOR
Pr
Pr
2
4
2
4
4
4
5
4
4
5
I Sem. I1 Sem.
Cr
Cr
3
3
3
Social Science or Hist.
Fine Arts
Beginning Speech .......
Genetics ................
General Psychology
,
Electives ................
Chem. Seminars (95, 05)
'Physical Chem. (83) ,. ,
.
.
............... -
.. .
2
4
7
0
-
'Recommended
Dentistry
Students planning to enter the pre-dental curriculum should
take geometry, trigonometry, and higher algebra in high
school. Courses in physics and chemistry are highly desirable.
Preparation for the study of dentistry can generally be
completed in two years. The following schedule will meet the
requirements for admission t o most dental schools. Prospective
dental students, however, should inquire of the dental schools
in which they are interested about specific requirements. The
Department of Chemistry is prepared to offer assistance in
placing qualified students in dental school.
FRESHMAN
......
Freshman English
Basic Bible ..............
Intro. Chem. &
Qual. Anal. (5, 6)
Intro. to Math. Anal. ..
General Zoology
Physical Activities
...
........
.....
I Sem. I1 Sem.
Cr.
Cr.
3
3
2
2
4
4
4
%
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
2
Religion 3, 4 . . . . . . . . . . . . 2
General Physics (5, 6) .
4
'Organic Chem. (53, 54)
4
.
4
4
4
%
'Chem. 61, 32 may be substituted for Chem. 53, 54, but the latter is recommended.
Nursing
Many hospitals prefer that applicants to their school of nursing
have a t least one year of college. In many instances two or
more years of college work are desirable. The following
pre-nursing curriculum is suggested for those planning to enter
a four-year school of nursing. Those who plan on a three-year
nursing program should try to select courses in college which
will not duplicate the courses they will study in the school
of nursing which they plan to attend.
FRESHMAN
I Sem.
Cr.
Basic Bible .............
Freshman English .......
Foreign Language
Sociology ...............
Chemistry 5
Psych. or Geography
Art or Music ............
.......
.............
...
2
3
4
3
4
Sem.
Cr.
2
3
4
3
-
Students enrolled in the Schools of Nursing at
Deaconess, Swedish, Fairview, and Methodist
Minneapolis, take some of their course work a t
College. Applications for admission to this program
made directly to these hospitals.
Lutheran
Hospitals,
Augsburg
should be
Law
Most law schools require, for admission, at least three years
of prelegal education a t the college level. The student is advised
t o select a broad program of study including courses in the
humanities, the social sciences, and the natural sciences. A
suggested three-year curriculum is given below:
Sem. I1 Sem.
Cr.
Cr.
FRESHMAN
Basic Bible . . . . . . . .
Freshman English .
Foreign Language
Western Civllization
Natural Science . . . .
Physical Activities
2
3
.
JUNIOR
2
3
4
4
3
4
'12
3
4
'/z
SOPHOMORE
............
I Sem.
Cr.
R c l l ~ l o n3. 4
&nR!isll 2:. '10 ...........
Foreign Language
Logic . . . . . . . . . . . . . . . . . . . .
Social Science ..........
Natural Science ........
Electives ................
2
3
3
Sem.
Cr.
2
....... 3
3
3
I Sem. I1 Sem.
Rallglnn ................
Beginning Speech ......
...............
Plnc Arts
Electives ................
Cr.
3
Cr.
3
12
10
-
2
2
Engineering
A student may take two years of pre-engineering a t Augsburg
before transferring t o a school of engineering. The following
curriculum is recommended. Students planning to enter this
program should have completed four years of high school
mathematics and qualified by the Mathematics Placement Test
to enter Mathematics 41.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr .
Basic Bible . . . . . . . . . . . .
Freshman English . . . . . .
Anal. Geom. & Calculus
General Physics . . . . . . . .
Social Science . . . . . . . . . .
Physical Activities ......
SOPHOMORE
I Sem. I1 Sem.
Religion 3, 4 . . . . . . . . . .
English 40. 42 . . . . . . . . . . .
~ d i a n c e d Calculus . . . . .
Physics 52, 53 . . . . . . . . . .
Differential Equations . .
Inorg. & Qual. Chemistry
rr.
rr
Students who plan to transfer to the Institute of Technology
a t the University of Minnesota will also need, in some cases,
a course in Rigid Body Mechanics (Statics) and Engineering
Graphics. It is recommended that these be taken in summer
session a t the U. of M.
Secretarial Work
The first year of the following program provides preparation
for certain office positions. Completion of the second year
provides more advanced training. A student who has had
similar courses in high school may be admitted to advanced
classes on the basis of his proficiency in the subject. An outline
of the requirements for teaching business subjects in high
school appears under Business Education.
A Secretarial-Work Certificate is awarded on completion of the
two-year program.
FIRST YEAR
I Sem. I1 Sem.
Cr .
Cr
2
2
3
3
1
3
Basic Bible ..............
Freshman English ......
Elementary Typewriting
Office Machines . . . . . . . .
Elementary Shorthand . .
Physical Activities .....
Electives ................
.
-
3
%
8
3
1/2
6
SECOND YEAR
1 Sem. I1 Sem.
Religion 3, 4 ............
Beginning Speech
Advanced Typewriting .
Advanced Shorthand ....
Prin. of Accounting . .
Secretarial Practice .....
General Psychology .....
Electives ................
Cr.
2
.... 4
3
3
5
Cr.
2
2
3
3
3
3
PERSONNEL
THE BOARD OF REGENTS
Officers of the Board
. .
Mr. G. S. Michaelsen . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairman
Vice-chairman
The Rev. Luthard 0. Gierde . . . . . . . . . . . . . .
Mr. R. F. Pautz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mr. R. E. Myhre . . . . . . . . . . . . . . . . . . . . . .
Term Expires 1964
Mr. Jerome Formo, Minneapolis, Minnesota
Plastics, Inc.
The Rev. Luthard 0. Gierde, Minneapolis, Minnesota
Executive Director, Lutheran Social Service
Mr. Herbert Johnson, Minneapolis, Minnesota
Investors Syndicate Life Insurance and Annuity Company
Mr. G. S. Michaelsen, Minneapolis, Minnesota
Education, University of Minnesota
116
The Rev. David Preus, Minneapolis, Minnesota
Pastor, University Lutheran Church of Hope
.Secretary
.
.Treasurer
The Rev. Harry T. Sorenson, Bellevue, Washington
Pastor, Lutheran Church of the Good Shepherd
The Rev. Erling Tungseth, Rochester, Minnesota
Pastor, Bethel English Lutheran Church
Term Expires 1965
Mr. R. F. Pautz, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
Mr. Philip C. Helland, Willmar, Minnesota
Superintendent of Schools, Willmar, Minnesota
Mr. U. W. Tervo, Rochester, Minnesota
Personnel Director, Mayo Clinic, Rochester, Minnesota
Term Expires 1966
Mr. Ruben G. Hovland, Northfield, Minnesota
Education, Northfield Public Schools, Farming
Mrs. George Nelson, Minneapolis, Minnesota
Homemaker
Mr. Cyrus Rachie, Minneapolis, Minnesota
Vice-President, Gamble Skogmo, Inc.
Term Expires 1967
Mr. R. E. Myhre, Minneapolis, Minnesota
Manager, South Side Insurance Agency
Mr. Leonard F. Ramberg, Minneapolis, Minnesota
Vice-President, Northwestern National Bank of Minneapolis
ADMINISTRATION
Oscar A. Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
Clifford M. Johnson . . . . . . . . . . . . . . . Vice President for Development
Martin Quanbeck . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of the College
Burton P. Fosse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Business Manager
Peter Armacost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Students
Gerda Mortensen . . . . . . .Dean of Women, Associate Dean of Students.
Glen W. Johnson . . . . . . . . . . . . . . . . Assistant to Dean of the College
Mildred Joel . . . . . . . . . . . . . . Registrar, Secretary of the General Faculty
Mrs. Jean Christian . . . . . . . . . . . . . . . . . . . . . . . . . Assistant
.
Registrar
Karlis Ozolins (on leave 1963-64) . . . . . . . . . . . . . . . . . . . . . . .Librarian
Mrs. Mariorie Sibley . . . . . . . . . . . . . . . . . . . Acting
.
Librarian 1963-64
Carl R. Hammarberg . . . . . . . . . . . . . . Director of Placement and Testing
S. V. Hielmeland . . . . . . . . . . . . . . Associate Director of Development
Donald Sorlien . . . . . . . . . . . . . . . . . . . . . . . . Director of Public Relations
Jeroy Carlson . . . . . . . . . . . . . . . . . . . . . . . .Director of Alumni Relations
Donovan Lundeen . . . . . . . . . . . . . . . . . . . . Director of Admissions
Mark Johnson . . . . . . . . . . . . . . . Assistant Director of Admissions
Arthur Nelson . . . . . . . . . . . . . . . . . . . . . . Supervisor of Plant Services
Richard 1. Berg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comptroller
Mrs. Elaine Swanson . . . . . . . . . . . . . . . . . .Director of Food Services
Bjarne Landa . . . . . . . , . . . . . . . . . . . . . . . . .Curator of the Museum
Agnes Tangjerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Archivist
.
Vernon Chilgren . . . . . . . . . . . . . . . .Manager of Housing Service
Eugene Ecklund . . . . . . . . . . . . . . . . . . . . . . Manager of Special Events
Mrs. Ruth Gamm . . . . . . . . . . . . . - . . . Director
.
of News Bureau
Mrs. Jacquelyn Gimse . . . . . . . . . Director of Women's Residences
Frank A. Gruver, M.D. . . . . . . . . . . . . . . . . . . . . . . .College Physician
COMMITTEES OF THE FACULTY
President's Cabinet: 0.Anderson, C. Johnson, M. Quanbeck, Armacost,
Fosse, Miss Mortensen, Miss Joel, Mandsager
Educational Policies: M. Quanbeck, 0. Anderson, Miss Joel, P. Quanbeck, Thorson, Chrislock, Nash, Hanwick, R. Anderson, Halverson,
Miss Pederson, Armacost
Admissions and Student Standing: Miss Joel, Lundeen, M. Quanbeck,
Saugestad, Miss Cole, P . Thompson, Budge
Student Personnel: Armacost, Miss Mortensen, Torstenson, P. Quanbeck,
Mrs. Hinrichs
Teaoher Education: E. Johnson, Dahlen, Agre, Miss Mattson, Miss
Segolson, Miss Cole, Savold
Library: Mrs. Sibley, Sateren, Colacci, Mrs. Jensen, Alton, Benson
Athletics: Soberg, Kleven, Mickelberg, E. Anderson, Savold
*Convocations: Urdahl, E. Johnson, Miss Pederson, Thut, Ecklund
Faculty Personnel Policies: Budge, Sonnack, Mrs. E. Olson, Thompson,
Fosse, Holum
Institutional Studies: Holum, Pearson, Mrs. Anderegg, G. Johnson,
Chrislock
*Religious Life: Mandsager, Sonnack, Gisselquist
Social Functions: Mrs. L. Peterson, Miss Mortensen, Miss Lillehei, Miss
Sonsteng, Hatchek
*Student Activities: Armacost, Miss Mortensen, M. Quanbeck, Follingstad, Mickelberg
*Student Conduct: E. Nelson, Mrs. K. Peterson, Thut, Miss Lund
Nominations: Kleven, Urdahl, Hammarberg
Administrative: 0. Anderson, C. Johnson, M. Quanbeck, Armacost, Fosse
Foreign Students: Miss Joel, Hansen, G. Johnson, Miss Segolson
*Joint Student-Faculty Committees
THE FACULTY
Ruth Aaskov, A.M., lnstructor in French (on leave 1963-64)
A.B., Augsburg College, 1963; A.M., Middlebury College, 1960. Additional study: University of Grenoble, Boston University, University of
Wisconsin. Teaching: High School, 1954-60. At Augsburg 1960-63.
Courtland L. Agre, Ph.D., Professor of Chemistry
B.Ch.E., University of Minnesota, 1934; Ph.D., University of Minnesota,
1937; Research Chemist, 193740; U.S. Army, 1940-41; Research Chemist,
1941-46. Teaching: St. Olaf College, 1946-58; University of California,
Berkeley, Visiting Professor, National Science Foundation Fellowship,
1958-59. At Augsburg since 1959.
Earl Alton, Ph.D., Assistant Professor of Chemistry
A.B., St. Olaf College, 1955; M.S., University of Michigan, 1958; Ph.D.,
1961. Teaching: Teaching Fellow and pre-doctor instructor, University
of Michigan, 1955-58. At Augsburg since 1960.
Lyla Mae Anderegg, A.M., lnstructor in Education
A.B., University of Minnesota, 1945; A.M., Northwestern University,
1947. Additional study: Minnesota, Chicago, California. Teaching and
Counseling, High School, 194546, 1951-53 ; Teaching : E a s t Washington
College, 1948-49; University of Minnesota, 1950-51; Oakland Junior
College, 1954-56; San Francisco State College, 1957-58; St. Olaf College,
1958-59. At Augsburg since 1959.
Ernest W. Anderson, M. Ed., Professor of Health and Physical Education,
Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 193741. U.S. Army, 194146. At Augsburg since
1946.
Oscar A. Anderson, LL.D., President of the College
A.B., St. Olaf College, 1938; B.D., Luther Theological Seminary, 1942;
LL.D., Concordia College, 1963. Additional study: Union Theological
Seminary. Pastoral work, 1942-48, 1954-63; Executive Secretary, Young
People's Luther League (ELC), 1948-54. At Augsburg since 1963.
Raymond E. Anderson, Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1946; A.M., 1950; Ph.D., University of
Minnesota, 1959. Teaching: University of Vermont, 1949. U.S. Navy,
1946. At Augsburg since 1949.
Peter H. Armacost, Ph.D., Assistant Professor of Psychology and Dean
of Students (on leave 1961-63.)
A.B., Denison University, 1957. Ph.D., University of Minnesota, 1963.
Additional study: Union Theological Seminary. Teaching Assistant a t
University of Minnesota. At Augsburg since 1959.
Manmohan S. Arora, M.A., Instructor in Economics
B.S., Ranja's College, India, 1957; M.A., Delhi School of Economics,
India, 1959; Additional study: University of Minnesota. Teaching Assistant, University of Minnesota, 1962-63. At Augsburg since 1963.
Leroy A. Baker, A.B., lnstructor in Physics
A.B., Northwest Nazarene College, 1960. Additional study: University
of Minnesota. Research Physicist, Minneapolis Honeywell. At Augsburg
196&62 and since 1963.
Emil Balz, Akad. Geprufter Ubersetzer, lnstructor in Spanish
Abitur, Friedrich Schiller Oberschule, Germany, 1937; Akad. Geprufter
Ubersetzer, Heidelberg University, 1949. Additional study: University of
Minnesota. Teaching: Prof. Language School, Germany, 1949-50. At
Augsburg since 1963.
Waltraud Balz, Akadem. Ubersetzer, lnstructor in Modern Languages
Abitur, Victoria Oberschule, Germany, 1942; Akadem. Ubersetzer,
Heidelberg University, 1947. Teaching: private lessons, 1960-63. At
Augsburg since 1963.
Merrilyn Belgum, M.S.W., Instructor in Sociology
A.B., University of Minnesota, 1946: W.S.W., UnlveiUsityof Denver, 1956.
Qlisago County Welfare, 1948-49; Lutheran W ~ l f n r eSociety, Iowa, 194952; Depnrtmcnt of Public Welfare, Anchmbage, A I ~ s k a ,1952-54; University of Denvcr, Field Inaiructor, 195657; Denver Public Schools
Social Worker, 1957-60,At Augshurg since 1960.
John Benson, M.A., lnstructor in Religion
B.A., Augsburg College, 1955; B.D., Luther Theological Seminary, 1959;
M.A., Columbia University, 1961. Additional study: Columbia University.
At Augsburg since 1963.
William Bergstrom, M.A., lnstructor in English
B.A., University of Minnesota, 1950; M.A., University of Minnesota, 1952.
Additional study: University of Minnesota. Teaching: Bethel College,
1950-55, University of Minnesota, 195563. At Augsburg since 1963.
Nelly T. Blackburn, B.A., lnstructor in French
B.A., Earlham College, 1949. Additional study: Oberlin College. Teaching: Macalester College, 1962-63. At Augsburg since 1963.
Oscar Blegen, Jr., B.A., Assistant Football Coach and Head Wrestling
Coach
B.A., Augsburg College, 1961. Teaching: High School, 1961-63. At Augsburg since 1963.
Bruce P. Budge, M.S., Assistant Professor of Business Administration
B.S., University of Idaho, 1953; M.S., 1957. Additional study: University
of Minnesota. Teaching: University of Idaho, 1955-57. Weyerhauser
Company, 1953-55, 1957-60. At Augsburg since 1960.
Harold Cannon, B.A., B.S., lnstructor in Spanish
B.A., B.S., University of Minnesota, 1962. Additional study: University
of Minnesota. Teaching: High School, 1961-62. At Augsburg since 1962.
Jacqolyn L. Cherne, A.B., lnstructor in English
A.B., Augsburg College, 1958. Additional study: University of Minnesota.
At Augsburg 1960-62 and since 1963.
Carl Chrislock, Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 1955. Teaching: High School, 193944; Tracy Junior College,
194748; Augustana College, Sioux Falls. S. Dak., 1948-51. At Augsburg
since 1952.
120
C. Winston Chrislock, M.A., Instructor in History
B.A., University of Minnesota, 1962; M.A., Indiana University, 1964.
At Augsburg since 1964.
Bernhard Christensen, Th.M., Ph.D., Professor of Christian Education
(on leave 1962-64)
A.B., Augsburg College, 1922; Augsburg Theological Seminary, 192225; Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford
Seminary Foundation, 1929. Additional study: Columbia, Chicago, Berlin
G~ttingen. Teaching: Oak Grove Seminary, Fargo, N. Dak., 1925-26.
Pastoral work, 1928-30. At Augsburg since 1930. President 1938-61.
Gracia Christensen, A.M., lnstructor in English
A.B., Hunter College, 1932; A.M., Radcliffe College, 1935. Additional
study: University of Chicago. At Augsburg 1959-60, 1961-62, and since
1963.
Nadia Christensen, B.A., lnstructor in Spanish
B.A., Augsburg College, 1959. Additional study: University of Minnesota,
University of San Carlos, Guatemala. At Augsburg since 1963.
Mario Colacci, Th.D., D.Litt., Professor of New Testament Greek and
Latin
Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontificium
Institutum Biblicum de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching : Regional Seminary, Benevento, Italy, 1935-40 ;
Mario Pagano College and Normal Institute, Campobasso, Italy, 194149. At Augsburg since 1952.
Ailene Cole, A.M., Associate Professor of Speech
A.B., Gustavus Adolphus College, 1936; A.M., University of Minnesota,
1949. Additional study: University of Minnesota. Teaching: High Schools,
1936-56. At Augsburg since 1956.
K. Berner Dahlen, A.M., Associate Professor of English
A.B., Augsburg College, 1931; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-39; CrosbyIronton Junior College, 194041. U.S. Army Air Forces, 1942-45. At
Augsburg since 1941.
Kenneth L. Davenport, M.M., lnstructor in Strings
B.M., Hamline University, 1932; M.M., Minneapolis College, 1938.
Teaching: St. Olaf College, Carleton College, Gustavus Adolphus College;
St. Paul Public Schools; Anoka Public Schools since 1953. Member of
the Minneapolis Symphony Orchestra for 14 years. At Augsburg since
1962.
Sheldon Fardig, M.M., Associate Professor of Education
B.A., Carleton College, 1940; M.M., Northwestern University, 1952.
Additional study: University of Minnesota; Dalcroze School of Music,
New York. Teaching: High School, 1940-46; Olivet College, 1949-54;
Moody Bible Institute, 1954-56; Bethel College, 1956-62. At Augsburg
since 1962.
Henry G. Follingstad, B.E.E., C.D.T. diploma, lnstructor in Mathematics
B.E.E., University of Minnesota, 1947; C.D.T. diploma, Bell Telephone
Laboratories, Inc., 1950. Additional study: Rutgers University, University of Minnesota. Teaching: University of Minnesota, 194748; U.S.
Armed Forces Institute, 194546; Bell Telephone Laboratories, Inc.,
1948-62. At Augsburg since 1962.
Burton P. Fosse, B.B.A., B.M.E., Business Manager
B.B.A., B.M.E., University of Minnesota, 1949. U.S. Army, 194346.
Industrial Engineering work, 1949-53. At Augsburg since 1953.
Stephen Gabrielsen, B.A., Director of Male Chorus
B.A., Augsburg College, 1963. Additional study: University of Minnesota.
At Augsburg since 1963.
Daryl Gibson, Ph.D., Associate Professor of Music (Brass Instruments)
B.S., University of Minnesota, 1934; A.M., 1941; Ph.D., University of
Iowa, 1947. Member of Minneapolis Symphony Orchestra, 1934-44. Teaching: University of Iowa, 1943; University of Montana, 194748; Gustavus
Adolphus College, 1948-52. At Augsburg since 1954.
Jacquelyn L. Gimse, B.S.N., Director of Women's Residence and Social
Coordinator
R.N., Moline Public Hospital, 1957; B.S.N., Gustavus Adolphus College,
1960, Moline Public Hospital, 1957-58; Gustavus Adolphus College, Assistant Dean of Students, 1960-61. At Augsburg since 1961.
A. Malcolm Gimse, B.A., Instructor in Swimming
B.A., Macalester College, 1962. Additional study: University of Minnesota. At Augsburg since 1961.
Orloue Gisselquist, A.M., Assistant Professor of History
A.B., University of Minnesota, 1943; A.M., University of Minnesota, 1956.
Teaching: Bethel College, 1954-56. Additional study: Minnesota. At
Augsburg since 1956.
Frank A. Gruver, M.D., College Physician and Assistant Professor of
Psychology
B.S., University of New Mexico, 1954; M.D., University of Utah, 1959;
PARS Certificate, Union Theological Seminary, 1963. Private practice,
1960-62. At Augsburg since 1963.
Donald R. Gustafson, A.M., lnstructor in History (on leave 1963-64)
A.B., Gustavus Adolphus College, 1955; A.M., University of Wisconsin,
1956. Additional study: Indiana; California, Berkeley; Minnesota; Wisconsin. Teaching: Gustavus Adolphus College, 1960-61. At Augsburg
1961-63.
William H. Halverson, Ph.D., Associate Professor of Philosophy and
Religion
A.B., Augsburg College, 1951; B.Th., Augsburg Theological Seminary,
1955; Th.M., Princeton Theological Seminary, 1957; A.M., Princeton
University, 1959 ; Ph.D., 1961. Teaching : Princeton Theological Seminary, 1957-59. At Augsburg 1955-56 and since 1959.
Carl R. Hammarberg, A.M., Assistant Professor of Psychology and
Director of Placement and Testing
A.B., Gustavus Adolphus College, 1932; A.M., University of Minnesota,
1948. Additional study: Minnesota. Teaching: Bethany College, Lindsborg, Kan., 1948-53. At Augsburg since 1953.
Leif E. Hansen, A.M., lnstructor in Modern Languages
A.B., Concordia College, 1947; A.M., University of Min~esota, 19%.
Additional study: Michigan, Stetson University. Wisconsin. Teachjng :
High School, Norway, 1959-60; University of Wiscot~sin, I9GO-61. At
Augsburg since 1961.
lrene Hanson, M.S. in Ed., Assistant Professor of Elementary Education
B.S. in Ed., Temple University, 1946; M.S. in Ed., Temple University,
1948. Additional study: University of Minnesota. Teaching: High School,
194649, 1957-59; University of Minnesota, 1960-63. At Augsburg since
1963.
Theodore J. Hanwick, Ph.D., Professor of Physics
B.E.E., Polytechnic Institute of Brooklyn, 1933; M.S., Polytechnic Institute of Brooklyn, 1937; Ph.D., New York University, 1950. Teaching:
Polytechnic Institute of Brooklyn, 1937-38; New York University, 193%
42; U.S. Naval Academy, 194246; Rutgers University, 1946-56. At
Augsburg since 1956.
George W. Hatchek, LL.D., lnstructor in Modern Languages
LL.D., Law School of Vienna, Austria, 1938. Additional study: University of Minnesota, Middlebury College. Interpreter a t United States
Surplus Depot, France, 194446; Teaching: International Institute and
YWCA, 195460. At Augsburg since 1960.
Ruben G. Haugen, M.M., lnstructor in Woodwinds
B.M., MacPhail School of Music, 1950; M.M., MacPhail School of Music,
1951. Additional study: University of Kyoto, Japan. Teaching:
Minneapolis Junior Academy, 1950-52; Breck Military Academy, 1952-55;
MacPhail School of Music since 1950. At Augsburg since 1958.
Orvald B. Haugsby, A.B., Assistant Professor of Mathematics
A.B., Wisconsin State College, 1952. Additional study: Minnesota. Teaching: High School, 1953-56; Wisconsin State College, 1956-59; University
of Minnesota, Teaching Assistant, 1959-61. At Augsburg since 1961.
Melvin A. Helland, S.T.M., Ph.D., Professor of Religion (on leave 1960-63)
A.B., Augsburg College, 1915; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930. Addiional study: Grenoble, Chicago. Educational Missionary in Madagascar,
1921-38; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 193&10 and 1960-63. At Augsburg since 1941.
A. Robert Hemmingson, A.M., Assistant Professor of Economics and
Business Administration (on leave 1963-64)
A.B., Dana College, 1953; A.M., University of Nebraska, 1957. Additional
study: University of Minnesota. Teaching: University of Nebraska,
1956-57. At Augsburg since 1957.
Grace Hinrichs, Ph.D., Assistant Professor of Psychology
B.A., University of Minnesota, 1957; Ph.D., University of Minnesota, 1963.
Teaching: Wisconsin State College, 1960-62. At Augsburg since 1962.
John R. Holum, Ph.D., Associate Professor of Chemistry
A.B., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954. Additional study: California Institute of Technology. Teaching: University
of Minnesota, 1950-52; University of Maryland, 1956; Pacific Lutheran
College, 195SF9. U.S. Armed Forces, 195557. At Augsburg 1957-58
and since 1959.
lrene Khin Khin Jensen, Ph.D., lnstructor in History and Political Science
A.B., Rangoon University, Burma, 1949; A.M., Bucknell University,
1951; Ph.D., University of Wisconsin, 1956. Teaching: Rangoon University,
Burma, 1949-50. At Augsburg 1 9 5 5 5 6 and since 1959.
John Jensen, A.M., Assistant Librarian
A.B., Augsburg College, 1955; A.M., University of Minnesota, 1957.
U.S. Navy, 1957-61. At Augsburg 1956-57 and since 1961.
Mildred V. Joel, A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947.
Additional study: Saskatchewan, Minnesota, Denver. Teaching: High
School, 1941-46. At Augsburg since 1947.
Clifford Johnson, C.T., Vice President in Charge of Development
B.A., Augsburg College, 1934; C.T., Augsburg Theological Seminary,
1939. Pastoral work, 1939-1953, 1954-1962. At Augsburg 1953-54 and
since 1962.
Einar 0.Johnson, Ph.D., Professor of Education
A.B., Concordia College, 1938; A.M., University of Wnsklngtnn, 1950;
Ph.D., 1961. Additional study: University of Oslo, Nalsvny. Teaching:
Elementary and High School, 193M0; Universil,y of Washin@on. 1953-9;
Luther College, 1954-56. At Augsburg since 1956.
Glen W. Johnson, B.S.E., B.D., lnstructor in Mathematics and Philosophy
B.S. Engr., University of Nebraska, 1952; B.D., Luther Theological
Seminary, 1959. Additional study: University of Minnesota. At Augsburg
since 1961.
James Johnson, A.M., lnstructor in Piano
A.B., University of Minnesota, 1956; A.M., Julliard School of Music,
1958. At Augsburg since 1961.
Mary E. Johnson, M.A., lnstructor in French
B.A., Smith Collw~,1947; M.A. in Christian Education, Columbia University, 1950. Additional study: Michigan, Oslo, Minnesota. Teaching:
High School, 19G2. Dean of Women, Luther College, 1954-55. At Augsburg
since 1963.
Winfield Johnson, A.M., lnstructor in Religion
A.B., St. Olaf College, 1939; C.T., Luther Theological Seminary, 1943;
A.M., New York University, 1954. Additional study: University of
Minnesota. At Augsburg since 1961.
Donald E. Jorenby, MS., lnstructor in Chemistry
B.A., Augsburg College, 1959; MS., University of Minnesota, 1962. At
Augsburg since 1962.
Robert Karlen, A.M., lnstructor in Music
B.M., New England Conservatory, 1950; A.M., University of Minnesota,
1959. Additional study: Berkshire Music Center, Massachusetts; Morzarteum, Salzburg, Austria; Conservatoire Nationale, Paris, Nadia Boulanger. Teaching: Public Schools, 1950-53; St. Agatha's Conservatory, 1958-59;
University of Minnesota, 1957-59. At Augsburg since 1959.
124
Mimi B. Kingsley, A.M., Associate Professor of Spanish
A.B., Maryville College, 1936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner College, Staten
Island, N.Y., 1941-42; Friends School, Brooklyn, N.Y., 194647. At Augsburg since 1947.
Bernhardt J. Kleven, Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
Ph.D., 1941. Additional study: Harvard. Teaching: High School, 1922-35;
Wheaton College, 194647. At Augsburg 1937-46 and since 1947.
Bjarne E. Landa, Ph.D., Professor of Germanic Languages
A.B., Voss State College, Norway, 1925; A.B., University of Southern
California, 1928; A.M., 1930; Ph.D., University of Minnesota, 1952. Teaching : High School, 1930-31 ; University of Minnesota, 1938-42 ; Fisk University, 1945-47. U.S. Office of Censorship, 1942-45. At Augsburg since
1947.
Dennis Lane, B.S., lnstructor in Organ
B.S., University of Minnesota, 1943. Additional study: University of
Minnesota. Teaching: High School, 1943-46; University of Minnesota,
1942-43; MrcPhail School of Music, 194551; private organ and piano
instructor. Church organist and choirmaster. At Augsburg since 1960.
Richard Laue, M.A., lnstructor in History
B.A., University of Minnesota, 1950; M.A., 1955. Additional study:
University of Minnesota. Teaching: Huron College, 1961-63. At Augsburg
since 1963.
Frederick Z. Lesher, M.A., lnstructor in English
B.A., Carthage College, 1958; M.A., State University of Iowa, 1962.
Teaching: Luther College, 1961-63. At Augsburg since 1963.
Bertha Lillehei, A.M., lnstructor in English
A.B., Augsburg College, 1934; A.M., University of Minnesota, 1960.
Additional study: Minnesota, Columbia. At Augsburg 193740 and since
1957.
Lorraine K. Livingston, A.M., lnstructor in English
A.B., University of Minnesota, 1930; A.M., 1932. Additional study: Minnesota. Teaching: University of Minnesota, 1932-35; 1952-60. At Augsburg
since 1960.
Gertrude
S. Lund, A.M., Assistant Professor of Business Education
A.B., Augsburg College, 1936; A.M., University of Minnesota, 1951.
Teaching : High School, 194345; West Central School of Agriculture,
Morris, 194547; Duluth Business University, 1947-48; High School,
194849. At Augsburg since 1950.
Orlin L. Mandsager, B.D., Campus Pastor and lnstructor in Religion
B.A., St. Olaf College, 1956; B.D., Luther Theological Seminary, 1961.
Teaching: High School, 1959-61; Pastoral work: 1956-58, 1961-62. At
Augsburg 1960-61 and since 1962.
Martha M. Mattson, A.M., Associate Professor of Education
A.B., Augsburg College, 1928; A.M., University of Minnesota, 1932.
Additional study: Boston University; University of Wisconsin. Teaching :
Elementary Schools, 1922-36; Elementary Supervisor, 1939-60. At Augsburg since 1960.
Erwin D. Mickelberg, A.B., Assistant Professor of Biology
A.B., Augsburg College, 1954. Additional study: Columbia, Minnesota.
Teaching: High School, 1954-56. At Augsburg since 1956.
August Molder, LL.M., Artist in Residence and lnstructor in Art
Graduated, University of Tartu, Estonia, 1935; Master of Law, University of Tartu, 1944. Teaching: University of Tartu, Estonia, 1942-44. At
Augsburg since 1963.
Ernesto E. Moreno, Dr. en Pedagogia, Instructor in Spanish
Diploma, Escuela Normal P a r a Maestros, Cuba; Dr. en Pedagogia,
University of Havana, 1945. Additional study: University of Minnesota.
Teaching: Rural school, Cuba; Chandler College, Cuba, 1947-59; Havana
Military Academy, 1951-60; High School, 1961-63. At Augsburg since
1963.
Gerda Mortensen, A.M., Dean of Women, Associate Dean of Students
with Rank of Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21;
Hankow Private School, Hankow, China, 1934-35, At Augsburg since
1923.
Arthur Nash, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U.S. Army
Air Force, 1942-46, Dean, Augsburg College, 1946-50. At Augsburg since
1922.
Emma L. Nashan, A.M., lnstructor in German
A.B., Duke University, 1953; A.M., Indiana University, 1963. Teaching : Sweet Briar College, 1956-57. At Augsburg since 1964.
Edor C. Nelson, M.Ed., Associate Professor of Physical Education and
Coach of Football and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41. U.S. Army, 1941-46. At Augsburg since
1946.
Glenn I. Nelson, A.M., lnstructor in Sociology
A.B., St. Olaf College, 1955; A.M., University of Minnesota, 1960.
Additional study: Minnesota. At Augsburg since 1961.
Grier Nicholl, A.M., lnstructor in English
A.B., Wesleyan University, 1951; A.M., Columbia Teachers College,
1956. Additional study: University of Minnesota, University of London.
Teaching: High School, 1954-55; Southern Oregon College, 1955-57;
University of Minnesota, 1958. At Augsburg since 1960.
David Nordlie, A.B., lnstructor in Sociology
A.B., Augsburg College, 1960. Additional study: Minnesota. At Augsburg
since 1961.
Esther J. Olson, Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1945; A.M., 1945; Ph.D., 1956. Teaching:
University of Minnesota, 194556; Luther College, 1956-60; Luther
Theological Seminary, 1960-62. At Augsburg since 1960.
126
lver B. Olson, A.M., S.T.D., Professor of Scandinavian
A.B., Augsburg College, 1935; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945; S.T.D., Chicago Lutheran
Theological Seminary, 1957. Teaching: Oak Grove Seminary, 1936-39;
University of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 193944. At Augsburg since 1945.
Karlis Ozolins, A.M., Th.B., Librarian with rank of Assistant Professor
(on leave 1963-64)
A.B., Augsburg College, 1951; B.Th., Augsburg Theological Seminary,
1952; A.M., University of Minnesota, 1961. Additional study: University
of Marburg, Germany. At Augsburg since 1955.
Patricia A. Parker, A.M., lnstructor in Library Science
B.S., Eastern Michigan College, 1949; A.M., University of Michigan,
1952. Teaching: University of North Dakota, 1949-51; University of
Michigan, 1951-52; University of Minnesota, Librarian, 1954-56;
Minneapolis Public Library, 1956-59. At Augsburg since 1960.
Howard E. Pearson, A.M., Assistant Professor of Physical Education
A.B., Augsburg College, 1953; A.M., University of Minnesota, 1957. At
Augsburg since 1956.
Anne Pederson, A.M., Professor of English
A.B., Augsburg College, 1932; A.M., University of Minnesota, 1945.
Additional study: Minnesota, Columbia, Pennsylvania. Teaching: High
School, 194546; San Mateo Junior College, California, one semester,
1946. At Augsburg 193244 and since 1946.
Katherine Peterson, MS., Assistant Professor of Home Economics
B.S., South Dakota State College, 1936; M.S., State University of Iowa,
1939. Additional study: University of Minnesota. Teaching: High Schools,
1936-38; University of Minnesota, 1940-56. At Augsburg since 1956.
LaVonne Peterson, A.M., Assistant Professor of Physical Education for
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 1953. Additional study: Universities of North Dakota, Minnesota, and Montana;
MacPhail School of Music. At Augsburg since 1950.
Martin Quanbeck, Ph.D., Professor of Education and Dean of the College
A.B., Augsburg College, 1929; A.M., University of Minnesota, 1933;
Ph.D., 1952. High School administration, Mantorville, Minnesota, 1929.36. Teaching: Waldorf College, 1936-38. Registrar, Augsburg College,
1939-46; Dean, 194246 and since 1950. At Augsburg since 1938.
Philip A. Quanbeck, Th.D., Associate Professor of Religion
h.~.
Augsburg
,
College, 1950; Th.B., Augsburg Seminary, 1951; Th.M.,
Princeton Theological Seminary, 1954; Th.D., 1958. Pastoral work,
1951-53. Teaching Fellow, Princeton Theological Seminary, 1951-57.
At Augsburg since 1957.
Lawrence Rogers, Laboratory lnstructor in Astronomy
University of Minnesota, 1942. Diploma, Cal Aero Technical Institute,
1948. At Augsburg since 1962.
Leland B. Sateren, A.M., Professor of Music
A.B., Augsburg College, 1935; A.M., University of Minnesota, 1943.
Additional study: Composition with Donald Ferguson (Minneapolis),
1941-43. Teaching: High School, 1935-39. Music Director, Radio Station
KUOM, University of Minnesota, 1940-43. Educational Director, Civilian
Puhlic Service, 1944-46. At Augsburg 194143 and since 1946.
Edwin J. Saugestad, A.B., Instructor in Physical Education and Biology
A.B., Augsburg College, 1959. Additional study: Minnesota. At Augsburg since 1959.
A. Mayo Savold, M,Mus. Ed., Associate Professor of Muslc
A.B., Luther College, 1911: M.Mus. Ed,, MncPhail School nf Music,
l9t;l. Additiont~l study: M f i r t l ~ Unkola, Minncsota. Tenchina: Renson
County Ag~*icult
urc! :mtI Training School, hrlridtlock, N, Diilc., 1934-37';
L a m h ~ r t u n Public Schools, 194142 and 3 9.IB4S. U.S. Arrncd Fol*ces
J94%45; GIcnwond Pul,lic Schools, 194R-52. At Augshwg since 7952.
Donna L. Schlorf, A.B., lnstructor in Physical Education
A.B., Augsburg College, 1954; Additional study: Minnesota, Colorado,
Oslo. Teaching: Junior and Senior High School, 1955-61. At Augsburg
since 1961.
Ruth Segolson, M.S., Professor of Home Economics
B.S., '- University of Minnesota, 1925; M.S., 1938. Additional study :
Minnesota, Syracuse University. Teaching : High School, 192528;
University of Minnesota, 192844. At Augsburg since 1944.
Marjorie H. Sibley, A.M., Assistant Librarian (Acting Head Librarian,
1963-64)
A.B., Unfversity of Illinois, 1942; A.M., 1943. Additional study: Minnesota.
T c a c h i n ~ :Elementn~~y,
3840-41; University of Illinois, 1945-46; Acquisitions Librm-iun, Macalcster College, 1959-61. At Augsburg since 1961.
George Soberg, A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Seminary,
1950. Additional study: Minnesota. At Augsburg since 1926.
Ruth Sonsteng, A.M., lnstructor in Home Economics
A.B., Ausburg College, 1954; A.M., University of Minnesota, 1960. Additional study: University of Oslo. Teaching: High School, 195556; Graduate Assistant, University of Minnesota, 1956-57. At Augsburg 1957-60
and since 1961.
Merton P. Strommen, Th.B., Ph.D., Lecturer in Religion
A.B., Augsburg College, 1943; C.T., Augshurg Theological Seminary,
1944; Th.B., 1951; A.M., University at Mlnncsdn, 3955: Ph.D., 1960.
~ , 1944-60;
Pastor : Mora, Minnesota, 194447. Yooth D i ~ r c l o (~LFC)
Director, Lutheran Youth Research 1961-. At Augshurg since 3947.
Olaf H. Swenson, A.M., Assistant Professor of Sociology
A.B., Gustavus Adolphus College, 1943; A.M., University of Minnesota,
1950. Teaching: Gustavus Adolphus College, 194749, 1950-51. Probation
Office, Hennepin County, 1951-. At Augsburg since 1953.
Agnes B. Tangjerd, A.M., Archivist
A.B., St. Olaf College, 1920; B.S. in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 192228. Teaching: High School, 1929-36. Eau Claire Public Library, 1936-38.
Librarian, Augsburg College, 1940-1960.
Joyce Tester, A.M., lnstructor in Home Economics
B.S., University of Minnesota, 1955; A.M., 1959. Teaching: High School,
195557; University of Minnesota, 1957-59 and spring quarter, 1963.
At Augsburg since 1963.
128
Phillip J. Thompson, M.F.A., Assisfan?Professor of Art
A.R., Concordia Collcg~,1955: M,F.A., Sfnle University of Town, 1958.
Teaching: Stntc University fif Iowa, 1957-58; Kokoma Rxlenslbn of
Xncliann University, 1958-59. A t Augshtlrg sincc 1959.
Paul G. Sonnark, Th.B., A.M, Frofesfor of RellgTen
A.R., Augslwg Col
I g42; C.T., Augshitrg Theoln~icalSminnrgr, 1945;
Th.B., 1$187; h , M . , Univmily of Chicago, 1960. P R S L O
M~m, ~ eLalce, Mime-
Gerald H. Thorson, Ph.D., Professor of English
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948; Ph.D.,
Columbia University, 1957. U.S. Army, 1943-46. Additional study:
Grenoble, Oslo, Wisconsin. Teaching: Wagner College, 1951. Visiting
Professor, University of Raykjavik, Iceland, 1961-62. At Augsburg
since 1946.
John Thut, A.B., M.Mus., Associate Professor of Music
A.B., Goshen C~Ilege,1923: R,Mus., AInPric~nConservatory of Music,
1929: M.Mus., 1936. Addilionnl sturly: Minnesota, Northwestern University, Privnte work in singing wilh Rollin Pensc, Charles LaBerge, Eksel
Schioiolz. Special studlcs with Theodore Hnrrison and Martial Singher.
Teaching: Bethel College, 1924-27; American Conservatory of Music,
1931-44; Colorado State College of Education, 1946-47. YMCA War
Prisoners Aid, England and Belgium, 1944-46. At Augsburg since 1947.
Vera Thut, B.Mus., lnstructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study:
American Conservatory of Music, and Minnesota. Master Class Work
with Silvio Scionti, Robyn Normal Teachers Training Course; studied
under Kurt Wanieck. Teaching: American Conservatory of Music, 192646; Colorado State College of Education, 194647. At Augsburg since 1947.
Joel S. Torstenson, Ph.D., Professor of Sociology
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940;
Ph.D., 1959. Director of Education and Public Relations, Midland
Cooperative Wholesale, 194547. At Augsburg 193S42 and since 1947.
E. Margaret Trautwein, A.M., lnstructor in English
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1953.
Teaching: High School, 1937-47. At Augsburg 1950-54 and since 1961.
Erling J. Urdahl, A.M., Associate Professor of Biology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940.
Additional study: Minnesota. Teaching: High School, 1931-35. Principal, Cannon Falls, Minnesota, 1935-41. At Augsburg since 1943.
Jesus Zarandin, A.M., lnstructor in Economics
B.S., University of Negros Occidental, Philippines, 1956; A.M., University of Minnesota, 1961. Additional study: University of Minnesota.
Teaching: University of Negros Occidental, Philippines, 1957-59; University of Minnesota, 1962-63. At Augsburg since 1963.
Wauneta Blackburn, A.M., Assistant Professor of English
A.B., Milton College, 1930; A.M., University of Wisconsin, 1942. Additional study: Pennsylvania State University. Teaching: High School,
1930-46; Stout State College, 1946-61. At Augsburg 1961-63.
Mary A. Hinderlie, A.M., lnstructor in English
A.B., St. Olaf College, 1935; A.M., University of Minnesota, 1937. Additional study: University of Oslo, Norway. Teaching: St. Olaf College,
1937-39. At Augsburg 1961-63.
Kathryn Jurkovic, B.S., lnstructor in Logic
B.S.,St. Olaf College, 1957. Additional study: Northwestern University,
Drake University, University of Minnesota. At Augsburg 1962-63.
1:
Harold M. Kambak, A.B., Director of Public Relations
Augsburg College, 1959. Additional study: University of
Minnesota; American Academy of Art; Graphic Arts Institute of
Illinois. Director of Public Relations, Augustana College, 1956-58. At
Augsburg 1958-63.
A.B.,
Benjamin T. McClure, Ph.D., lnstructor in Physics
B.A., University of Minnesota, 1945; A.M., University of Minnesota, 1947;
Ph.D., Harvard University, 1952. Teaching: Research Assistant,
Harvard; Teaching Assistant, Minnesota. At Augsburg 1962-63.
Rod Myers, M.A., Assistant Professor of Education
A.B., University of California, 1955; M.A., Reed College, 1960. Additional Study : University of Minnesota. Teaching : Elementary schools,
195461. Research Assistant, University of Minnesota, 1961-62. At
Augsburg 1962-63.
Kristoffer F. Paulson, M.A., lnstructor in English
A.B., St. Olaf College, 1956; M.A., University of Minnesota, 1963. Additional study: University of Oslo, Norway; University of Heidelberg,
Germany; George Washington University; Minnesota. At Augsburg
1960-63.
Jack Ross, M.S., lnstructor in Sociology
B.S., University of California, 1949; M.S., George Williams College,
1954. Additional study: University of Minnesota. Teaching Assistant,
Minnesota, 1960-61. Teaching: University of Minnesota, 1961-62. Social
work, 1952-60. At Augsburg 1962-63.
Robert T. Sandin, Ph.D., Lecturer in Philosophy
B.A., Bethel College, 1949; B.D., Bethel Theological Seminary, 1954;
M.A., University of Minnesota, 1956; Ph.D., 1963. Teaching: Bethel
College, 1952-55; Teaching Assistant, University of Minnesota, 1955-57;
University of Minnesota, 1957-58. At Augsburg 1958-59 and 1962-63.
Donald G. Shamblin, A.M., Assistant Professor of Spanish
A.B., Marshall University, 1952 ; A.M., Universidad Nacional, Mexico,
1957. Additional study: University of Minnesota. Teaching: High School,
1954; Colegio Mexico, 1955; University of Minnesota, 1958-61; Macalester
College, 1961-62; NDEA Institute, summers 1961, 1962. At Augsburg
1962-63.
John M. Stensvaag, Ph.D., Professor of Religion
A.B., Augsburg College, 1936; B.Th., Augsburg Seminary, 1939; Ph.D.,
Hartford Seminary Foundation, 1941. Additional study: Johns Hopkins
University. Teaching: Augsburg Seminary, 194Z59; Dean, 1953-59;
Northwestern Lutheran Theological Seminary, 1945-46. At Augsburg
1942-62.
Talvryn Tischer, B.A., Teaching Fellow in Physical Education
B.A., Augsburg College, 1959. At Augsburg 1962-63.
Harold Tollefson, A.B., M.Th., lnstructor in Religion
A.B., Augsburg College, 1950; B.Th., Augsburg Theological Seminary,
1953; M.Th., Princeton Theological Seminary, 1955. Additional study:
University of Heidelberg. At Augsburg 1959-63.
A. Bruce Wrightsman, B.S., lnstructor in Mathematics and Religion
B.S., University of Wisconsin, 1958. Additional study: Luther Theological
Seminary. Teaching: University of Wisconsin, 1957-58. At Augsburg
1960-63.
GRADUATES
AUGSBURG COLLEGE, 1 962
With the Degree of Bachelor of Arts
Aadland. Marlin Bennie Stronafield.
Sask.
.
.
~ n d e r s o n ,Barbara E. .......... Roseau
Anderson, Garry B. . . . . . . . . Minneapolis
Anderson, Mercia Joy . . . Rockford, 111.
Anderson, Robert W.
Elroy, Wis.
Arneson, Frederick W. . . . . . Minneapolis
......
Baker, Jerrold W. . . . . . ,,. . Minneapolis
Barney, Jerome C. ............. Stewart
Bauman, Philip Quentin . Minneapolis
Anoka
Bengtson, Judith Anne
Minneapolis
Bergly, Richard N.
Bostad, John Clayton
Minneapolis
Minneapolis
Brown, Wendell John
Brude. Joanne ............. Minneapolis
Brynildson, Donald E. .. New Richland
.
..........
....
.....
.........
....... Minneapolis
Carlson, Bonnie Mae
Christensen, John W.
Cleven, Harry Thomas
......... St.
. DeForest,
Paul
Wis.
Coltvet, Sherman P.
Cook, Barbara Helen
Dyrud, Loiell
Estherville, Iowa
........ Newfolden
0. . . . . . Thief River Falls
..
Minneapolis
Yvonne Lerfald
James F . ........... St. Paul
Marilyn Ann
Brainerd
Marjorie Adele
Gatzke
rickso on', Kenneth Neil
Cambridge
Evavold, Earle Roscoe
Battle Lake
Egertson.
Ekstrand,
Ellingson.
Engevik
......
......
......
.....
......
Fellrath, Mary Lee
Fisher, Roger LeRoy
Whitehall, Wis.
. . . . . . . Minneapolis
....
Geldert, Daniel Thomas
Minneapolis
Gildseth, Bruce L. ........... Hoffman
Grover. Paul Ralph . . . . . Rochelle, Ill.
unders son, Paul ~ e r t r a n d
Sioux City, Iowa
1
Haack, Harlin H. ........... Minneapolis
O'Brien, Sharon K. . . . . . . . . . . . . Milaca
Haglund. Lyle W. . . . . . . . . . . Minneapolis
Olsen, Diane Lee . . . . . . . . . . Minneapolis
Halverson, Frederick S . .... M i n ? + f c ~ ~ ~ o l lOlson,
s
Kenneth H. . . . . . . . . . . . . Watson
Hanenburg. Kay L. ............... IWnfr~ Olson. Marilyn Carol .. Lacrosse, Wis.
Hanse, Bonnie Jean . , . . . . . . . . . . Morris
Olson, Roger C. . . . . . . . . . . . . Minneapolis
Hanson, Dale Edward ...... Minneapolis
Oppegard, Milo M. ......... Albert Lea
Hanson, Patricia K. . . . . . . . . . . . . . Aitkin
Osberg, J o h n Wilson . . . . . . . Minneapolis
Hassing, Joan Eileen
Minneapolis
Ose, Julia E . . . . . . . . . . Thief River Falls
Heikkila Alice J. ........ Pelkie. Mich.
Ost, David H. ........... Parkers Prairie
Helgeson, Rodney A. . . . . . . La?nbel.ton
Overmoen, Sonia R. . . . . . . . Minneapolis
Helland, Claire Elaine ...... Minneapolis
Ovikian, Michael 0. Jerztsalem, Israel
Hoversten. Lorna Lavonne
Radcliffe, Iowa
Patton, Jeanne A. . . . . . . . . . . Minneapolis
Hovland, Peter C. ............... Morn
Paulson, Betze Karen . . . . . . . . . . . Halls
Hugo. John Robert
Minneawolis
Paulson. Kermit Earl .. Claziton. Wis.
New ~ r i i h t o n Pedersen, Elaine Ruth . . . . . ~ i n n i a ~ o l i s
Hunt, Duane R.
Peterson, Donna M. ........ Minneapolis
Ilstrup, Robert J .
Minneapolis
Pierson, Waldo Allen . . . . . . Minneapolis
Pommerenke, James Warren . . elg grade
Jacobsen, Cynthia Ann
Scarsdale, N.Y.
Johannsen, Clair A.
Hzintley
Quitno, James Charles . . . . . Minneapolis
Johnson, David William Manitowoc, Wis.
Johnson, Jennelle Kay . . . . . . Minneapolis
Ring A n Louise . . . . . . . . . . . Wanamingo
Johnson, Judy D. . . . . . . . . . . . Minneapolis
~ o l l d f f%lizabeth
,
I. . . . . . . . . . . . New Ulm
Joing, Roger Harry . . . . . . . . Minneapolis
Ronholdt, Tamara A.
Murdock
......
.........
..........
..........
..
...........
...........
King. Charles W . . J r . . . . . . . Minneanolis
~ n G s o n ,Lois ~ n .n. . . . . . . . . . .~ u n i u r g
Korsmo, Gayler Leland
Northwood, N. Dak.
Kronstad, Ingolf Berge . . . . . Minneapolis
Kubota, Cynthia . . . . . Gun Chiba, Japcin
Kuszler, Karen R. . . . . . . . . . . Minneapolis
Kuyper, Jerrold E. ......... Northfield
Kyllo, Eunice . . . . . . . . . . . . . . Wanamingo
Sather. Arne C. ............ Minneanolis
~ c h m i d t ,Marilyn F. ........... ~ a k w i n
Scholten, Harold Bernard ...... Holland
Schwartz, Roger Dudley ...... St. Paul
Scott. Ronnie Lee . . . . . . . . . . Minneawolis
soberg, George, J r . . . . . . . . ~ i n n e h o l i s
Sorensen. Mary Ann E. . . . Hutchinson
Sorenson, John David . . . . . . Eleva, Wis.
Stahlke, Richard D. . . . . . . . Minneapolis
Stierna, Gale Melodie
Bloomfield Hills, Mich.
Stockman, Earl Allyn
Stewart
Strand, Eugene Mathias ........ Braham
Stuber, Sally Marie . . . . . . . . Manneapolas
Sundquist, Lewis J .
Minneapolis
Minneawolis
Svendsen. Karen Elizabeth
Swanson, Paul Steven ...... ~ e r k h b v e n
Larson, Budrow C. . . . . . . . . . Minneapolis
Larson, Dean Ernest . . . Fargo, N. Dak.
Larson, Marilyn Virginia . . . . . . St. Paul
Lasley, James George . ...., Faarmont
Lerstad, Judith Ann
Mi~tlrenpnlis
Lindeman. Ronald ............. F1oz)kfnr
~ l n d s t r o m ,Richard Milton ...... I;lre#cll
Lorents. Olivia Gordon . . . . . Minnenpolls
Lystig, J . David . . . . . . Minnecc~~olis Taylor, Kathleen Ann Shell Lake. Wis.
Willmar
Tengwall, Sandra Joan
Tjon, Twylah Ann ... Rugby, N. Dak.
Madison, Ina J o . . . . . . . . . . . . Donnelly
Tracy, Kay Frances . . . . . . . . . Hutchinson
Malmsten, Theodore R. .... Minneapolis
Tveite. Allan Peter ......... Minneapolis
Matson, Elizabeth Joyce . . . . . . Virginia
Tweiten, Roger Allen . . . Fargo, N. Dak.
Mattison, Phillip LeRoy . . . Lamberton
Molldrem, Ariel Robert . . . . Minneapolis
Veien, Richard D. ........... Ellendale
Mortenson, Gerald W. .... Minneapolis
Vomhof, Daniel W.
Tucson, Ariz.
Nelson. Kendall Peter . . Minot. N. Dale.
Nelson, Ronald C. ......... ~ i n n e a p o l i s Wallin, Mary Ann C. ...... Minneapolis
Newsum, Edwin L. . . . . . . . . Minneapolis
Nordin, Rose Marie . . . . . Lake Lillian
Zahl, Carol J e a n
Minneapolis
........
.......
......
.
........
.....
...........
graduates
AUGSBURG COLLEGE, 1963
With the Degree of Bachelor of Arts
Almlie, Vernon Edward . . . Minneapolis
Alstead, Jerry A. . . . . . . . . . . . . . . Excelsior
Amundsen, Duane George . . Minneapolis
Anderson. A. Lois Grossman . . St. Paul
~ n d e r s o n ; Carol J e a n . . . . Minneapolis
Anderson, Helen Elizabeth ...... Clzmax
Anderson, Luther Alfred . . . . . . Hoffman
Anderson, R. Charles . . . . . . Minneapolis
Apold, Carol Ann D. . . . . . . . . . . . . Austin
Arndt, Charles Fred . . . . . . . . . . . Cosmos
Bagley, Carol J e a n
Bailey, David Arnold
........Zimmerman
...........
St. Paul
Bakken, Faith Elizabeth . . . . . . St. Paul
Batalden, Joyce Ann . . . . . . . . . Lamberton
Batalden, Paul B. . . . . . . . . . . Minneapolis
Beckman, Ronald R. . . . . . . . Minneapolis
Beglinger, Barbara J o y . . . . . . . . Moorhead
Berglund, Kenneth Lee . . . . . Minneapolis
Bevis, Roger A. . . . . . . . . . . . . . . . Excelsior
Bjurlin, Morris A. . . . . . . . . . . . . Farwell
Bloomfield, Nancy Helen . . . . . . . . . lsanti
Botten, Einar Nelvin . . . . . . . Minneapolis
Brecht, Dwayne Elwood . . . Minneapolis
Brown, Earlene L. . . . . . . . . . . Minneapolis
Bryan, Constance Jean Wicklund
Minneapolis
Carlson, Kenneth Joseph . . . . . . Willn~nr
Carlson, Richard Melvin ....... Willmcir
Carlson, Wendell E. . . . . . . . . . . . . . Colcnlo
Carlstedt. Linda Marie ..... Minnenpolis
Christensen, Mary Thorynne Minnecil~olis
Christiansen. Wayne G. . . . . Minneapolis
Clauson. Reta R. . . . . . . . . . Yorkville, Ill.
Cowan. William Owen . . . . . Miitneapolis
DeBar, Bernard Edwin ......... St. Pa111
Deen, Erinon Louis .........Mi?uaeopolis
Detjen, Ronald Dean .............. Wells
Donald, James Marr
Minnecipolis
Droegemueller. Beryl D. ... Mi?anenpolis
Dygert, Robert V. .......... Min?aeapolis
.......
Farmer, Lannell J o h n ... Madiso?~,Wis.
Franzen, Richard Keith . . . . Minneapolis
Marks, Myra . . . . . . . . . . . . Lestev Pl'nirie
Meena. Joshua Sisia . Moslti. Tnngrn~?lilia
Meffert. Robert Lee . . . . . . . . . . . Ga?llord
Meister. Jerelvn Hovland . . . . . . St. Paul
Mjo~iess, ~ l l e ;Orlaine
~
.... Minneapolis
Monson. Paul S. ............... Savage
Mortrud. David Lloyd . . . . Minneapolis
Nelson, Andre Jon . . . . . . . . . . . . St. Pan1
Nelson, Carol Ann Erickson . Mi~zi~eripolis
Nelson. Dallas S. . . . . . . . . . . Minneapolis
Nelson. Lola Mae ............. Roseall
Nelson. Richard Cris . . . . . M i n n c a ~ ~ o l i . ~
Noe. Ronald LeRoy ....... ~ i n n e a i ~ o l i f i
Nygaard. Jon I. . . . . . . . . . . Minneal~olis
Olson, Gordon Hanley . . . . . Minneapolis
Olson, LaVonne Marie C I L I I L ~ L 'Wis.
~~~~L~L~,
Olson. Robert James . . . . . . . Minneapolis
Osterberg, Russell D. . . . . . . . . Watkins
Pankuch. Leonard Edward .. Minnea]~olis
Paulson, Gary Ward ........ Minnenpolis
Garvin
Peterson. Glenn D.
Peterson, Jeffrey Gordon
Minneapolis
Peterson. Marilyn R. ....... Kerkhovela
Petrik, Diane Marie ........ Minnenpolis
Petroskey. Yvonne Marie . . . . . Virginia
Min?aeawolls
Petterson. Jerome Glendoa
Proctor. David D. .......... Minneapolis
.............
...
Gabrielsen, Stephen ............. Fcrvtilt?
Gans, Carl W. ............. Mi!u~{!ctpciliu
Gilomen, C. nonnld ........ filinrrru~rt>lls
Gjerde. Phlllr, 0,............. Sul~rll~nrrl
GjcstJcld. Donald Milton SF. Pit117Prrl'l:
Rasmussen. Paul E. C~lnaberl<t?td.Wis.
Grululer. David C. Blaitcl~nrlll)illt!. Il'is,
Raymond. Lloyd Edward . . . . . . . . Jasper
Gultlcn, Dean B. ............ MI~~!IC?I~IDI.I.Y'
Reynolds. Susan Loclre . . . . . . St. Paril
c
Gustafson, Joyce Marion . . U ~ r m i f P-nlFs
Rinde. Richard Andrew Wlaite Bear Lake
Rnlmck, Jnmcs D. . . . . . . . . . . . fi~i1irmatswtIs
Hagen, Joyce Marilyn ...... Minnenpolis
Rcrchlrt:, Lclir~td M. . . . . . . . . . . . . . St. P<ltrf
Hagenson, Ronald Thomas
110th. Rlch:lrtl I. . . . . . . . . . . . . . . . . Hlrfl~ton
St. Louis P a r k
ntvl, Jert1111c M ~ v l f i. . . . . . . . nfknric.rrfwfis
Halvorst~n. Sara J a n e . . . . . . Rucl~cstc~. Rt~!rl?. D11roJd C. . , . . . . . . . . . - , . . . T'fr~l'!~
Hanson, G c o r ~ eOrdean . . . . . . Srn~~lyd! Rtiurl, Hullr A I ~ ~ I P. . . . . . . . . M+n~lc~(~lri)ll!i
Hanson. Harlan E. . . . . . . . . . Mlftltcoin~lls Rgstri, dctlun F. . . . . . . . . . . . . . . . . . . Cl~nskfl
~ a n s o . 1 ; Mary M. ...... P a ~ k e r sPI.-ciirie
Heggen, Gaylen K. .. Estherville. IozUct
Sandbo. Hans Knutson . . . . . Minneapolis
Helmstetter, David W. ......... Newport
.
Minneapolis
Sandgren. Carol Ferris
Henrickson, Brenda Joyce . Htitclainson
Sandgren, David Peter ..... Mii~nenpolis
Hermstad, Richard P. . . . Ar~rovn, Colo.
Sather, Ruth L. ............... Franklin
Heryla. Peter T. . . . . . . . . . . . . Minnec~polis Satter. Allen A. ............ Min?~errpolis
Hess, J u d i t h A. . . . . . . . . . . . . . . .N o ~ t l ~ l i e l d Schober, Albert G. . . . . . . . . . Robbinsdale
Holm, Paul B. .............. St. Pnzll
Schroeder. Arvid C. . . . . . . . . Mznnaapolis
Holt, Bradley Paul
W i l l m n ~ Sch\valm. Clair Jerome .... Minneapolis
Howe, Lauralee Kathleen ... St. Pnzll
Sidncy. Philip Oliver . . Graflo~a.N. Dak.
Hughes, David Lester ...... Mi?~?leupolis Soice, Virginia Mabel ...... Mi?znenpolis
Humphrey. Linda Elaine
Minneclpolis
Soli, Robert Francis . . . . . . . . Minneapolis
Spjut, Paul Leander ........... Roseau
Jeckell. Carol Nancy . . . . . . Lanabe~ton Staff, Clarice . . . . . . . . . . New York, N.Y.
Jensen, Harold C. . . . . . . . . . . . . . . Vining
Starkey, Ronald Harry .... Minneapolis
Jerve. Rochelle Francene . . . . . . Watson
Steenson, David K. . . . . . . . . Minneapolis
Minneclpolis
Jiran, William Rudolph
Stinson, Patricia Louise Colunabia Heights
Johnson, Carolyn E. ........ Alexandl'ia
Stromberg. Paul William . . Minneapolis
Johnson. Grace Hilma . . . . . . Sandstone
Szepanski. Donald Michael . Minneclpolis
Johnson, Linda Margaret ... Beloit. Wis.
Johnson, Trudy Ilean . . Shavon, N. Dak.
Tangen, Karen M.
.Mi?aneclpolis
Jones, Carolyn Margrethe ... Minneapolis
Taylor, LaVonne Helen
Minneapolis
Joubert, Nancy M. . . . . . . . . . Mi?~neapolis Teppen, Frederick A.
Minneapolis
.
.
.
............
...
....
Kallestad, William Bruce . . . Minneapolis
Keller, Lee Elmer . . . . . Neillsville, Wis.
Koss, Kenneth Francis . . . . . . Minnec~polis
Lading. David William . . . . . Robbi?asclclle
Lapham, James Sigurd . . . Flushing. N.Y.
Larson, J e a n R. . . . . . . A?nherst Jct., Wis.
Larson, Wallis N. . . . Cunaberland, Wis.
Lassila. Bonnie Elaine , . . Minneapolis
Lee, LeRoy Edward . . . . . . . Minneapolis
Legaarden, Elaine Louise . . Montevideo
Leverentz, Alice J. . . . . . . . . . Minneapolis
Lielkoks, Anna J. . . . . . . . . . . Minneclpolis
Lillestol, Judith C. . . . . . . . . Mi?uaenpolis
Lindberg, Diane L. . . . . . . . Minneapolis
Linden, Charles L. . . Gvantsbzirg, Wis.
Lindquist, Sheryl J o y . Pnrkers Prnivie
Lower, Mary Margaret . . . . Minneclpolis
.
......
.....
......
Ross ...... Minneapolis
Thompson. Alan
Thompson, Steven John .... Minneapolis
Torstenson, Ordean L. ........ Dawson
Triden, Karen Gayle ........... WfLyZata
Tufford, Robert David, J r . .. Minneapolis
.
Vaala. John Leland Stuart . Minneclpolis
Velde, Ellen Ida . . . . . . . . . . Granite Falls
Wagner, Christopher Ross
La Mirnda, Calif.
Wanglie, Ruth Martine Katherine
Minneapolis
Wanner, John E. . . . . . . . . Almena. Wis.
Weigman, Roland Charles, J r .
Minnenpolis
Wilkins, Doris May
Rochester
Wilsey, Duane N. .............. St. P a u l
Wockenfuss, Lois Irene .... Minneapolis
.........
Augsburg Theological Seminary, 1962
With the Degree of Bachelor of Theology
Almquist, Paul Hempel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Spicer
.
Shizuoka-Ken, Japan
Ichiyama, Ken . . . . . . . . . . . . . . . . . . . . . . . .
Moen, Thomas Harold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Nelson, Hubert J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Minneapolis
Nystuen, Joseph Philip . . . . . . . . . . . . . . . . . . . . . . . . Northfield
With the Degree of Graduate in Theology
Peterson, Eugene S. . . . . . . . . . . . . . . . . . . . . . . . . Jackson
.
.
Svanoe, Rennard Gale . . . . . . . . . . . . . . . . . . . . . . . . . . . Minneapolis
Augsburg Theological Seminary, 1963
With the Degree of Bachelor of Theology
Haller, James Howard . . . . . . . . . . . . . . . . . . . . . . . . . .Wanamingo
Husfloen, Richard Lowell . . . . . . . . . . . . . . . . . . . . . . Fargo, N. Dak.
. . . . . . . . . . . . . . . . . . . . . . . . . . . Cloquet
Juntunen, Wayne Roger
Ose, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thief River Falls
Parker, Keith Clyde . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seattle, Wash.
Pederson, Wallace Dennis . . . . . . . . . . . . . . . . . . .,... . . . . . . . . Willmar
With the Degree of Graduate in Theology
Christianson, Harlan Charles . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Hatland, Kenneth Howard . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Peterson, Philip Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . Minneapolis
Stevens, Robert Clark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .St. Paul
Summary of Graduates
Seminary
Graduates
Graduates
Graduates
-
1870-1961 . . . . . . . . . . . . . . . . . . . . . . . . . . . 693
1962 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
1963 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
710
College
Graduates
Graduates
Graduates
Total
-
1870-1961
..........................
1962 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1963 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................
281 1
130
171
31 12
. . . . . . . . . . . . . . . . . . . . 3822
enrollment summary
Augsburg College. 1962-1 963
Class
FIRST SEMESTER SECOND SEMESTER
Men Women Total Men Women Total
Senior . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . .
Fr Nurse (D.H.) . . . . . . . . . . . . . .
Fr Nurse (F.H.) . . . . . . . . . . . . . .
Fr Nurse (M.H.) . . . . . . . . . . . .
Fr Nurse (S.H.) . . . . . . . . . . . . . .
Total . . . . . . . . . . . . . . , . . . . . . .
102 50
115 83
162 134
207 204
44
29
0
44
0
47
0
27
0
76
630 703
.
.
.
.
--
Total Academic Year
Class
Men
Women
Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . , . . . . . . . . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . . . . . , . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . .
Fr Nurse (D.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (F.H.) . . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (M.H.) . . . . . . . ., . , . . . . . . . . . . . . .
Fr Nurse (S.H.) . . . . . . . . . . . . . . . . . . . . . . . .
102
124
167
224
54
0
0
0
0
-
60
86
137
210
40
45
49
27
76
-
671
730
.
.
.
.
Total
. . . . . . . . . . . . . . . . . . . ..
.. . . . . .
Total
162
210
304
434
94
45
49
27
76
1401
Augsburg Theological Seminary. 1962-1 963
SEM. I SEM. I I TOTAL
Men
Men
Men
Third Year . . . . . . . . . . . . . . . . . . . . . . . . . . .
Second Year . . . . . . . . . . . . . . . . . . . . . . . . .
Firstyear . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
..............................
10
13
4
5
32
9
12
3
4
28
10
13
4
5
32
Total Student Enrollment. 1962-1 963
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 730
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.. . . . . . . . . . 1401
1
SEMINARY
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1433
.
Deducting those counted more than once . . . . . . . . . . . . . . . . . . . 4
Augsburg College. 1963-1 964
FIRST SEMESTER SECOND SEMESTER
Men Women Total Men Women Total
Class
Senior . . . . . . . . . . . . . . . . . . . . . 91
Junior . . . . . . . . . . . . . . . . . . . . . . 148
Sophomore . . . . . . . . . . . . . . . . . . 136
Freshman . . . . . . . . . . . . . . . . . . . . 226
Special . . . . . . . . . . . . . . . . . . . . .
45
Fr Nurse (D.H.) . . . . . . . . . . . . . . .
0
Fr Nurse (F.H.) . . . . . . . . . . . . . . .
0
Fr Nurse (M.H.) . . . . . . . . . . . . . .
0
Fr Nurse (S.H.) . . . . . . . . . . . . . . .
0
73
101
134
183
38
42
46
40
92
Total . . . . . . . . . . . . . . . . . . . . . . . 646
749
.
.
.
.
- -
Total Academic Year
Class
Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (D.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (F.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (M.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (S.H.) . . . . . . . . . . . . . . . . . . . . . . . . .
Men
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
683
.
.
.
.
Women
Total
166
74
260
106
281
138
424
186
98
42
43
43
46
46
40
40
92
92
.
767
92
154
143
238
56
0
0
0
0
-
Total Student Enrollment. 1963-1 9 6 4
Men Students .
Women Students .
.
.
.
. . . . . . . . . . .
. . . . . . . . . .
Total . .
. . . . .
..........
Deducting those counted more than once
.
.
683
767
1450
Academic Administration . . . 47
Accounts. Payment of . . . . 18
Accreditation . . . . . . . . . . . . 2
. . . . . 117
Administration
Admission . . . . . . . . . . . . . . . 27
Advanced Placement . . . . . . 28
Advanced Standing . . . . . . . . 28
Affiliation . . . . . . . . . 2. 8. 98
Aims and Obiectives . . . . . . . 8. 9
Alumni Association. The . . . . 10
Archives. The . . . . . . . . . . . 12
Art. Department of . . . . 71. 103
Athletics . . . . . . . . . . . . . . 39
Attendance. Chapel .
.
. 31
Attendance. Class . . . . . . . . 49
Audio-Visual Center
. . . . . 13
Awards . . . . . . . . . . . . . . . . 41
Biology. Department of
89. 109
Board. Cost of . . . . . . . . . . 16
Board of Regents . . . . . . . . 116
Bookstore . . . . . .
. 10
Buildings . . . . . . . . . . . . . . . . . 10
Business Administration . 83. 107
Business Education . . . . . 85. 108
Calendar . . . . . . . . . . . . . . . 4. 5
.
. . . 31
Campus Life
Cancellation . . . . . . . . . . . 47
Chapel Service. The . . .
31
Chemistry . . . . . . . . . . . . 91. 110
Church Workers . . . . . . . . . 100
Classification of Students . . . 48
Clubs . . . . . . . . . . . . . . . . . . . 28
Coaching Endorsement . . . 96
36
Co-curricular Program . . . .
Committees of the Faculty . 118
Comprehensive Examinations . 50
Conditions . . . . . . . . . . . . . . 50
Convocation . . . . . . . . . . . . . . 34
Corrective Therapy . . . . . . . 98
Costs . . . . . . . . . . . . . . . . . . . 15
Counseling . . . . . . . . . . . . . . 42
55
Courses of Study . . . . . . . . .
Credits . . . . . . . . . . . . . . 55
Curriculums . . . . . . . . . . . 99
Art . . . . . . . . . . . . . . . . . . 103
Biology . . . . . . . . . . . . . 109
Business Administration . . . 107
Business Education
. . . . 108
Chemistry . . . . . . . . . . . . 110
Church Workers . . . . . 100
Dentistry . . . . . . . . . . . . 113
Economics
. . . . . . 107
Elementray Education . . . 106
Engineering . . . . . . . . . 114
English . . . . . . . .
. 101
French
. . . . . . . . . . . . . 103
General Liberal Arts . . . 99
German . . . . . . . . . . 103
Greek-Latin . . . . . . . . . . 101
Health and Physical Ed
112
High School Teaching
106
History . . . . . . . . . 104
Home Economics . . . . 108
Law . . . . . . . . . . . . . . . . . 114
Mathematics . . . . . . . . . . . 111
Medical Technology . . . 112
Medicine . . . . . . . . . . . .
113
Ministry . . . . . . . . . . . . . 100
Music
. . . . . . . . . . . . 103
Nursing . . . . . . . . . . . 114
Parish and Church Workers 100
Philosophy
. . . . . . . 101
Physics . . . . . . . . . . . . . . 110
Pre-Seminary . . . . . 100
Psychology . . . . . . . . 105
Secretarial . . . . . . . . . . . . . 115
Social Science Combined . . 104
Sociology
. . . . . . . . 104
Spanish . . . . . . . . . . . . . . 103
Speech . . . . . . . . . . . 102
.
Degree . . . . . . . . . . . . . 51
. . . . . . . . . 2, 140
Development
Dentistry. Pre-Dental Courses . 113
Discipline . . . . . . . . . . . . . . . . 32
Distinction. Degree with . . . 53
56
Divisional Organization . . . .
Dramatics . . . . . . . 37. 65
I
index
Economics . . . . . . . . . . . . 84. 107
Education. Department of . . 79
Education. Elementary . . . 79. 105
Education. Secondary . . . 81. 106
Electives . . . . . . . . . . . . . . . . . 53
Eligibility Requirements . . . . . 40
Employment . . . . . . . . . . . 25. 45
Engineering. Pre-Engineering
Course . . . . . . . . . . . . . . . . 114
English. Department of . . 62. 101
Enrollment . . . . . . . . . . . . . . . 135
Entrance Requirements . . . . . 27
Examinations . . . . . . . . . . .
49
Expenses . . . . . . . . . . . . . . . . . 16
Home Economics . . . . . . . 86. 108
Honor Points . . . . . . . . . . . . 50. 53
Honors . . . . . . . . . . . . 41. 53. 98
Hospital Affiliation . . . . . . . . 98
Housing . . . . . . . . . . . . . . . . . 44
Humanities. Division of the . . 61
Incompletes . . . . . . . . . . . . . . 50
Intercollegiate Athletics. Purpose
and Philosophy of . . . . . 39
Journalism . . . . . . . . . . . . . . . 63
Junior Year Abroad . . . . . . 98
Faculty. The . . . . . . . . . . . . . 119
Fees . . . . . . . . . . . . . . . . . . .16. 17
Financial Assistance . . . . . . . . 18
Financial Information . . . . . . 15
Fine Arts . . . . . . . . . . . . . . . . . 34
Food Service . . . . . . . . . . . . . . 44
French . . . . . . . . . . . . . . 68. 103
Laboratories. Natural Science 13
Latin . . . . . . . . . . . . . . . . . 62. 101
Law. Pre-Law Courses . . . . 114
Liberal Arts Curriculum . . . . . 99
Library . . . . . . . . . . . . . . . . . 10
Library Science . . . . . . . . . . . 83
Loan Funds . . . . . . . . . . . . . . 18
Location . . . . . . . . . . . . . . . .2. 3
General Education
Requirements . . . . . . . .
General Information . . . .
Geography . . . . . . . . . . . .
German . . . . . . . . . . . . . .
Grade Values . . . . . . . . . .
Graduates . . . . . . . . . . . .
Graduates-(1 870-1963).
Summary of . . . . . . . .
Graduation Requirements
Grants-in-aid . . . . . . . . . .
Greek . . . . . . . . . . . . . . . .
Guaranteed Tuition Plan .
Majors . . . . . . . . . . . . . . . . . 52. 99
Mathematics . . . . . . . . 95. 111
Medical Technology . . . . . 98. 112
Medicine. Pre-Medic Courses . 113
Membership in Educational
Associations . . . . . . . . . . . .
2
Ministry. Preparation for the . 100
Minors . . . . . . . . . . . . . . . . . . . 52
Modern Languages.
Department of . . . . . . . . . . 66
Music. Department of . . . 69. 103
Music Fees . . . . . . . . . . . . . . . 16
Musical Organizations . . . 38. 71
.
Health and Physical Ed . 96.
Health Service . . . . . . . . . . .
High School Teaching
Curriculum . . . . . . . . . . . . .
Historical Sketch . . . . . . . . . .
History and
Political Science . . . . . . 73.
112
43
106
7
104
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . 89
Norwegian . . . . . . . . . . . . . . 67
Numbering of Courses . . . . . . 55
Nursing. Affiliation with
Schools of . . . . . . . . . . . . . 98
Nursing. Pre-Nursing Courses 114
index
Objectives and Aims . . . . . .
9
Organizations. Student . . . . . 36
Orientation . . . . . . . . . . . . . 43
Parish Work. Curriculum . . . . 100
Part-time Students . . . . . . . 16. 48
Payment of Accounts . . . . . . . 18
Personnel Services. Student . . 41
Philosophy. Department of 59. 101
Physical Education . . . . . .
39
Physics. Department of . . . 93. 110
Placement Service for
Graduates . . . . . . . . . . . . 45
Plant. The Physical . . . . . . . . 10
Political Science . . . . . . . . . . . 75
Pre-Seminary Curriculum . . . . 100
Prizes and Scholarships . . . . . 20
Probation . . . . . . . . . . . . . 48
Psychology. Department of 78. 105
Publications . . . . . . . . . . . . . . 36
Purposes . . . . . . . . . . . . . . . . . 8
Records . . . . . . . . . . . . . . . .
43
Recreation . . . . . . . . . . . . 32. 34
Refunds . . . . . . . . . . . . . . . . . . 17
Regents. Board of . . . . . . . . . 116
Registration . . . . . . . . . . . . . . 47
Registration. Change of . . . . . 47
Religion and Philosophy.
Division of . . . . . . . . . . . . . 57
Religious Program . . . . . . . . 33
Residence Requirement . . . . . 53
Room Costs . . . . . . . . . . . . . . 16
Scandinavian Language and
Literature . . . . . . . . . . . . . . 67
Scholarships and Prizes . . . . . 20
Secretarial Courses . . . . . 85. 115
Seminary. Summary of
Graduates . . . . . . . . . . . . . 134
Social and Recreational
Activities . . . . . . . . . . . . . . . 34
Social Sciences, Division of the 73
Social Sciences . . . . . . . 76, 104
Sociology, Department of 76, 104
SPAN . . . . . . . . . . . . . . . . 98
Spanish . . . . . . . . . . . . . 68, 103
Special Programs of Study . . 98
Speech, Department of . . 65, 102
Student Activities,
Coordination of . . . . . . . . . 34
Student Government . . . . . . 35
Student Personnel Services . . 41
Suspension of Students . . . . 48
Symbols . . . . . . . . . . . . . . . . 55
Teacher's Certificate . 79. 81. 106
Teaching Curriculums . . . . . . 106
Testing . . . . . . . . . . . . . . 43. 50
Transfer and Advanced
Standing . . . . . . . . . . . . . 28
Tuition and Fees . . . . . . . . . 16
University Courses . . . . . . . . . 48
Upper Division Requirements . 53
notes
Augsburg College is now in the
"centennial phase" of its development
program, pointing toward the 100th
anniversary of the college in 1969. The
centennial phase program, covering the
years 1964-1969, is the second phase of
a 20-year development program begun in
1959 in which objectives are timed to
five-year phases.
The college has the following centennial
goals for the current five-year period:
Facilities - TO construct an art building,
a 600-bed high-rise dormitory and a college
center; to remodel Science Hall, Old Main,
and Memorial Hall; to complete Si Melby
Hall and to acquire additional athletic
field space.
Enrollment - To increase enrollment to
1600 students.
Faculty - To increase by ten the number
of full-time faculty members.
Tuition - To maintain tuition a t levels
judged to keep the cost of education a t
Augsburg within the range of its
constituency.
Library - To increase the holdings of
George Sverdrup library by 50%.
-
Budget
To increase the educational
budget to $2,000,000.
Student aid - To increase expenditures
for scholarships and grants to $209,000.
Endowment - To establish a fund of
$50,000 per year for endowed scholarships.
DEVELOPMEN1
PROGRAM
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ACC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial s... Show more
ACC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statements.
Core Curriculum Component: None
Prerequisite(s): None
ACC222
Introduction to Managerial Accounting
4 Semester Credits
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of
managerial accounting, planning and controlling processes, decision-making, and behavioral considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting)
ACC295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Accounting Theory and Practice I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Accounting Theory and Practice II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(Accounting Theory and Practice I)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), MAT373(Probability
and Statistics I); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting),
MKT252(Principles of Marketing)
ACC326
Tax Accounting
4 Semester Credits
The more common and important provisions of planning and compliance for income taxes.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to
Financial Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ACC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ACC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of
financial statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Accounting Theory and
Practice II)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(Accounting Theory and Practice II)
ACC495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and
current national and international business problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes
an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, crosscultural influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
4 Semester Credits
In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal
sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian
activism.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as
princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women
by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native
American women. Our goal is to expand our conceptualizations of Native American women and their important roles
in society by examining a variety of cultural issues as they are presented through documentary and fiction films
made by and about Native American women.
Core Curriculum Component: None
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
4 Semester Credits
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s
roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous
cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern
Europe, Mexico, the Middle East, and China.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing
on films from the 1910s to the present, the course provides an understanding of how American Indians were
portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western
cultural and racial ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS305
Indigenous Issues of Central America
4 Semester Credits
This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group
faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty,
land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the
dominant culture in each country. Students will learn and interact with indigenous organizations. This course is crosslisted with Women’s Studies. May be taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
AIS320
American Indian Women
4 Semester Credits
Through life histories of Indian women, the course examines the vital roles and contributions of women in past and
present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles,
precipitated by the influences of Western colonialism. The course also assesses how American Indian women have
crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This
course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of
oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling traditions.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native
Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary
texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group
of texts. Course cross-lists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at
work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native
Americans and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS408
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as
princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women
by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native
American women. Our goal is to expand our conceptualizations of Native American women and their important roles
in society by examining a variety of cultural issues as they are presented through documentary and fiction films
made by and about Native American women.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in
Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film),
WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics)
AIS490
Keystone: Indigenous Issues of Central America
4 Semester Credits
This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group
faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant
culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival,
women’s issues, and political movements through site visits and interaction with Indigenous organizations.
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous
Issues of North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding
contemporary human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate
theory and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study
of sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory,
composition, painting methods, and individual expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white
darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic
history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single
lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students
understand how the arts foster community building and engagement. Class lectures, demonstrations, ssignments,
and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner.
Students need a 35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes
as modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART215
Web Design I
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive
design and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of
various materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART224
Publication Design
4 Semester Credits
An introduction to design concepts and production for publication design. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART225
Graphic Design I
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs
such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as
creative problem solvers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART231
Pre-Columbian,Colonial, & Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial,
and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well
as archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a
press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds
of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this
analysis they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct
observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in
space are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban
design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, and observational and experimental approaches to watercolor painting.
Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside
on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the
computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print
2-D drafting plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form
in the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Tribal Arts and Culture
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the
dynamic nature of Native American art spanning from pre-European contact into the present while exploring the
political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art.
Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the
cultural, social, and political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): ENL111(Effective Writing)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Junior Exhibition and Review
0 Semester Credits
Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus
exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a
formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.:
Completion of 16 credits)
Core Curriculum Component: None
Prerequisite(s): None
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Web Design II
4 Semester Credits
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and
advanced digital design.
Core Curriculum Component: None
Prerequisite(s): ART215(Web Design I)
ART320
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography;
exploration of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to
Chinese Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for
Design in Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication
Design), ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750),
ART244(History of Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment),
ART250(Ceramics I), ART280(Hand Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web
Design II), ART352(Women and Art), ART360(Watercolor Painting), ART382(Scandinavian Arts),
ART385(Prehistoric and Ancient Art), ART386(Medieval Art), ART387(Renaissance and Baroque Art),
ART388(Modern Art), ART389(American Art)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style
using portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART330
Graphic Design II
4 Semester Credits
This studio course explores and develops concepts used in solving design problems through visual communication.
Students will explore the various tools necessary in this discipline, such as typography, layout, color, information
design, branding, packaging, and illustration.
Core Curriculum Component: None
Prerequisite(s): ART225(Graphic Design I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on
portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity
and examination of critical issues in contemporary photography. Students must provide their own 35mm camera.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography.
Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their
knowledge of photography using digital technology within the fine arts context. Students will also spend time
shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography),
ART332(Photography II)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create
digital images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban
design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of
Native American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART355
Painting II
4 Semester Credits
Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced
color theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Tribal Arts and Culture
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition and Faculty Review
0 Semester Credits
Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing
the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty
and one outside department faculty/staff of choice conducts a formal review of the exhibition.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review)
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs,
practice their own signing, and learn the facial expressions and body language needed to communicate clearly with
deaf and hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs,
practice their own signing, and learn the facial expressions and body language needed to communicate clearly with
deaf and hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG101
Augsburg Seminar
0 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the
student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): None
AUG102
Augsburg Seminar
0 Semester Credits
This individualized directed study course is available through moodle (course management system) only to students
who did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide
students’ progress toward graduation and future careers. A fee is charged during the semester when all
requirements are satisfactorily completed. Contact the Director of AugSem for more information.
Core Curriculum Component: None
Prerequisite(s): None
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three
one-hour lectures, one three-hour laboratory. Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT103(Everyday Math),
MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student
may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly
encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills
I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing
particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the
ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. This course
may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences
LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO
121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102
before taking this class. )
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology,
energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three
hours of lecture, three hours laboratory, some Saturday field trips.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
BIO151L
Introductory Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for
science majors. (Three hours of lecture, four hours laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of BIO113(Introductory Organismal Biology), BIO151(Introductory Biology)
BIO152L
Evolution Ecology and Diversity Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All
of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II);
SOPHMRCREDTS(Sophomore Credit Level)
BIO253L
Introductory Cellular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics.
Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology),
BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation
requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours
of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO355
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics.
Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I)
BIO355L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny,
ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of
lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas
are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I)
BIO369L
Biochemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO397
Internship *
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control,
the cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Animal Physiology
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
PSY215(Research Methods and Statistics I)
BIO473L
Animal Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular,
and morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and
motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of
lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO476L
Microbiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological
ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation.
(Three hours lecture, four hours laboratory, some Saturday field trips.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and
Statistics I); BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules
and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included.
(Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology)
BIO486L
Immunology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO490
Biology Keystone
2 Semester Credits
A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and
societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections
between faith and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS200
Exploring Business as a Vocation
4 Semester Credits
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a
vocational calling. In this course you will be exposed to the key areas of business operations including: management,
marketing, management information systems/technology, finance, accounting, and international business.
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS254
Entrepreneurship
4 Semester Credits
The process of transforming an idea into an organization that can market this idea successfully. Examines the
construction of a viable business plan with attention to the resources needed for success.
Core Curriculum Component: None
Prerequisite(s): None
BUS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving nonfinancial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc.
Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence
intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting.
Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices,
sub-optimization, and unanticipated onsequences. Optional topics include process control, six-sigma, data mining,
and dashboard metrics. Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for
Business)
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships;
effective integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation),
BUS242(Principles of Management), MKT252(Principles of Marketing)
BUS379
Quantitative Methods for Business and Economics
4 Semester Credits
How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical
inference (confidence intervals and statistical significance). Software used is either Minitab or Excel.
Core Curriculum Component: None
Prerequisite(s): 1 of 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MAT171(Discrete Mathematics
For Computing); MIS260(Problem Solving for Business)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from
various industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS461
Global Business Management: Mexico and Emerging Markets - Mexico
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills
needed to manage across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
BUS479
Intermediate Quantitative Methods for Business and Economics
4 Semester Credits
Advanced statistical methods using computer software. Specific topics may include multivariate modeling (linear and
logistic), Monte Carlo simulation, queuing models, data mining, web analytics and ANOVA.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and
Economics)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples
primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab
section.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics
include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic
structure, and bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school
chemistry recommended. Fall and Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM115L
General Chemistry I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I)
CHM116L
General Chemistry II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM351
Organic Chemistry I
4 Semester Credits
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. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry), CHM116(General Chemistry II)
CHM351L
Organic Chemistry I Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required*
CHM352
Organic Chemistry II
4 Semester Credits
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. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry), CHM116(General Chemistry II); CHM351(Organic Chemistry
I)
CHM352L
Organic Chemistry II Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required*
CHM353
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a
variety of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry), CHM116(General Chemistry II); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3)
CHM353L
Quantitative Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required*
CHM362
Chemical Thermodynamics, Statistical Mechanics, and Kinetics
4 Semester Credits
Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics,
and kinetics. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics
I), PHY122(General Physics II)
CHM362L
Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is
required*
CHM367
Properties of Polymers
4 Semester Credits
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical
chemistry prerequisites to unfold the details of macromolecules. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II), CHM361(Physical Chemistry I)
CHM368
Quantum Chemistry, Molecular Structure, and Spectroscopy
4 Semester Credits
Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular
structure, spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics
I), PHY122(General Physics II)
CHM368L
Quantum Chemistry, Molecular Structure, and Spectroscopy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is
required*
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM464
Advanced Organic Chemistry
4 Semester Credits
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, four hours of laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II), CHM353(Quantitative Analytical Chemistry), CHM361(Physical
Chemistry I)
CHM464L
Advanced Organic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required*
CHM470
Principles of Medicinal Chemistry
4 Semester Credits
Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms
of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between
structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the
metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic
substances. A prior course in biochemistry is recommended. (Spring, even years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM481
Advanced Analytical Chemistry
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical,
chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half
hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry), CHM361(Physical Chemistry I)
CHM481L
Advanced Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required*
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and
bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of
preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II), CHM361(Physical Chemistry I)
CHM482L
Advanced Inorganic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required*
CHM491
Chemistry Seminar
0 Semester Credits
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the
Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers.
Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.
Core Curriculum Component: None
Prerequisite(s): None
CHM497
Introduction to Chemistry Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): None
CHM498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to
attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking,
persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of
either COM 111, COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same
foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and
audience analysis. This material is then applied to specific contexts common in technical fields, with special attention
to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students
may take only one of either COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass
media and will gain an understanding of what popular culture is and why it is important. The course examines the
importance of media criticism and the impact that media have had on culture and society. Students are encouraged
to think critically about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a
live 30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point
of view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that
build relationships and help to overcome communication barriers.
Core Curriculum Component: None
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about
the nature of human interaction. It examines various types of research methods, both qualitative and quantitative,
such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and
historical/critical research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level)
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
This course explores advanced issues in public address including delivery and performance, vocal control,
persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of
speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to
hone students’ speaking skills.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and
Technical Public Speaking), SPC111(Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and
Technical Public Speaking), SPC111(Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement
Level); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and
Technical Public Speaking), SPC111(Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level
3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II),
COM281(Research Methods), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics),
HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math),
MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II),
MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance),
MIS260(Problem Solving for Business), PHY103(Conceptual Physics), PSY215(Research Methods and Statistics I),
QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I)
COM355
Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in
everyday life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM280(Introduction to Communication Studies)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and
influencing society. Topics covered include theories of influence and effects, representations of gender, race, and
class, ownership and democracy, and new media. After taking this course, students should possess heightened
understanding and appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): COM120(Mass Media and Popular Culture)
COM480
Public Relations/Promotional Communication
4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This
course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM254(Interpersonal Communication), COM354(Interpersonal Communication);
COM280(Introduction to Communication Studies)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170
Introduction to Programming
4 Semester Credits
A study of problem-solving, algorithm development, and programming using a high-level programming language.
(Three hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication)
CSC170L
Introduction to Programming Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours
of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT114(Precalculus), MPL(Math
Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC170(Introduction
to Programming)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Intro to Networking and Communications
4 Semester Credits
Principles and methods of data communications, information theory, distributed processing systems, network
protocols and security, standards, network management, and general computer interfacing.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer
Science and Communication)
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge
of programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT114(Precalculus), MPL(Math
Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data
Structures)
CSC345
Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security,
other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging
technologies, and applications.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the
foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial
intelligence.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); CSC210(Data Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification.
Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures)
CSC450
Programming Languages and Compilers I
4 Semester Credits
Principles that govern the design and implementation of programming languages. Topics include formal languages,
programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and
Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory)
*concurrent registration is acceptable*; CSC320(Algorithms)
CSC451
Programming Languages and Compilers II
4 Semester Credits
Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on
implementation issues.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation
Theory); CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms,
geometric modeling, graphics techniques, graphical user interfaces, human-centered software development,
computer animation, virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be
repeated, but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CSC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECE345
Foundations of Preprimary Education
3 Semester Credits
Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and
other social service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); PSY105(Principles of Psychology), PSY250(Child Development)
ECE346
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program
evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); ECE345(Foundations of Preprimary Education)
ECE347
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); ECE345(Foundations of Preprimary Education), ECE346(Learning
Environments for Preprimary-Aged Children)
ECE488
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE489
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE545
Foundations of Preprimary Education
3 Semester Credits
Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and
social service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology),
PSY250(Child Development)
ECE546
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program
evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department
Admission)
ECE547
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for PreprimaryAged Children), GRADEDADMIT(Graduate Education Department Admission)
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and
113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of
Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production
and income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System
and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students
to make better business and economic decisions. Emphasis is on applications such as transportation, marketing,
portfolio selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation,
and effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures,
including command/control and incentive-based strategies. Policy issues examined include air and water pollution,
global environmental issues like ozone depletion and global warming, and environmental policy for developing
countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO312(Intermediate Macroeconomics), ECO313(Intermediate Microeconomics), MAT245(Calculus
III), MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Adv Stdnt Lrning through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- varible crredit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
2 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting
Paideia training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a
content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages
of seminar questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY AAC cont ed 2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and
education. It is meant to support students in developing a socio-political consciousness necessary for successful
teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better
understanding of their own desires to become educated people while simultaneously learning to critically examine
the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through
participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem
solving) and hopefully learn how to claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of
the American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our
schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G:
Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for
the development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on
classroom applications of theoretical constructs. Field service requirements in an educational program or P-12
school.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing
2 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That
work may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base
about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and
EDC 331 will run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC331
Practicum in Public Achievement
2 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That
work may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and
EDC 331 will run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): None
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as
well as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help
all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC500
Reading Leadership in the K-12 Schools
2 Semester Credits
In this course students are introduced to the leadership roles in literacy education and provided time and space to
specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture
of reading among all who are preparing to be reading leaders.
Core Curriculum Component: None
Prerequisite(s): None
EDC506
Readership, Literature, and New Literacies
3 Semester Credits
This course aims to cover the range and breadth of reading choices that exist for children and adolescents in a
literature classroom, and how best to implement these choices to foster voracious, critical readers.
Core Curriculum Component: None
Prerequisite(s): None
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
EDC515
Reading Leadership: Reading Theory and Research
3 Semester Credits
Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore
how theory and research support reading assessment and instruction in a K-12 setting.
Core Curriculum Component: None
Prerequisite(s): None
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of
the American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on
classroom applications of theoretical constructs. Field service requirements in an educational program or P-12
school.
Core Curriculum Component: None
Prerequisite(s): None
EDC535
Reading Leadership: Assessment and Instruction with Elementary Readers
3 Semester Credits
During this course, reading leaders will investigate the reading process, the link between assessment and
instruction, and reading strategies that support and sustain reading of emergent to early readers. Field experience
required.
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help
all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience
required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC545
Reading Leadership: Assessment and Instruction with Middle and High School Students
3 Semester Credits
During this course, reading leaders will explore current methods, theories and materials used with transitional
readers in content area instruction; the link between assessment and instruction; and reading strategies that support
and sustain reading of middle and high school learners. Field experience required.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as
well as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our
schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G:
Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values.
We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership.
Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of
perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the
foundational question of “who am I as a leader”.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with
the nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC592
Action Research I
3 Semester Credits
This course will introduce students to qualitative action research, a form of research that simultaneously contributes
to the practical concerns of people while furthering the goals of social science. It requires active self reflective inquiry
and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action
research is to gain better knowledge of one’s practice while improving the situation in which the practice is
conducted. First course in a two-course sequence.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s
research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in
which student work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate
Education Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their
sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a
solution to the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): None
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching
strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive
course. Plan to spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion,
and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for
physical science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to
develop students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims
to investigate research and practices involved in K-6 literacy instruction by examining the competing theories
regarding literacy, the research findings that give support to these theories, and a range of practical approaches to
teach literacy in an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EED225(Foundations of Literacy)
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include
the writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed
EED 225/325.)
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten
and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response
to literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED481
Student Teaching: Elementary K-6
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED483
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED485
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to
develop students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims
to investigate research and practices involved in K-6 literacy instruction by examining the competing theories
regarding literacy, the research findings that give support to these theories, and a range of practical approaches to
teach literacy in an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EED225(Foundations of Literacy)
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): None
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Developmental Writing
4 Semester Credits
A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English
Placement Test as needing additional preparation in composition. Students receive course credit, but this course
does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing
4 Semester Credits
Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to
increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for
clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement
Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a
writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills
emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course
performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is
completed but can receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills
emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course
performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is
completed but can receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work
on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres,
emphasizing poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use
an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that
serve future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This
course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic
literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web
page for further information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American
literary tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close
readings of literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson
Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given
section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental
Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports
and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,”
“Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the
departmental web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL291
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to
Thai students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of
established writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will
learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new
and established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and
other sources. The course also incorporates off-campus resources to provide students with real-world experience of
how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing
to explore use of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I),
CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical
Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary
Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of
Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course),
SCI110(Natural Science I)
ENL328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL226(Introduction to Creative Writing), ENL228(Broadcast and Online Journalism)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis:
Foundations of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the
Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost.
Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of
conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers
include Marlowe, Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be
studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in
other genres, including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through
1914 in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of
the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and
critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed
include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and
“What Is My Nation?” Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis:
Foundations of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues
surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or
a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be
examined. Check the departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing),
ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study),
ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American
Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne,
Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston,
Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short
Stories anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the
anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets
represented in the Best American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native
Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary
texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group
of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American
Stage". Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis:
Foundations of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through
Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence
on later literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary,
cultural, and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have
affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and
the ways in which women writers have contributed to and modified the Western literary heritage. This course is
cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing),
ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study),
ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American
Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,”
“Social Issues in Contemporary World Drama.”
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis:
Foundations of Theater)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New
Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered
the medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations
in Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including
theories of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations
in Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations
in Language and Theory)
ENL391
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to
Thai students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL394
Composition Theory and Practice
4 Semester Credits
Students will examine composition as a relatively new field of study, one in which research in such areas as
cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken
and written language, students will apply various theoretical positions to the language they and others use to
communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations
in Language and Theory)
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and
learn methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies
in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others.
Check the departmental web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation),
ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and
Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama),
ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century
American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945),
ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in
American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern
Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World
Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and
Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the
creation of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in
the United States and will consider First Amendment protections and the media’s responsibilities to inform the public
in a free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1
of ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of
past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism
Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in
Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course
description in the English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation),
ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and
Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama),
ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century
American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945),
ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in
American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern
Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World
Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and
Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department.
Independent study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL510
Residency in Creative Writing I
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions
on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings
with mentors, introduction to online course delivery systems and sessions on the writing life and the business of
writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the
candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL511
Mentorship I
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis
of canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL512
Critical and Creative Reading I
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as
texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become
expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL513
Mentorship II
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis
of canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL514
Critical and Creative Reading II
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as
texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become
expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL520
Residency in Creative Writing II
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions
on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings
with mentors, introduction to online course delivery systems and sessions on the writing life and the business of
writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the
candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL521
Mentorship III
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis
of canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL522
Critical and Creative Reading III
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as
texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become
expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL523
Mentorship IV
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis
of canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL524
Critical and Creative Reading IV
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as
texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become
expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL530
Residency in Creative Writing III
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions
on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings
with mentors, introduction to online course delivery systems and sessions on the writing life and the business of
writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the
candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the
world and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The
issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of
the course is the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV120
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ENV120L
Environmental Science Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required*
ENV310
Environmental Politics Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand the environmental politics in the United
States or various other locations depending on the offering. Students will apply concepts learned in earlier
environmental studies courses and engage in field research on a topic of their choice, as a step toward their
keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania,
depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics)
ENV397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental
studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize
interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of
an environmental problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology
and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental
History), SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful
completion of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship),
HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land
use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography
for middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and
writing through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School
Methods: Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School
Methods: Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation
Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning.
Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this
course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively
about questions and matters of education. This will be informed by class readings, field work and observations,
personal experiences and class discussion. It is a goal of the course that students leave more informed about
different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate
these forms of cognition both verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle
School Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle
School Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle
School Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle
School Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional
strategies and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE481
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE483
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE485
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and
writing through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation
Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning.
Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this
course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively
about questions and matters of education. This will be informed by class readings, field work and observations,
personal experiences and class discussion. It is a goal of the course that students leave more informed about
different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate
these forms of cognition both verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): None
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second
language acquisition, the differences between first and second language acquisition, and recent work in
neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to
the implications of research for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components
of language study; and 3.) Describing features of the English language: its sound system, its word formation
processes, its sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning
and implementing literacy instruction for English Language Learners. The interaction of language learning and
literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour
field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners.
State and national policies regarding ELL assessment will be covered. Current uses of standardized language
proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic
assessment and seeks to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): ESL340(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on
preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles
underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20hour field experience.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition), ESL330(History and Structure of the English Language),
ESL340(ESL Literacy), ESL410(ESL Testing and Evaluation)
ESL481
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL483
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL485
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL487
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school
experience and language minority students. The course connects concepts from sociolinguistics and examines how
educators can best create school environments that serve the needs of their English learners.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition), ESL340(ESL Literacy)
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): None
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning
and implementing literacy instruction for English Language Learners. The interaction of language learning and
literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour
field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of
their English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on
preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles
underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIA206
Sights and Sounds of Europe
4 Semester Credits
FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in
European cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and
music appreciation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital
structure, and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting)
FIN397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout
policies, raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective
Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates,
risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the
accounting and macroeconomic identities for current account and trade deficits. This course extends the framework
of financial management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots,
technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the
shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons
into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through
a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during
production.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): None
FLM328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be
placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce
projects in each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390
course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today.
Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal
value and impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have
nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced
long-form video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building,
and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory
work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building,
and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory
work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A
prerequisite to other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking
people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works
where possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works
where possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic
levels of expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and
Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic
German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation
in short conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic
German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation
in short conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common
in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of
the German-speaking peoples. In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to
Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to
relive the Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): None
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works
of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry,
and plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions.
Emphasis on written composition including control of style. Oral practice through use of German as classroom
language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and
Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST001
C.A.P.
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N
grading only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
4 Semester Credits
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze,
synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are
placed into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of
2.0 or better. Students waived from this course may take this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Introduction to the Liberal Arts
4 Semester Credits
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 32 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages
presented in tables and graphs, and the use of standardization to take into account the influence of confounders are
reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS101
The Beginning of Western Culture
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle
Ages of Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
The Shaping of Western Civilization
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
The Modern World
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
The Modern Non Western World
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
America to 1815
4 Semester Credits
A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812,
drawing on social, cultural, and environmental history as well as political and economic history. The course will move
topically as well as chronologically through the colonial and early national period. Themes include the legacies of
massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and
collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign
conflicts in that nation’s early years.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
HIS121
19th-Century United States
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which
the United States came to prominence despite internal dissent and violence. Themes include the emergence of a
national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the
Civil War and its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
HIS122
20th-Century United States
4 Semester Credits
A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as
well as political and economic history. The course will move topically as well as chronologically through the modern
era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American
culture, the growth of a strong federal government, the emergence of the United States as a world power, the
creation of a consumer society, the rise of identity politics, and the passing of American hegemony.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
HIS140
Topics in World History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history
of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian
period, the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
20th-Century South Asia
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization,
and economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific
topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
History of African American Civil Rights, 1619-1915
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues
influenced by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
History of African American Civil Rights, 1915-1972
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip
Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban
design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS280
The History Workshop
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of
the discipline of history, the methods of analysis used by professional historians today, and the varieties of
applications for history in professional careers and public life. Students will also gain and sharpen the research and
writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will
enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS282
The History of Women Since 1848
4 Semester Credits
This course examines in comparative perspective women’s changing political, economic, social, and sexual status
since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS300
Public History
4 Semester Credits
Public history is the practice of historical methods with non-academic audience in mind. This survey explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries,
publishing, museums, historic sites, and historic preservation.
Core Curriculum Component: None
Prerequisite(s): None
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS316
U.S. Urban Environmental History
4 Semester Credits
A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention
to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political
movements organized around nature, ways of knowing nature, environmental justice, and relationships between
culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific
environmental history of a Minneapolis neighborhood.
Core Curriculum Component: None
Prerequisite(s): None
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse
of the imperial system; and the Nationalist and Communist revolutions of the 20th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental
offerings. The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS332
History of United States Foreign Relations
4 Semester Credits
A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing
changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of
the United States as an economic and military power.
Core Curriculum Component: None
Prerequisite(s): None
HIS335
American Urban History
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the
present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): None
HIS336
American Labor History
4 Semester Credits
A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature
of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to
the state.
Core Curriculum Component: None
Prerequisite(s): None
HIS338
American Legal History
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
HIS343
The North American West
4 Semester Credits
This course reckons with the contest of colonial powers in North America, the American conquest of the region, the
role of the federal government in shaping the West, the rise of the most urban part of the United States, and the
important role that the West plays in modern American culture. Themes include the persistence of Native peoples,
ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the
ecological transformation of Western landscapes.
Core Curriculum Component: None
Prerequisite(s): None
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): None
HIS348
Russia and the Soviet Union in the 20th Century
4 Semester Credits
An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before
turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): None
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban
design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS350
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of
World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film,
posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the
experiences of “ordinary Germans,” including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): None
HIS354
Modern Britain and Ireland
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork)
to explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): None
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history
of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian
period, the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization),
HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19thCentury United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural
Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History
of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American
History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil
Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of
Women Since 1848), HIS299(Directed Study)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety
of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political
narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS361
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the “traditional” political
narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of
written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political
narrative, it also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual
sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): None
HIS374
Medieval Crusades
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian
West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources,
we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West,
between Muslims and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): None
HIS378
Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c.
1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its
influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics
to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS462
20th-Century South Asia
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS474
World and the West
4 Semester Credits
Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia
and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS480
History Senior Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop)
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON100
Christian Vocation & Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take
HON100 in another term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing,
organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The
minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing
Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections
between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and
modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and
tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111
and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register
for both courses in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Christian Vocation & Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of
quantitative thought, including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant
arts events while researching and writing critical and historical critiques of central theories and approaches to the fine
arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a
key national or global issue.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen);
HON240(Science, Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several
faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the
public context. (0.0 credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
0 Semester Credits
This course will only be used for student created learning experiences that fulfill a lifetime activity.
Core Curriculum Component: None
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4
credits, and may use traditional or P/N grading options).
Core Curriculum Component: None
Prerequisite(s): None
HON450
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with
another course within which they will produce a research-based paper. A final research paper is required to complete
450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the
spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship
that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those
manuscripts through an external review process by faculty referees, and publish the journal by the end of the term.
This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0
credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research
collaboration. (0.0 credit, P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the
themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE001
Foundations of Fitness
0 Semester Credits
This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s
knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong
health and well-being. This course is designed to provide knowledge and skills needed to assess, monitor, and
discipline oneself to maintain a lifestyle of fitness and wellness.
Core Curriculum Component: None
Prerequisite(s): None
HPE002
Lifetime Activity
0 Semester Credits
Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to
understand and demonstrate basic skills, strategy, and rules of the activity.
Core Curriculum Component: None
Prerequisite(s): None
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular
strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school
health education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will
examine the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training
room procedures. A lab accompanies this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will
evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional
supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances.
(Spring)
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that
may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training
phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and
skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training),
HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the
role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in
developing a greater understanding of the role of stress in their life. Individual stress management plans will be
constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed
to provide the student with an understanding of the physiological and pathophysiological responses of the body to
clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this
course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist
(HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health,
Physical Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall
even years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
2 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in
this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study
the natural environment in which these activities occur. The course will include a three-day camping/hiking trip.
Fieldwork experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education),
HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled
regions of the country. While trekking, one is provided opportunity for leadership and personal growth and
development, as we share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Adminstration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach
to the study of movement and how it relates within the physical education and health fitness fields. A lab
accompanies this course.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and
Physiology), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is
required*
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs
and motor training. A lab accompanies this course.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and
Physiology)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education,
and Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of
Fitness Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education,
and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical
Education, and Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of
all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this
course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning
strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a
requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs
and resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological,
political, economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades
K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment
included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone
will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world,
as well as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture
as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre,
music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy,
religion, and theater history, but students have also completed projects involving professors from other disciplines,
such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past
students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte
masks, and then written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature
of Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late
Middle Ages to 1648), HUM120(Medieval Life in 12th-Century Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts
majors.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services
and insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career
research and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and
active citizenship. The course is geared to both students who are undecided and students who are seeking an indepth look at a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Politics of Conflict and Transformation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Emerging Art and Urban Culture Seminar
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding
the differences between formal institutional art and community-based art forms. Interviews and participant
observation at arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Politics of Artistic Expression
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS342
River Politics Field Seminar
4 Semester Credits
In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements
of the politics and policies relating to the river. Students will engage in service projects, field observations, and
interviews with residents, legislators, activists, and government employees.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): POL241(Environmental and River Politics)
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability and Environmental Policy Semimar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Reading for Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Writing for Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Theories of Poverty, Inequality and Social Change
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of
race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people
who challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Social Policy and Anti-Poverty Strategies in Theory and Practice
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
Challenges of Globalization to the Scandinavian Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
Challenges of a Changing Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan
resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with
and evaluated by a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply
into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills
and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English
with readings in a language other than English. Open to international students and to upper-division students who
have advanced knowledge of a language other than English or have studied abroad for a full semester (including in
English-speaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include
a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon
and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the
same and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language
requirement.
Core Curriculum Component: None
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language
requirement.
Core Curriculum Component: None
Prerequisite(s): LAT101(Beginning Latin I)
LCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the
connections between social relations and the production of meaning. It sets the stage for global citizenship by
revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
LCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT103
Everyday Math
3 Semester Credits
Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an
introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading
only. Grade of P advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does
not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing
for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT129
Practical Applications of Math
4 Semester Credits
An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning
including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory,
game theory, voting theory, linear programming, or cryptography.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis
on the processes of problem solving, reasoning, connections, communication, and representation. These courses
are designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis
on the processes of problem solving, reasoning, connections, communication, and representation. These courses
are designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in collegelevel mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions,
approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have
successfully completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic,
and combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recomended prior
to MAT171. Students who have completed MAT271 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic
resources. This course does not count as an elective in the mathematics major or minor. Completion of this course
plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the
major’s speaking skill requirement. Students with majors other than mathematics should consult their major
department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the
gradient, multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT248
Biostatistics
4 Semester Credits
Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies
in Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics
include graphing techniques, correlation and regression, experimental design, combinatorics, point and interval
estimation, hypothesis testing and, time permitting, analysis of variance and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry),
MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and
Technical Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and
applications.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set
and Julia sets.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete
Mathematical Structures); MAT146(Calculus II)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III)
MAT373
Probability and Statistics I
4 Semester Credits
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions,
expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III)
MAT374
Probability and Statistics II
4 Semester Credits
A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random
variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of
estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied
project.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both
the mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
graph theory, topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra),
MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures), MAT287(History of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium
is required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of
Instructor)
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand
and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives,
evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students
develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the
course is to help business students become architects of business strategy rather than simply middle managers
following the path of others.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn
to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and
variable expenses, break-even calculation, and capital budgeting.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Understanding the foundations of financial management including markets, institutions, interest rates, risk and return,
and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing
decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational
implications.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
An understanding of the ethical problems faced by people in organizations and businesses today. A framework for
recognizing ethical problems helps the student determine how decisions will affect people positively or negatively.
This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments
about what is right and fair. The course also allows students to gain confidence in their understanding and their
proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
Theory and application of organizational behavior to human resources within organizations. Topics include strategies
and tactics for developing human resources to support organizational cultural changes (such as total quality
management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of
contemporary organizational strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation,
targeting, positioning, distribution of goods and services, the relationship between price and demand, brand
management, and marketing plans and strategy. Students gain hands-on experience with marketing in crossfunctional organization strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
An ethnographic approach to communication in the workplace including how physical settings, communication
channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will
use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network
theory, persuasive appeals, and communication of institutional values.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective.
The foci of the course will be international trade theory and institutional governance of international trade/monetary
policy, and the differences in political-economic/socio-cultural systems and their implications for international
business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical
significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in
business decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBA575
Strategic Technology
3 Semester Credits
Making strategic technology decisions most favorable to organization and culture, interaction with customers and
suppliers, and future growth of the organization. Students will come to understand the impact of the internet and
electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results
of given technology choices.
Core Curriculum Component: None
Prerequisite(s): None
MBA576
Project Management
3 Semester Credits
The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and
challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a
temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover
the operational and conceptual issues faced by modern project managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA581
Management Consulting Project I
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA582
Management Consulting Project II
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based
Ventures
3 Semester Credits
This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to
actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when
to enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although
the course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial
ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up
opportunities upon graduation or in preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): None
MBA584
Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship
3 Semester Credits
Students are assigned to a social enterprise in the local community to work as management consultants on
comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research,
develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest
lectures and readings/discussions tie managerial theory to actual practice.
Core Curriculum Component: None
Prerequisite(s): None
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal
and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of
management and leadership, relationship building, servant leadership, leadership communication, and selfawareness and discovery of leadership styles, traits, and abilities.
Core Curriculum Component: None
Prerequisite(s): None
MBA593
Health Care Operations Management
3 Semester Credits
This course will provide students with an introduction to Healthcare Operations. Over the past several years, there
has been a general acceptance to apply more sophisticated business optimization techniques to the healthcare
industry. Students will gain an understanding of business management within hospitals, clinics, and multiple hospital
systems. The tools covered in the class focus primarily on those that improve hospital productivity.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
Organizations that survive over time generally meet customer needs more effectively than the customer’s
alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a
variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates
resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the
MBA program, and adopts the perspective of senior management.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of
the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating
sustainable, superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBC532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis
and management of common stocks and bonds are discussed. The course ends with a discussion of professional
asset management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBC535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the
macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign
exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems
of doing business internationally and a survey of public and private foreign and international financial institutions.
Also discussed are the management of risk of multinational operations and their valuation and structure. The course
ends with a discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBC537
Health Care Financing
3 Semester Credits
This course focuses on a variety of public and private third party mechanisms for financing health care services. A
review shall be made of the various trends and constraints associated with each mechanism. Particular attention
shall be a paid to the role of private health insurance and government reimbursement mechanisms for health
services. Prerequisites: MBA 530-Managerial Finance
Core Curriculum Component: None
Prerequisite(s): None
MBC542
Legal and Ethical Considerations in Health Care
3 Semester Credits
This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative
law, corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues
underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues
raised by advances in technology, changing societal values, decreased resources and increasing professional
liability.
Core Curriculum Component: None
Prerequisite(s): None
MBC547
Human Resources Issues in Health Care
3 Semester Credits
This course provides complete coverage of relevant human resource issues in health care management, as well as
offering a solid foundation in both HR and health care administrative practices. This course provides a
comprehensive, focused approach to the demands of the current human resources role. This practical, hands –on
course introduces human resources to those who are preparing to work in any area of health care or health service
covering important topics such as recruitment, training, termination, compensation practices, and safety.
Core Curriculum Component: None
Prerequisite(s): None
MBC552
Marketing Communications
3 Semester Credits
The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and
integrated marketing communications program which includes advertising, sales promotions, publicity, and personal
selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design
and evaluation of a marketing communications plan. Specific topics covered include the communication process,
consumer behavior models and their relevance to marketing communications decisions, marketing communications
research, advertising message and media strategies, the role of the advertising agency, and the integration of
marketing mix decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC554
Consumer Behavior
3 Semester Credits
The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of
consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include:
the role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’
purchase decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the rocess of research, learning ways to choose and
focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature
reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and
their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or
develop their own question. The semester will culminate in the development of a research proposal, building the
scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an offcampus research experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): None
MDC094CE
Everyday Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
The Modern World
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Principles of Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Effective Writing
4 Semester Credits
Equivalent to IHCC ENG 1108 Emphasizes critical writing, reading, and thinking with attention to rhetorical elements
such as argumentative structure, audience, and purpose. Students learn types of college writing and research
techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice
the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disiplines
2 Semester Credits
Equivalent to IHCC ENG 1111 Research Writing in the Disciplines-WRIT Emphasizes textual analysis of primary and
secondary sources with focus on writing in students’ academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
4 Semester Credits
Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction
texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources.
Prereq: Grade of C or higher in ENG 1108.
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Human Society
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Practical Applications of Math
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Sociology and the Family
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government & Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock & Roll
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
US History Since 1877
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literary Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Cinema Arts
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science
4 Semester Credits
IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to
fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing
the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group
activities, guest speakers and films. One semester credit of lab included.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Comparative Religions
4 Semester Credits
This course examines the role and functions of religion in society and religious and philosophical concepts. The class
will introduce selected world religious traditions and cultures through exploring the history and key teachings of the
religions, examining ways of being religious in various traditions, reading various texts and anthropological sources,
class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the
major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world
religions respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World
Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views
associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include:
Views of creation, time and death, good and evil, the relation to art, relation to political power, and role in social and
cultural conflict.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS260
Problem Solving for Business
4 Semester Credits
This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as
well as other simulation and decision support tools for problem solving in business through the use of realistic
business cases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
Management Information Systems in the Organization
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management),
MKT252(Principles of Marketing); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines
theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and
communications skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business)
MIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MIS475
Systems Analysis and Design
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business),
MIS375(Management Information Systems in the Organization)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business),
MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing
For Business); MIS375(Management Information Systems in the Organization), MIS376(Project Management),
MIS475(Systems Analysis and Design)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology
and current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT252
Principles of Marketing
4 Semester Credits
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of
attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social
class, family, and purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and
Economics), MAT163(Introductory Statistics), PSY215(Research Methods and Statistics I), SOC362(Statistical
Analysis); MKT252(Principles of Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern
marketing and communications.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues; development and
implementation of marketing plans.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MKT252(Principles of
Marketing), MKT352(Marketing Research and Analysis)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ML510
Visions of Leadership: A Historical and Literary Journey
3 Semester Credits
Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program.
This course views the nature and purpose of leadership from a variety of disciplines and perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational
thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations,
for enhancing innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity, Values, and Personal Growth
3 Semester Credits
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values on learning and
leadership strategies.
Core Curriculum Component: None
Prerequisite(s): None
ML523
Leading Authentically
3 Semester Credits
Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In
this course, students will articulate their leadership strengths, examine models of leadership, and explore
organizational theories in order to develop a leadership plan that honors their authentic selves.
Core Curriculum Component: None
Prerequisite(s): None
ML527
Spirituality and Leadership in the Workplace
3 Semester Credits
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications for leadership through a variety of sources and
perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives
within human communication. This course places particular attention on the use and abuse of communication in
politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social
and organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of
analysis and ultimately focusing on leading and responding to change in organizational settings, this course
examines the paradigms, theories and practices that support successful leadership for change. Collaborative
presentations provide an opportunity to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant
within various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare
current and future leaders to effectively lead change efforts in their organizations. This leadership development will
be accomplished through the study of several change management theories and frameworks. Moreover, application
and evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the
organization in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML540
Political Leadershp: Theory and Practice
3 Semester Credits
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to
business and nonprofit organizations as well as to politics.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision
making. Assessment of major social decisions, past and present—their intentions, consequences, arguments,
explanations, and justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop
a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML550
Communication, Decision Making, and Technology
3 Semester Credits
Analysis of the role various forms of digitally-mediated communication play in our society and how communication,
decision making, and leadership have been altered by these technologies. Students examine how they can engage
and manage these processes in their organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML553
Design and Leadership
3 Semester Credits
A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s
business environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive
concept and its place in leadership.
Core Curriculum Component: None
Prerequisite(s): None
ML557
Language of Leadership
3 Semester Credits
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments
about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social
interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the
development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships
across hierarchical levels in organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Developing a Multicultural Perspective
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal
assessments and concluding with a global leadership development project where learners demonstrate their ability
to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review,
and a final project proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): None
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and
implementation. Application of models and concepts to examples and cases from real-life practice. Case studies,
exercises, and readings cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML576
Leading Innovation
3 Semester Credits
Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation
Network). This course explores what is involved in providing quality leadership that helps create, lead and assess
innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation
and then will focus on what is involved in successfully leading innovation efforts.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Nicaraguan Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in
Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a
homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history,
politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with
the US government and nonprofit organizations are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML580
Colloquium on Contemporary Theories of Leadership
3 Semester Credits
Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of
3.5 to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5
within three academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least
one year course work in MAL and ML510)
Core Curriculum Component: None
Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination 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.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at
least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have
it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration
for the course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific
topics will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
ML998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ML999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8
credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting
the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College.
This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all
its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement,
students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward
graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music
majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks
Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students,
faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and
continues to establish itself as a dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks
for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of
male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive
semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the
fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has
played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005
conductor Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has
included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement,
students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards
graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per
part, and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of
the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band
music of a high artistic level. The group has performed and toured extensively throughout the United States and to
numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first
week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per
part, and may include duos or brass quintet music, as well as music for brass in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature
performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement
with the director. Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per
part, and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt
Barber, in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical
styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP111
Performance Study: Voice
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP141
Performance Study: Trumpet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
0 Semester Credits
This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano
faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special
performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule
applies (see the Music Department Student Handbook)
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS101
Materials of Music I
2 Semester Credits
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS102
Materials of Music II
2 Semester Credits
Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I)
MUS105
The Music Business
4 Semester Credits
An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other
topics include the record industry, agents, and managers. Musical genres and historical periods are compared and
analyzed.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
MUS111
Aural Skills I
2 Semester Credits
In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch
relationships.
Core Curriculum Component: Fine Arts
Prerequisite(s): MUS101(Materials of Music I)
MUS112
Aural Skills II
2 Semester Credits
Development of listening and reading skills to parallel progress in MUS 102.
Core Curriculum Component: None
Prerequisite(s): MUS111(Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
4 Semester Credits
E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This
course draws students into that information web using the history of Western art music as the thread that ties culture
together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for
understanding music in social context. Live performance will be a feature of this course. Evaluation of student work
will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is
not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in
the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The
class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed
a class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor
scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical
compositional forms in popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS201
Materials of Music III
2 Semester Credits
Continuation of MUS 102 with chromatic harmony and modulation.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
MUS202
Form and Analysis
2 Semester Credits
Musical structures of common practice period and introduction to 20th-century practice.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MUS201(Materials of Music III),
MUS211(Aural Skills III)
MUS211
Aural Skills III
2 Semester Credits
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201.
Core Curriculum Component: None
Prerequisite(s): MUS112(Aural Skills II)
MUS212
Aural Skills IV
2 Semester Credits
Further development of listening skills to parallel progress in MUS 202.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MUS211(Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware,
and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music
content knowledge. Technologies include tools for general productivity, music notation, music performance, music
assessment, music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale),
MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I)
MUS231
History and Literature of Music I
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural
contexts as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS232
History and Literature of Music II
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes
reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public
performance. Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or
permission of instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano)
MUS238
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano
3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS245
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within
the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS105(MUSIC Marktn Promotn Publish Recor), MUS105(The Music Business)
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire.
Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required
for vocal performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire.
Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required
for vocal performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings,
and acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on
psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the
creative therapies of art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS274
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills
including improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
MUS275
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills
including improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and
score layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MUS202(Form and Analysis),
MUS212(Aural Skills IV)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality,
serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will
have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will
have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will
have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will
have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS340
Music Therapy Techniques and Materials I
2 Semester Credits
This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill
development in accordance with AMTA standards. The course will emphasize functional playing skills as well as
song composition and group leading.
Core Curriculum Component: None
Prerequisite(s): None
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal
techniques, basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as
the choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Techniques and Materials II
2 Semester Credits
This experiential course introduces improvisation and uses the skills acquired inMusic Therapy Techniques and
Materials I.
Core Curriculum Component: None
Prerequisite(s): None
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on
at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute,
one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music
performance majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal
solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological
mechanics of singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological
aspects of music. An understanding of the research process and development of an experimental research project.
Core Curriculum Component: None
Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*,
SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3)
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music
therapy. Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills
including improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS375
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills
including improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS432
Church Music and Worship
4 Semester Credits
Development and influence of church music as evidenced in contemporary worship practices. Designed for the
general as well as the music and theology student.
Core Curriculum Component: None
Prerequisite(s): None
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French
Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II)
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano
teaching. Students will apply what they learn in class to actual teaching experiences through a community servicelearning requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a
recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music
Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS475
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music
Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional
ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): None
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion
of all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS351
The Modern Nordic Novel
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
NAS352
The Modern Nordic Drama
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
NAS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NAS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication
and its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication
and its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NOR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR211
Intermediate Norwegian I
4 Semester Credits
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.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR112(Beginning Norwegian II)
NOR295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR311
Norwegian Conversation and Composition
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): NOR211(Intermediate Norwegian I)
NOR331
Norwegian Civilization and Culture
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): NOR311(Norwegian Conversation and Composition)
NOR353
Survey of Norwegian Literature
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): NOR311(Norwegian Conversation and Composition)
NOR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NOR411
Advanced Norwegian Conversation and Composition
4 Semester Credits
Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peertutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in
Norwegian.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); NOR311(Norwegian Conversation
and Composition)
NOR495
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories
about how individuals and groups communicate are applied to changing professional roles. With consent of instructor
students may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse
individuals, families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in
Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), NUR410(Community Health Nursing I)
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts
in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and
paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement
therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these
understandings to self-care of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored.
Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected
practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); NUR300(Trends and Issues in
Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is
examined as a pervasive, determining "blue print" for thought and action throughout the human health experience.
Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of
interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection.
Likewise, power structures within dominant social systems (including the Western bio-medical care system) are
discussed to identify dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P1
Practicum: Transcultural Healthcare in the City
1 Semester Credits
This practicum is associated with NUR 500 and focuses on meanings and expressions of health, illness, caring and
healing transculturally. The setting for activities is the inner city of Minneapolis, MN in the culturally diverse
neighborhoods that include the Health Commons at Central Lutheran and the Cedar-Riverside Plaza. This faculty led
practicum will introduce students to fundamental skills of Transcultural Nursing in connecting to marginalized
populations in the neighborhoods.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P2
Practicum: Transcultural Healthcare in Oaxaca, Mexico
1 Semester Credits
This is the practicum associated with NUR 500, which focuses on Transcultural Nursing. This practicum will
introduce students to fundamental skills of Transcultural Nursing through exploring cultural diversity and traditions in
Oaxaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Transcultural Care Systems
3 Semester Credits
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 self-organization, 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 health care organizations are
expected.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P1
Practicum: Transcultural Care Systems
1 Semester Credits
This is the practicum associated with NUR 501, which focuses on the context of transcultural healthcare systems.
Mandatory attendance at a local, national and/or international nursing leadership conference and dialogue and
networking with a variety of nursing leaders will be part of the experiential learning process of this course.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P2
Practicum: Transcultural Care Systems and the Millenium Development Goals in SubSaharan Africa
1 Semester Credits
This practicum explores the social-cultural determinants of health and illness that impact MDG achievement in subSaharan Africa. As such, economic realities, education levels, governmental policies, gender roles, access to
technology, and the availability of health care providers are examined in relation to burdens of suffering and disease
evident in local communities. Leadership skills and knowledge that promote MDG achievement in local, regional, and
national contexts are identified and applied through experiential practical learning activities.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing
practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and
related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a
process of theory advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P1
Practicum: Theoretical Foundations for Advanced Practice Nursing in the City
1 Semester Credits
This practicum is associated with NUR 505. It will focus on three linked concepts that are foundational to the MAN
program: scarcity & abundance; radical presence; peace & justice. Through experiences in the inner city of
Minneapolis, students and faculty will encounter people who can convey how these concepts affect the complexity of
their daily lives. Nursing theory will be applied to these experiences, diverse ways of knowing explored, and new
forms of nursing practice inspired and imagined.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P2
Practicum: Theoretical Foundations for Advanced Practice Nursing
1 Semester Credits
This practicum focuses on nursing science and nursing theory as foundational to advanced 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 and care practices.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P3
Practicum: Theoretical Foundations for Advanced Practice Nursing in England
1 Semester Credits
This practicum focuses on nursing science and nursing theory as foundational to advanced nursing practice.
Practical application of embodied ways of knowing is essential to understanding transcultural variations in health and
healing practices, patient and self-care modalities, and expanding conscious awareness of the nurse. This course
expands the student’s horizon of meaning and action potential in the world.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into
clinical practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P1
Practicum: Transformational Nursing Leadership
1 Semester Credits
This is the practicum associated with NUR 521 which focuses on transformational nursing leadership. Students will
devote 45 hours to participant-observation in nursing leadership. Students will select and work with a nurse leader
during the observational experience.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on
its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P1
Practicum: Theory, Research, and Practice
2 Semester Credits
This practicum is associated with NUR 523 and focuses on developing critical relationships, networking with
appropriate organizations, and formulating a structure and method to implement the final project. This practicum will
inform the writing of one’s graduate field project related to transcultural nursing practice and/or transformational
nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant
coursework is integrated into the project and the final written report. Plans for disseminating the report for public and
professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser
and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): None
NUR525P1
Practicum: Graduate Field Project
2 Semester Credits
This is the practicum associated with NUR 525 that focuses on the writing of the graduate field project related to
transcultural nursing practice and/or transformational nursing leadership. Working with a nursing faculty adviser
(instructor), students complete their final written report of a theory-based model of advanced nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that
sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of
ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has
led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives
and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and
professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P1
Practicum: The Power of Ritual and Ceremony for Healing and Transformation in Lakota
Culture
1 Semester Credits
Students will explore ritual and ceremony from a transcultural perspective and participate in rituals and ceremonies
of the Lakota people. Additionally, opportunities are provided to interact with persons who integrate ritual and
ceremony into their lives and healthcare practices, visit sacred sites of the Lakota people, and spend time in deeper
reflection on the meaning and practice of rituals and ceremonies in their own personal and professional lives.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P2
Practicum: The Power of Ritual and Ceremony for Healing and Transformation in Lakota
Culture
1 Semester Credits
Students will explore ritual and ceremony from a transcultural perspective and participate in rituals and ceremonies
of the Lakota people. Additionally, opportunities are provided to interact with persons who integrate ritual and
ceremony into their lives and healthcare practices, visit sacred sites of the Lakota people, and spend time in deeper
reflection on the meaning and practice of rituals and ceremonies in their own personal and professional lives.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual
practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications
to patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P1
Practicum: Transcultural Healing Practices and Self Care
1 Semester Credits
This practicum introduces students to holistic healing practices including their historical and cultural contexts.
Students reflect and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual
practices, energy healing therapies, movement therapies, bio-geometry, homeopathy, or massage. Students learn
self-care and application to patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P3
Practicum: Transcultural Healing Practices and Self Care
1 Semester Credits
This practicum introduces students to holistic healing practices including their historical and cultural contexts. On this
journey, students are immersed in energies present at ancient sacred sites and churches of England. Students learn
to consciously merge science with spirit to connect with the healing energies of the cosmos. A process of expanding
consciousness is embodied in individual and group work.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems
of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies
the poor and powerless employ to gain access to health care resources. This course will include an optional study
abroad experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P1
Practicum: The Politics of Health Care in the City
1 Semester Credits
This practicum is associated with NUR 541. It focuses on how health and illness are related to structures in society
and dynamics of power in systems of health care. The impact of structural violence and health inequities is
discussed through dialogue with community leaders and local residents. In this practicum students will begin to name
and bear witness to injustice particular to diverse cultural groups in two neighborhoods of Minneapolis. Practice
models that support free space for collective agency will be experienced.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P2
Practicum: The Politics of Health Care in Oaxaca, Mexico
1 Semester Credits
This is the practicum associated with the NUR 541 course that focuses on the Politics of Health Care. This practicum
will examine issues of social justice and health inequities among marginalized groups through experiences in
Oaxaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize
knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis
for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems
management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing
and community health. As such, directed study practica are individualized to students’ specific areas of interest and
are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize
knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis
for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems
management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing
and community health. As such, directed study practica are individualized to students’ specific areas of interest and
are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize
knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis
for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems
management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing
and community health. As such, directed study practica are individualized to students’ specific areas of interest and
are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of
health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the
socio-cultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal
community. Lakota traditions and values are experienced through engagement in the life of the community, critical
reflection and dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths
and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and
cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London,
exemplifies transcultural care with a diverse population of immigrants and asylum seekers.
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of
the holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of
wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala
City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will
reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide
reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG)
achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and
members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and
discussions supplement practice and encourage students to explore sociocultural determinants of health and illness
—economic realities, cultural values and gender roles, education levels, governmental policies, access to
technology, and the competence of health care providers—in relation to the unequal burdens of suffering and
disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Metis) and Evidence: Dialectic Between Knowledge & Engagement
3 Semester Credits
This course provides a foundation for building the scholarship of advanced practice in transcultural and public health
nursing. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for
the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience
based on context specific (emic) positions and for rigor in empirical procedures based in context-free (etic)
perspectives
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in
planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that
hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond
charity to acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in
planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that
hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond
charity to acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide
professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will
critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice.
Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of
knowing that provide scholarly grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social
privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to
exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of
disease and illness that strike population groups and communities unequally around the world. Health status
appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive
data collection methods, resource accessibility, and the application of appropriate technology.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual
forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be
compared to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP
seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the
seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant
feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and
professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone
project that advances nursing practice. Students register for NUR 841 during the term in which they will be
completing and presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice innovations the
student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP
seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the
seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant
feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and
professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone
project that advances nursing practice. Students register for NUR 841 during the term in which they will be
completing and presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice innovations the
student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP
seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the
seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant
feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and
professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone
project that advances nursing practice. Students register for NUR 841 during the term in which they will be
completing and presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice innovations the
student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR841
Final Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP
seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the
seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant
feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and
professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone
project that advances nursing practice. Students register for NUR 841 during the term in which they will be
completing and presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice innovations the
student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing,
and conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing,
and conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn
and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances;
cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular
system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the
students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to
interviewing and physical examination of patients. Topics covered include history taking and physical exam of the
cardiovascular, respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics,
preventative health care, and complimentary and alternative medicine are introduced. Units are coordinated with
Clinical Medicine I and Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to
interviewing and physical examination of patients. Topics covered include history taking and physical exam of the
musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are
coordinated with Clinical Medicine II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic,
cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are
coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic,
neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are
coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology,
gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and
Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and
Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology,
ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are
explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy
II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
An integrative approach incorporating the principles of clinical medicine, history and physical exam, and
pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious
problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and
complete a field-based orientation to surgical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA534
Clinical Medicine IV
4 Semester Credits
This course provides an integrative approach incorporating the principles of clinical medicine, history and physical
exam, and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems
encountered in primary care and other issues unique to these populations are explored. Students will be introduced
to topics in emergency medicine and complete a service-learning experience with an older adult from the community.
Core Curriculum Component: None
Prerequisite(s): PA533(Clinical Medicine III)
PA542
Professional Issues
2 Semester Credits
A course designed to introduce the physician assistant student to medical ethics and various professional topics that
affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the
profession such as: history of the physician assistant profession, laws and regulations governing physician assistant
practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and
professional behavior.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
4 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic
or hospital setting for part of the semester. Students will also have other health-related community experiences and
activities during this course. In-class time will be used to discuss these experiences and work on skills essential for
clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the
linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their
knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced.
Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA570
Interdisciplinary Perspectives on Aging
3 Semester Credits
This course provides an opportunity for students in health and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary
context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning
model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in
contemporary health and social welfare contexts.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students
will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with
supervising professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA603
Pediatric Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA604
Women's Health Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data
collection through history and physical examination, formulation of accurate problem lists, thorough investigation,
and development of treatment plans utilizing evidence based medicine as determined by review and analysis of
current medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA606
Psychiatric Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA607
Elective Clinical Practicum I
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA608
Elective Clinical Practicum II
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of
medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies,
and developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum),
PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical
Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective
Clinical Practicum I)
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature.
Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum),
PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical
Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective
Clinical Practicum I)
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature.
Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum),
PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical
Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective
Clinical Practicum I)
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to
synthesize previous study and work experience in preparation for graduation and clinical practice. The student will
demonstrate an understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum),
PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical
Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective
Clinical Practicum I)
PA998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge,
if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary,
and to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The
course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary
issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not
receive credit for PHI 125.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and
intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of
human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy,
and homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal
logic and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth
and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy,
phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these
movements. Students are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith
and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with
human suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines
what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and
paradox. (Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering,
abortion, care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification.
Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5 hour lab included)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development
of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY116L
Introduction to Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual
arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three onehour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering,
and other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for
physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); PHY121(General Physics I)
PHY122L
General Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter;
position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students
conduct hands on physical science explorations and do lab experiments. They also review student misconceptions,
Students will also study key ideas in earth science including connections between concepts in earth science and
physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular,
nuclear, and solid state physics. This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): PHY122(General Physics II)
PHY245L
Modern Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required*
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY261(Electronics) *concurrent registration is required*
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour
lectures and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY317(Biophysics) *concurrent registration is required*
PHY320
Introduction to Space Science
4 Semester Credits
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper
atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three onehour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required*
PHY351
Mechanics I
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics);
PHY122(General Physics II)
PHY352
Mechanics II
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of
rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures.
Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences),
PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I)
PHY362
Electromagnetic Fields I
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution
of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences),
PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY363
Electromagnetic Fields II
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics,
magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour
lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences),
PHY327(Special Functions of Mathematical Physics); PHY362(Electromagnetic Fields I)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or
senior standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for
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.: junior or senior standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PHY122(General Physics II), PHY395(Comprehensive Laboratory I)
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY420
Plasma Physics
4 Semester Credits
Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and
magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space
plasmas. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic
Fields I)
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well
as campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Metropolitan Complex
4 Semester Credits
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy.
Includes case studies of the Twin Cities metro area.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Political Patterns and Processes
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and
juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed,
including controversies about river pollution, the lock and dam system, regional water supply, flood control, and
farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve
sustainability in the watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy-A Nicaraguan Case Study
4 Semester Credits
Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and
globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of
NGOs, social movements and community groups working on alternative development policies.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies
are formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties,
interest groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm),
POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies
that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed
on environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers
uses of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either
European community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm),
POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with
particular focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
POL357
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change. This course fulfills a Social and Behavioral Sciences LAF requirement.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in constitutional law. Content will vary, defined by the subtitle of the course.
Core Curriculum Component: None
Prerequisite(s): POL170(Law in the United States)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform
and to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CPL(Critical
Thinking Level), GST100(Critical Thinking)
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as
political participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of
Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European
Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm),
POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements
of science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 2 of POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass
Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics:
Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL490(International Relations Keystone), POL495(Seminar); POL158(Political Patterns and Processes)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying
international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This
course satisfies the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data
collection, statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three
content areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content
is especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical
environment on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics
include depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic
performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religiousspiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to
prevention, treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following
PSY 215.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions,
abnormal psychology, and normal and altered states of consciousness.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic
settings. Individualized projects.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior,
vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of
reliability and validity, and legal and ethical issues.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a
full-credit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY373
Industrial/Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the
present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence
based practice, and ethical guidelines for the counseling relationship.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods
and designs. Explores the degree to which genetic and environmental influences co-determine the expression of
various psychological phenotypes, including psychometric IQ, personality, and facets along broader
psychopathologic dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A
series of papers/assignments address career and personal goals as well as the relationship between the internship
work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an
off-campus internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception,
memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment
and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PSY315(Research Methods and Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
REL100
Christian Vocation and the Search for Meaning I
4 Semester Credits
This introductory course examines how people of faith—Jewish, Christian, and Muslim—understand their faith and
live out their spiritual commitments. In particular, it explores some of the biblical and theological resources that the
Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for
students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family
ministry courses.
Core Curriculum Component: None
Prerequisite(s): None
REL120
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering
and stem cell research, and the social role of science and science as vocation, along with historical and
philosophical development of science in its relationship to religion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL199
Internship
4 Semester Credits
Limited to special cases.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL200
Christian Vocation and the Search for Meaning II
4 Semester Credits
This course focuses on articulating students’ own theological questions and positions and on recognizing and
evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I)
REL205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on
topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving
these complex issues. Students will develop their own perspectives on the topic under investigation.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL210
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL260
Self, Sex & Sin: Human Person in Christian & Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected
on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology
and Vocation)
REL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL300
Bible, Christian Theology and Vocation
4 Semester Credits
This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation.
Students will articulate their own theological questions and positions and begin to recognize and evaluate religious
claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 100, 111, 221, or 331.
Core Curriculum Component: None
Prerequisite(s): 1 of ADVTRANSFER(Advanced Transfer), REL300PERMIT(Permitted to take REL300)
REL301
Interpreting the Old Testament
4 Semester Credits
An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God,
and interpretation of these texts by ancient and modern Jewish and Christian communities.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
REL302
Interpreting the New Testament
4 Semester Credits
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as
persuasive literature for ancient and modern communities.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL306
Non-Western Christianity
4 Semester Credits
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and
North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep
questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL309
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic
theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to
revolutionary social movements against political and economic oppression. Recently, Latin American theologies have
expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not
accepted for credit for students who have taken REL 366. (Taught only in Mexico)
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice
of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL345
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse
expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom,
faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and
challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith)
traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL346
The Church and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of the church in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL347
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology
and Vocation)
REL353
Finding Your Religion/Spirituality
4 Semester Credits
A study of the beliefs and worship practices of the major Christian denominations and of the world religions as
practised in America. Some controversial religious movements will also be considered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL355
Study of Religion in the Public Schools
0 Semester Credits
The history of studying religion in public schools, the problems associated with such efforts, the resources available
to the teacher and the actual teaching itself will be examined. The theological, as well as the legal and educational
implications will be analyzed and discussed.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL356
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism,
Confucianism, Taoism, Shinto, and Islam.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
REL357
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL362
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL363
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
REL370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL378
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c.
1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its
influence, not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL385
Process Theology and Christian Faith
4 Semester Credits
Explore a cosmological theology that agres with contemporary science (physics and biology), Buddhist perspectives
on the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires
human participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL386
Speaking of Genesis
4 Semester Credits
An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values
portrayed in Genesis and related biblical texts.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL390
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January.
Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL406
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and
best practices for talking about religion in a diverse democracy. Students will also engage in interfaith servicelearning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge.
Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and
best practices for talking about religion in a diverse democracy. Students will also engage in interfaith servicelearning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge.
(Prereq.: sophomore standing).
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL425
Christian Spiritual Practices
4 Semester Credits
A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the
value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL441
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the
Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL471
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary
structure, and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL472
Paul the Apostle
4 Semester Credits
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the
themes found in his writings.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
REL475
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities. This course satisfies the
Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that
discipline.)
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL481
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL483
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective,
examining the theological and social science context of both individual and social ethics. Students will probe their
own definitions of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL490
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL495
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in
Religion)
REL498
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): None
REL499
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT103(Everyday Math),
MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and
major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include
the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd
years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL-P(Math Placement Level 3), MPL-Q(Math Placement Level 3),
MPL-R(Math Placement Level 3), MPL-X(Math Placement Level 3), MPL-Y(Math Placement Level 3), MPL-Z(Math
Placement Level 3)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular
building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, selfassembly, microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview
selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an
experiential course in research if the student project results in presentation of the work in subsequent semesters. All
are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in
a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic
situation. (Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC111
Human Community and Modern Metropolis
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Human Society
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions
with each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world
cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical
settings, variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender,
and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both
the collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging
ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well
as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are
socially constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics
underlying different forms of violence? This course takes violence in its many forms as a topic for sociological
analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that
legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age,
race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will
involve observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Sociology of Organizations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and
structure. We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); SOC121(Introduction to Human Society)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human
Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are
learned through the practice and application of the basic tools of valid and reliable research design and data
analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with
the surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading,
chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of
organizational crime and deviance? Case study analysis and the application of sociological models of explanation
will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the
role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest
speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies,
and organizational theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
4 Semester Credits
Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings,
simulations, outside speakers, and field study in a seminar format.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society),
SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement
Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the
social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently
will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to
juvenile delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination
in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); SOC121(Introduction to Human
Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general
education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and
professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory);
CONSENT(Consent of Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish.
Introduction to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish.
Introduction to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA206
Spanish for Health Care Professionals
4 Semester Credits
Taught in Cuernavaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through
class discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through
class discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA220
Business Spanish - Mexico
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112
or equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry - Mexico
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I - Mexico
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic
knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain
fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency.
Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles;
language of instruction is English.
Core Curriculum Component: None
Prerequisite(s): None
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression.
This course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand
them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports.
Uses Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA325
Spanish for Heritage Speakers II - Mexico
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic
knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain
fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency.
Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual,
literary, and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the
present. In Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA334
Contemporary Mexican Literature - Mexico
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on
the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of
Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or
equivalent or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA335
Contemporary Latin American Women: Texts and Voices - Mexico
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced
by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews
by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of
Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other
cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity
of diverse cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other
cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of
diverse cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short
stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SPA311(Spanish Conversation and
Composition)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative
and person-centered assessment process is emphasized.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models,
theories, and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of
SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate
Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to postsecondary environments as well as other transitions in life. Collaboration, communication, and coordination
strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for
building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own
transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain
awareness of working with families, agencies outside of the school, and others to create a seamless system of
transition.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive
behavioral supports, person centered planning and functional assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE434
Tchng Cont Area w/Lrng Disabilities
3 Semester Credits
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support
the learning of students identified as having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong
focus on the modifications involved in these areas and the planning process involved.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); 1 of SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG
Emotnal/Behavral Disabilitie)
SPE481
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE483
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE485
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE487
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past
and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT)
Standards and American Indian Learner Outcomes (AILOS) will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in
special education. It will provide an overview of special education in U.S. culture including relevant laws, theories,
and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in
special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how
they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for
American Indian students with special needs. Skills and strategies to build partnerships to work within and among
Native families and communities to best meet the needs of the student will also be addressed. A field component will
accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and
tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit
Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as
contemporary issues impacting American Indian children. Behavioral support options appropriate for students
identified with EBD will be provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral
practices, community and environment variables, examining the high incidence of American Indian students in
special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will
accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction
for teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students.
A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and
ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis
of learning and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex
developmental process of reading skills for K-12 American Indian students with special learning needs. We will
consider ways in which reading disabilities develop among American Indian students. In this course, we will study
complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary,
fluency, comprehension, language, and motivation. This course will also include investigation of best practices in
reading assessment and instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative
and person-centered assessment process is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models,
theories, and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of
SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate
Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to postsecondary environments as well as other transitions in life. Collaboration, communication, and coordination
strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for
building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own
transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain
awareness of working with families, agencies outside of the school, and others to create a seamless system of
transition.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive
behavioral supports, person centered planning and functional assessment.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students
labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP202
Study Abroad/Part Time
8 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The
course examines service needs associated with the unequal impact of social, economic and political structures on
diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the
differential effect of environmental damage on specific populations, and the ways social change agents can mobilize
action to correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
This course offers a framework for understanding sustainable social and economic development and non-violent
social change. Case studies present examples of how social work and human services function in a global context
and are vital to fostering peace, human rights, and well-being.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking
skills as well as cross-cultural competence and empathy. The class will explore the intersection between the
student’s individual experiences and narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in
the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with
less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation,
poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social
environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess,
set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide
learning opportunities for students to build skills necessary for generalist social work practice with individuals,
families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and
working with diverse populations.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals
in regional human service agencies supervise students in a full-year field placement. Students also synthesize their
course-based learning with their supervised training through participation in weekly integrative seminars. Students
complete a minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach
and working with diverse groups and families.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1:
With Individuals), SWK307(Field Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social
work values and ethical principles with social science research and evaluation. Methods of program and practice
evaluation will be examined. Various approaches to organizing information and interpreting data will also be
examined.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics),
SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western
society. Students study how to organize communities for empowerment, how to assist human service agencies to
adapt, and how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students
synthesize their advanced course learning with their supervised training through participation in weekly integrative
seminars. Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and
knowledge from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy.
This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas.
The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the
profession of social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic
Components of the scientific method will be discussed such as research designs, measurements, sampling methods,
data analysis, and research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional
and natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health
diagnoses and the differential effect of these factors on diverse populations. Current research and theory in
developmental psychology, neurobiology and sociology provide the foundation for understanding the development of
mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program
to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to
social work practice, contemporary theories, and current research on effectiveness. The program’s approach to
graduate level social work practice with individuals, groups, families, organizations, and communities will be covered,
with opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with
organizations, communities, and policies. Using a social justice framework, social identity within macro systems will
be examined. Social work ethics and community-based research, including their relevance and application to macro
systems will be applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
4 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’
field practicum through rigorous application of the problem-solving process, systems theory, ecological, and
strengths perspectives. The seminars make connections among course components and the expansion of classroom
content-particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk;
policy analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
2 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’
field practicum through rigorous application of the problem-solving process, systems theory, ecological, and
strengths perspectives. The seminars make connections among course components and the expansion of classroom
content-particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk;
policy analysis and research
Core Curriculum Component: None
Prerequisite(s): None
SWK536
Human Behavior and the Macro Social Environment
3 Semester Credits
This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the
environment in all relationships, stressing the link between social issues and individual problems plus defining the
common human condition. A specific focus of the course is on the role of organizations in social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK610
Integrative Field Seminar 3: MCCP
2 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded
in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the
interconnections between culturally appropriate theory and practice skills related to a specific client system, and the
students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the
course where the students reflect on the evolution of their practice and document their progress. All students in field
placements must participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
2 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded
in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the
interconnections between culturally appropriate theory and practice skills related to a specific client system, and the
students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the
course where the students reflect on the evolution of their practice and document their progress. All students in field
placements must participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course
sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant
culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will
participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within
the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation.
The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related
to diversity, with individual manifestations within different social identity categories; social injustice occurs and is
present at individual, institutional, and societal/structural levels; and, professional social work ethics and values
demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course
sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant
culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will
participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within
the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation.
The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related
to diversity, with individual manifestations within different social identity categories; social injustice occurs and is
present at individual, institutional, and societal/structural levels; and, professional social work ethics and values
demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
MCCP with Individuals
4 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within
the context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving
model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
4 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and
intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice
with families within a multicultural context. Students apply major family therapy models to assessing and intervening
with families experiencing problems. The models are compared from a multicultural perspective in terms of their
theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of
the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment
perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages
and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and
settings and to the development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
4 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use
of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come
with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
MCCP with Groups
4 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on
the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork
environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the
foundation for culturally responsive groupwork. Students will consider how their social identity and position influences
similar and mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for
each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of
supervisory questions that have been associated in research with fostering success in meeting clients’ goals.
Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and
authority from peer consultation. They gain competencies in both individual and group supervision, as well as
competencies related to consultation with a multicultural lens to advance the application of theories and models of
clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of
social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and
Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research
skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes.
Students create a practice evaluation portfolio using previous coursework and data sets collected from their field
practica. Data sets may include process recordings, structured observations, and data from individualized rating
scales and questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
2 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
2 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual
orientation, age, and disability with application to the social service setting. Students focus on the structural and
institutional processes through which social inequality is created and perpetuated. Institutional remedies for
inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision,
administration, program development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual
orientation, age, and disability with application to the social service setting. Students focus on the structural and
institutional processes through which social inequality is created and perpetuated. Institutional remedies for
inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision,
administration, program development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Research 2: Program Evaluation
4 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented
exploration of the range of research methods used in social work. There will be a particular focus on evaluative
research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and
identification with the responsibility of social workers “to expand the knowledge base” of social work. The course
emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages
between research, theory, and program evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
4 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means
that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and
behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This
course provides opportunities for students to build the necessary skills to become effective service providers or
change agents in the context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
4 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with
opportunities to apply those critical skills used in supervision and management. These skills are intended as a base
for the beginning administrator. This course expects the student to develop specific skills in budgeting and
personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and
policy-making bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice Policy
4 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The
course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g.,
Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market
economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning,
implementation, and evaluation of services at various levels of system design, taking into account organizational,
financial, and technological dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the
opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a
proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy
the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not
be taken as independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice,
Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human
Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and
Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
SWK998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation
as an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation
as an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation
as an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation
as an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR002
Introduction to Dance
0 Semester Credits
This course offers an overview of various exercises and gives an introduction to a variety of movement styles,
cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning,
and modern dance.
Core Curriculum Component: None
Prerequisite(s): None
THR005
Modern Dance and Improvisation
0 Semester Credits
Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space
using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short
improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the
lifetime sports requirement.)
Core Curriculum Component: None
Prerequisite(s): None
THR116
Creative Drama: Acting and Improvisation
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for
nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does
not fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy,
concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses
established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization
exercises. Students will examine various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through
a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students
attend and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This cotaught studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research,
class discussion, exercises, small and large group participation, memorization, and public performance. Students will
attend and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus
on the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Asian and Asian American Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American
cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local
theater productions required. Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and
uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic
purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn
and apply skills they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to
the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African
American playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student
step-by-step from script analysis through final execution of both a lighting and sound design. Basic principles of light
and sound, as well as equipment, will be addressed.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well
as introductory techniques in stage makeup application and design.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific
topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF
requirement for Fine Arts.
Core Curriculum Component: None
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea
to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR328
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery,
costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host
visiting artists.
Core Curriculum Component: None
Prerequisite(s): None
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in
several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice
tapes, and individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR361
Theater History and Criticism I
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the classical Greek through the French
Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local
theater productions are required. Need not be taken sequentially with THR 362. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis:
Foundations of Theater)
THR362
Theater History and Criticism II
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary
performance. Reading a range of texts (including plays), writing a research paper, and attending local theater
productions are required. Need not be taken sequentially with THR 361. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis:
Foundations of Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify
the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); THR232(Acting), THR250(Script
Analysis: Foundations of Theater), THR362(Theater History and Criticism II)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and
the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR362(Theater History and Criticism II)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR425
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore
and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism
and deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR366(Stage Direction)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful
completion of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of
POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen
from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual
orientation, and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: None
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local
GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience
outside of class time. Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic
theologians first asserted that God has a "preferential option for the poor" and therefore linked their faith to
revolutionary social movements against political and economic oppression. Recently, Latin American theologies have
expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not
accepted for credit for students who have taken REL 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced
by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews
by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of
Latin American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggles and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies
that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed
on environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with
particular focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history
of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian
period, the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization),
HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19thCentury United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural
Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History
of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American
History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil
Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of
Women Since 1848), HIS299(Directed Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan
Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the
achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of
health and illness—economic realities, education levels, governmental policies, access to technology, and the
availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident
in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and
applied through experiential practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar
is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do
an independent study (499). It is offered at a different college each semester and may be taken in conjunction with
WST 490.
Core Curriculum Component: None
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM205
Exploring Topics in Youth and Family Ministry
2 Semester Credits
Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may
further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to
year and include such subjects as outdoor ministry, service-learning, program administration and planning, youth
culture and religion, communications, media, music and ministry, and ministry with youth on the margins.
Core Curriculum Component: None
Prerequisite(s): None
YFM208
Vocational Formation I
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of
the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort
groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
YFM209
Vocational Formation II
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of
the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly
roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional
conference or workshop.
Core Curriculum Component: None
Prerequisite(s): YFM208(Vocational Formation I)
YFM232
Peer Ministry: Principles and Leadership
4 Semester Credits
Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations
and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
YFM235
Foundations for Ministry with Youth and Families
4 Semester Credits
Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations
and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3)
YFM305
Ministry Practices
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of
ministry professionals. An exploration of the history and development of the spiritual practices of the Christian
tradition, combined with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth
and Families)
YFM316
Church and Culture in Context
4 Semester Credits
A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles
of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the
United States. Short-term travel seminar, available as offered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
YFM358
Life and Work of the Church
4 Semester Credits
This course features an overview of the manner in which Christianity has carried out its mission throughout the
centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A
central element of this course will be a research project that studies the methods and strategies of congregations
and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); YFM235(Foundations for Ministry
with Youth and Families)
YFM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the
development of a professional portfolio round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of
Instructor)
YFM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
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ACC
ACC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financia... Show more
ACC
ACC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statements.
Core Curriculum Component: None
Prerequisite(s): None
ACC222
Introduction to Managerial Accounting
4 Semester Credits
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of
managerial accounting, planning and controlling processes, decision-making, and behavioral considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221 (Introduction to Financial Accounting)
ACC295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT (Consent of Instructor)
ACC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Accounting Theory and Practice I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
1
Core Curriculum Component: None
Prerequisite(s): ACC222 (Introduction to Managerial Accounting)
ACC323
Accounting Theory and Practice II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322 (Accounting Theory and Practice I)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), MAT373(Probability and
Statistics I); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting),
MKT252(Principles of Marketing)
ACC326
Tax Accounting
4 Semester Credits
The more common and important provisions of planning and compliance for income taxes.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial
Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ACC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ACC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ACC423
2
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Accounting Theory and
Practice II)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(Accounting Theory and Practice II)
ACC495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and
current national and international business problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
3
4 Semester Credits
In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal
sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: None
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
4 Semester Credits
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles
and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures.
Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico,
the Middle East, and China.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on
films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in
film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial
ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS299
Directed Study *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS305
Indigenous Issues of the Americas
4 Semester Credits
4
This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces
similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land
rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant
culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with
Women’s Studies. May be taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
AIS320
American Indian Women
4 Semester Credits
Through life histories of Indian women, the course examines the vital roles and contributions of women in past and
present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles,
precipitated by the influences of Western colonialism. The course also assesses how American Indian women have
crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This
course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral
traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to
perform storytelling and to research the various tribal storytelling traditions.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
5
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS408
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess
figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our
goal is to expand our conceptualizations of Native American women and their important roles in society by examining a
variety of cultural issues as they are presented through documentary and fiction films made by and about Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in
Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film),
WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics)
AIS490
Keystone: Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces
similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in
each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues,
and political movements through site visits and interaction with Indigenous organizations.
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
6
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
7
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory,
composition, painting methods, and individual expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
8
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex
camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
9
ART215
Web Design I
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART224
Publication Design
4 Semester Credits
An introduction to design concepts and production for publication design. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART225
Graphic Design I
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
problem solvers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART231
10
Pre-Columbian, Colonial, & Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
11
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct
observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in
space are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, and observational and experimental approaches to watercolor painting.
Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on
location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
12
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Junior Exhibition and Review
0 Semester Credits
Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus
exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a
formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.:
Completion of 16 credits)
Core Curriculum Component: None
Prerequisite(s): None
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
13
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Web Design II
4 Semester Credits
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and
advanced digital design.
Core Curriculum Component: None
Prerequisite(s): ART215(Web Design I)
ART320
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to Chinese
Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for Design in
Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication Design),
ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750), ART244(History of
Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment), ART250(Ceramics I), ART280(Hand
Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web Design II), ART352(Women and Art),
ART360(Watercolor Painting), ART382(Scandinavian Arts), ART385(Prehistoric and Ancient Art), ART386(Medieval Art),
ART387(Renaissance and Baroque Art), ART388(Modern Art), ART389(American Art)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART330
Graphic Design II
4 Semester Credits
This studio course explores and develops concepts used in solving design problems through visual communication.
Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design,
branding, packaging, and illustration.
Core Curriculum Component: None
Prerequisite(s): ART225(Graphic Design I)
ART332
14
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography. Students must provide their own 35mm camera.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography),
ART332(Photography II)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
15
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART355
Painting II
4 Semester Credits
Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
16
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
17
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition and Faculty Review
0 Semester Credits
Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the
senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and
one outside department faculty/staff of choice conducts a formal review of the exhibition.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review)
18
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG
AUG101
Augsburg Seminar
0 Semester Credits
19
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student
withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): None
AUG102
Augsburg Seminar
0 Semester Credits
This individualized directed study course is available through moodle (course management system) only to students who
did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’
progress toward graduation and future careers. A fee is charged during the semester when all requirements are
satisfactorily completed. Contact the Director of AugSem for more information.
Core Curriculum Component: None
Prerequisite(s): None
BIO
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three onehour lectures, one three-hour laboratory. Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may
not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to
take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
20
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. This course may be used as a substitute to
meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO
121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before
taking this class. )
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
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Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology,
energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three
hours of lecture, three hours laboratory, some Saturday field trips.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
BIO151L
Introductory Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for
science majors. (Three hours of lecture, four hours laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of BIO113(Introductory Organismal Biology), BIO151(Introductory Biology)
BIO152L
Evolution Ecology and Diversity Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory.)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
MPL(Math Placement Group 4), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology),
BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three
hours of lecture, four hours of laboratory.)
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Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO355
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
PSY215(Research Methods and Statistics I)
BIO355L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
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A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I)
BIO369L
Biochemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
25
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Animal Physiology
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research
Methods and Statistics I)
BIO473L
Animal Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO474L
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Developmental Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO476L
Microbiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours
lecture, four hours laboratory, some Saturday field trips.)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology)
BIO486L
Immunology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO490
Biology Keystone
2 Semester Credits
A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal
implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith
and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
0 Semester Credits
28
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BUS
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS200
Exploring Business as a Vocation
4 Semester Credits
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational
calling. In this course you will be exposed to the key areas of business operations including: management, marketing,
management information systems/technology, finance, accounting, and international business.
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS254
Entrepreneurship
4 Semester Credits
29
The process of transforming an idea into an organization that can market this idea successfully. Examines the
construction of a viable business plan with attention to the resources needed for success.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): None
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
30
for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles
of Management), MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS461
Global Business Management: Mexico and Emerging Markets - Mexico
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
31
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school chemistry recommended.
Fall and Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
32
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM115L
General Chemistry I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I)
CHM116L
General Chemistry II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM351
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography.
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II)
CHM351L
33
Organic Chemistry I Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required*
CHM352
Organic Chemistry II
4 Semester Credits
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions.
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I)
CHM352L
Organic Chemistry II Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required*
CHM353
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry (no longer offered)), CHM116(General Chemistry II); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM353L
Quantitative Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required*
CHM362
Chemical Thermodynamics, Statistical Mechanics, and Kinetics
4 Semester Credits
Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and
kinetics. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
34
CHM362L
Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is
required*
CHM367
Properties of Polymers
4 Semester Credits
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry
prerequisites to unfold the details of macromolecules. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum
Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM368
Quantum Chemistry, Molecular Structure, and Spectroscopy
4 Semester Credits
Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure,
spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM368L
Quantum Chemistry, Molecular Structure, and Spectroscopy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is
required*
CHM370
BioOrganic Chemistry
4 Semester Credits
The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical,
and biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths
and resulting physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics,
and redox processes are studied in the context of information storage, transmission, expression, and control.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM397
Internship
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2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM464
Advanced Organic Chemistry
4 Semester Credits
Advanced mechanistic analysis of modern synthetic transformations is covered both in lecture and lab. Modern
instrumentation is used in multi-step synthesis to analyze reaction data.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM464L
Advanced Organic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required*
CHM470
Principles of Medicinal Chemistry
4 Semester Credits
Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of
drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between
structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the
metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic
substances. A prior course in biochemistry is recommended. (Spring, even years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical,
chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half
hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry)
36
CHM481L
Instrumental Analysis Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required*
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and
bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations
using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum
Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM482L
Advanced Inorganic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required*
CHM491
Chemistry Seminar
0 Semester Credits
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg
Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are
also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.
Core Curriculum Component: None
Prerequisite(s): None
CHM497
Introduction to Chemistry Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
37
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): None
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
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Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: None
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Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
This course explores advanced issues in public address including delivery and performance, vocal control, persuasion,
audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from
impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking
skills.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), SPC111(Public Speaking)
COM329
Intercultural Communication
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4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to
Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to
Communication Studies), COM281(Research Methods)
COM355
Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM396
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Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday
life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM281(Research Methods)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): COM120(Mass Media and Popular Culture)
COM480
Public Relations/Promotional Communication
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4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170
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Introduction to Programming
4 Semester Credits
A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three
hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science
and Communication)
CSC170L
Introduction to Programming Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of
lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC170(Introduction to Programming)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Intro to Networking and Communications
4 Semester Credits
Principles and methods of data communications, information theory, distributed processing systems, network protocols
and security, standards, network management, and general computer interfacing.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science
and Communication)
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CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
CSC345
Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC353
Database Architecture and Design
4 Semester Credits
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An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security, other
types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and
applications.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics
For Computing); CSC210(Data Structures)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC397
Internship *
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC399
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Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures)
CSC450
Programming Languages and Compilers I
4 Semester Credits
Principles that govern the design and implementation of programming languages. Topics include formal languages,
programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and
Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory)
*concurrent registration is acceptable*; CSC320(Algorithms)
CSC451
Programming Languages and Compilers II
4 Semester Credits
Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on
implementation issues.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory);
CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
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4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CSC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECE
ECE345
Foundations of Preprimary Education
3 Semester Credits
Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and other
social service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); PSY105(Principles of Psychology), PSY250(Child Development)
ECE346
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program evaluation;
classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ECE345(Foundations of Preprimary Education)
ECE347
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged
Children)
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ECE488
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE489
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE545
Foundations of Preprimary Education
3 Semester Credits
Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and social
service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology),
PSY250(Child Development)
ECE546
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice.
Attention is given to the integration of literacy within the classroom environment; importance of learning through play;
using different assessments of the classroom environment, student performance and program evaluation; classroom
management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department
Admission)
ECE547
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
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Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for Preprimary-Aged
Children), GRADEDADMIT(Graduate Education Department Admission)
ECO
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
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Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
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4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO312(Intermediate Macroeconomics), ECO313(Intermediate Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS509CE
Paideia: Guided Reading for Great Ideas
1 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Advanced Student Learning through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
2 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
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Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC Con’t Ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Con’t Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1st and 2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC199
Internship
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
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Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about
basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will
run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC
331 will run over the span of two semesters. Field experience in a public achievement setting is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC333
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Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC500
Reading Leadership in the K-12 Schools
2 Semester Credits
In this course students are introduced to the leadership roles in literacy education and provided time and space to
specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of
reading among all who are preparing to be reading leaders.
Core Curriculum Component: None
Prerequisite(s): None
EDC506
Readership, Literature, and New Literacies
3 Semester Credits
This course aims to cover the range and breadth of reading choices that exist for children and adolescents in a literature
classroom, and how best to implement these choices to foster voracious, critical readers.
Core Curriculum Component: None
Prerequisite(s): None
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC515
Reading Leadership: Reading Theory and Research
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3 Semester Credits
Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore how
theory and research support reading assessment and instruction in a K-12 setting.
Core Curriculum Component: None
Prerequisite(s): None
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: None
Prerequisite(s): None
EDC535
Reading Leadership: Assessment and Instruction with Elementary Readers
3 Semester Credits
During this course, reading leaders will investigate the reading process, the link between assessment and instruction,
and reading strategies that support and sustain reading of emergent to early readers. Field experience required.
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC545
Reading Leadership: Assessment and Instruction with Middle and High School Students
3 Semester Credits
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During this course, reading leaders will explore current methods, theories and materials used with transitional readers in
content area instruction; the link between assessment and instruction; and reading strategies that support and sustain
reading of middle and high school learners. Field experience required.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of “who am I as a leader”.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDC585
Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC592
Action Research I
3 Semester Credits
This course will introduce students to qualitative action research, a form of research that simultaneously contributes to
the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and
collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action
research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted.
First course in a two-course sequence.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
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Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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EED
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
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2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EED225(Foundations of Literacy)
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
66
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and
elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
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4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED481
Student Teaching: Elementary K-6
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED483
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED485
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EED225(Foundations of Literacy)
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
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focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): None
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Developmental Writing
4 Semester Credits
A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English
Placement Test as needing additional preparation in composition. Students receive course credit, but this course does
not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing
4 Semester Credits
Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to
increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for
clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing
sample submitted by students upon entry to the College. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
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ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on
content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing
poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an
intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
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An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course
foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature
such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further
information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary
tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which
literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of
literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL260
Authors
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4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,”
“Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and
Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for
the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,”
“Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental
web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL291
Thailand: Teaching ESL
4 Semester Credits
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In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
75
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other
sources. The course also incorporates off-campus resources to provide students with real-world experience of how data
are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use
of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General
Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math),
MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus
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I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual
Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I)
ENL328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL228(Broadcast and Online Journalism)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation
of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the
enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as
politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914
in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
78
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and
“What Is My Nation?” Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
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ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer,
Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories
anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology
Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best
American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage".
Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
81
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected
women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in
which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social
Issues in Contemporary World Drama.”
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
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ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL391
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
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Prerequisite(s): None
ENL394
Composition Theory and Practice
4 Semester Credits
Students will examine composition as a relatively new field of study, one in which research in such areas as cognition,
language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written
language, students will apply various theoretical positions to the language they and others use to communicate in a
range of linguistic tasks. Recommended for licensure and potential graduate students.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in
the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the
departmental web page for the subject of a specific term, and get a complete course description in the English
Department.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation
of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in the
United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a
free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past
and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,”
“Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others.
Check the departmental Web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
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Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL510
Residency in Creative Writing I
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL511
Mentorship I
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL512
Critical and Creative Reading I
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4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL513
Mentorship II
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL514
Critical and Creative Reading II
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL520
Residency in Creative Writing II
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL521
Mentorship III
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
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student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL522
Critical and Creative Reading III
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL523
Mentorship IV
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL524
Critical and Creative Reading IV
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
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ENL526
Literary Translation Practicum
4 Semester Credits
A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a
major literary work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL530
Residency in Creative Writing III
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENV
ENV100
Environmental Connections
4 Semester Credits
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An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV120
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ENV120L
Environmental Science Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required*
ENV310
Environmental Politics Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand the environmental politics in the United
States or various other locations depending on the offering. Students will apply concepts learned in earlier
environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone
research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the
term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics)
ENV397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S.
Urban Environmental History), SWK210(Environmental Justice and Social Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
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Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork
experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of
the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions
and matters of education. This will be informed by class readings, field work and observations, personal experiences and
class discussion. It is a goal of the course that students leave more informed about different modes of thinking and
learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both
verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
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Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE481
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE483
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE485
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork
experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of
the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions
and matters of education. This will be informed by class readings, field work and observations, personal experiences and
class discussion. It is a goal of the course that students leave more informed about different modes of thinking and
learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both
verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): None
ESL
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
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2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
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Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL481
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL483
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL485
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL487
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL510
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History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): None
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study *
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR
FAR111
99
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIA
FIA206
Sights and Sounds of Europe
4 Semester Credits
FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European
cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FIN
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
100
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting)
FIN397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
101
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
102
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM348
Intermediate Video Production
4 Semester Credits
103
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
104
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
105
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
106
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and
Composition)
FRE495
Special Topics
4 Semester Credits
107
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
108
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
Core Curriculum Component: Humanities
109
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): None
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and
Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
110
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRAD
GRADUATION
Graduation Workshop
0 Semester Credits
Graduation applicants are registered for this course. It is used to track and communicate with graduates.
Core Curriculum Component: None
Prerequisite(s): None
GRK
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
111
4 Semester Credits
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze,
synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed
into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better.
Students waived from this course may take this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Introduction to the Liberal Arts
4 Semester Credits
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic
success: reading, comprehension, note taking 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 32 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Seminar
0 Semester Credits
112
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS
HIS101
The Beginning of Western Culture
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
The Shaping of Western Civilization
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
The Modern World
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
The Modern Non Western World
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
America to 1815
4 Semester Credits
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.
113
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
19th-Century United States
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which the
United States came to prominence despite internal dissent and violence. Themes include the emergence of a national
identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and
its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
20th-Century United States
4 Semester Credits
A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as
well as political and economic history. The course will move topically as well as chronologically through the modern era.
Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture,
the growth of a strong federal government, the emergence of the United States as a world power, the creation of a
consumer society, the rise of identity politics, and the passing of American hegemony.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
114
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
20th-Century South Asia
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
115
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
History of African American Civil Rights, 1619-1915
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
History of African American Civil Rights, 1915-1972
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
116
HIS280
The History Workshop
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS282
The History of Women Since 1848
4 Semester Credits
This course examines in comparative perspective women’s changing political, economic, social, and sexual status since
the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS300
Public History
4 Semester Credits
Public history is the practice of historical methods with non-academic audience in mind. This survey explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries,
publishing, museums, historic sites, and historic preservation.
Core Curriculum Component: None
Prerequisite(s): None
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS316
117
U.S. Urban Environmental History
4 Semester Credits
A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention
to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political
movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture
and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental
history of a Minneapolis neighborhood.
Core Curriculum Component: None
Prerequisite(s): None
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; and the Nationalist and Communist revolutions of the 20th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS332
History of United States Foreign Relations
4 Semester Credits
A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing
definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United
States as an economic and military power.
Core Curriculum Component: None
Prerequisite(s): None
118
HIS335
American Urban History
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): None
HIS336
American Labor History
4 Semester Credits
A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of
work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the
state.
Core Curriculum Component: None
Prerequisite(s): None
HIS338
American Legal History
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS343
The North American West
4 Semester Credits
This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role
of the federal government in shaping the West, the rise of the most urban part of the United States, and the important
role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race,
and gender in Western daily and political life, the creation of an international borderlands, and the ecological
transformation of Western landscapes.
Core Curriculum Component: None
Prerequisite(s): None
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): None
119
HIS348
Russia and the Soviet Union in the 20th Century
4 Semester Credits
An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before
turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): None
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS350
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary
Germans,” including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): None
HIS354
Modern Britain and Ireland
4 Semester Credits
120
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): None
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS361
Hellenistic Greece and Rome
4 Semester Credits
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.
121
Core Curriculum Component: None
Prerequisite(s): None
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): None
HIS374
Medieval Crusades
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): None
HIS378
Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
HIS398
Internship
2 Semester Credits
122
Core Curriculum Component: None
Prerequisite(s): None
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS462
20th-Century South Asia
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS474
World and the West
4 Semester Credits
Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia
and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS480
History Senior Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop)
HIS498
123
Independent Study *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON
HON100
Christian Vocation & Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in
another term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing,
organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The
minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing
Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections
between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
Core Curriculum Component: None
124
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and
modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested.
Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both
courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses
in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Christian Vocation & Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of
quantitative thought, including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts
events while researching and writing critical and historical critiques of central theories and approaches to the fine arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key
national or global issue.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
125
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science,
Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several
faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON260
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 260 practice and complete a structured process for collecting, synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 260.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public
context. (0.0 credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
0 Semester Credits
This course will only be used for student created learning experiences that fulfill a lifetime activity.
Core Curriculum Component: None
126
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4
credits, and may use traditional or P/N grading options).
Core Curriculum Component: None
Prerequisite(s): None
HON450
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting, synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 450.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research
collaboration. (0.0 credit, P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the
themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
127
Prerequisite(s): None
HPE
HPE001
Foundations of Fitness
0 Semester Credits
This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge
and understanding of the components of physical fitness and how they contribute to personal lifelong health and wellbeing. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to
maintain a lifestyle of fitness and wellness.
Core Curriculum Component: None
Prerequisite(s): None
HPE002
Lifetime Activity
0 Semester Credits
Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to
understand and demonstrate basic skills, strategy, and rules of the activity.
Core Curriculum Component: None
Prerequisite(s): None
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
128
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
129
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
130
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and
Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of
stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical
Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
131
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
2 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to
Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions
of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
132
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology),
HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and
Physiology)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
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Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness
Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and
Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
134
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
135
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM199
Internship
4 Semester Credits
Core Curriculum Component: None
136
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature of
Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages
to 1648), HUM120(Medieval Life in 12th-Century Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS
INS198
Internship *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
137
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
138
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education, Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Politics of Conflict and Transformation
4 Semester Credits
139
Core Curriculum Component: None
Prerequisite(s): None
INS330
Emerging Art and Urban Culture Seminar
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Politics of Artistic Expression
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS342
River Politics Field Seminar
4 Semester Credits
In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of
the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews
with residents, legislators, activists, and government employees.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): POL241(Environmental and River Politics)
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability and Environmental Policy Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Reading for Social Change
140
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Writing for Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Theories of Poverty, Inequality and Social Change
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Social Policy and Anti-Poverty Strategies in Theory and Practice
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
141
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
Challenges of Globalization to the Scandinavian Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
Challenges of a Changing Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
142
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
143
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.
Core Curriculum Component: None
144
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.
Core Curriculum Component: None
Prerequisite(s): LAT101(Beginning Latin I)
LCS
LCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
LCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
145
LCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT
MAT103
Everyday Math
3 Semester Credits
Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction
to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P
advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does not meet a NSM-LAF
and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT129
Practical Applications of Math
4 Semester Credits
An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning
including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game
theory, voting theory, linear programming, or cryptography.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
146
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
147
4 Semester Credits
Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions,
approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have successfully
completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recommended prior to
MAT171. Students who have completed MAT271 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT
304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill
requirement. Students with majors other than mathematics should consult their major department before taking this
course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT245
148
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient,
multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT248
Biostatistics
4 Semester Credits
Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in
Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include
graphing techniques, correlation and regression, experimental design, combinatorics, point and interval estimation,
hypothesis testing and, time permitting, analysis of variance and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry),
MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II)
MAT287
History of Mathematics
149
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level);
MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
150
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete
Mathematical Structures); MAT146(Calculus II)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III)
MAT373
Probability and Statistics I
4 Semester Credits
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions,
expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression,
analysis of variance, and nonparametric statistics.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III)
MAT374
Probability and Statistics II
4 Semester Credits
A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random variables,
probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation,
hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied project.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
151
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the
mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of
COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics);
MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
graph theory, topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra),
MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures), MAT287(History of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
152
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of
Instructor)
153
MBA
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation,
regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical
thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help
business students become architects of business strategy rather than simply middle managers following the path of
others.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to
analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable
expenses, break-even calculation, and capital budgeting.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Understanding the foundations of financial management including markets, institutions, interest rates, risk and return,
and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing
decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational
implications.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
An understanding of the ethical problems faced by people in organizations and businesses today. A framework for
recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This
course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about
what is right and fair. The course also allows students to gain confidence in their understanding and their proposed
solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
154
Organizational Behavior
3 Semester Credits
Theory and application of organizational behavior to human resources within organizations. Topics include strategies
and tactics for developing human resources to support organizational cultural changes (such as total quality
management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of
contemporary organizational strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
An ethnographic approach to communication in the workplace including how physical settings, communication
channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use
case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory,
persuasive appeals, and communication of institutional values.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance,
evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions.
Core Curriculum Component: None
155
Prerequisite(s): None
MBA575
Strategic Technology
3 Semester Credits
Making strategic technology decisions most favorable to organization and culture, interaction with customers and
suppliers, and future growth of the organization. Students will come to understand the impact of the internet and
electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of
given technology choices.
Core Curriculum Component: None
Prerequisite(s): None
MBA576
Project Management
3 Semester Credits
The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and
challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a
temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the
operational and conceptual issues faced by modern project managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA580
The Field Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA581
Management Consulting Project I
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA582
Management Consulting Project II
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
156
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures
3 Semester Credits
This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to
actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to
enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the
course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial
ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up
opportunities upon graduation or in preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): None
MBA584
Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship
3 Semester Credits
Students are assigned to a social enterprise in the local community to work as management consultants on
comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research,
develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest
lectures and readings/discussions tie managerial theory to actual practice.
Core Curriculum Component: None
Prerequisite(s): None
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and
professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and
leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of
leadership styles, traits, and abilities.
Core Curriculum Component: None
Prerequisite(s): None
MBA593
Health Care Operations Management
3 Semester Credits
This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has
been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry.
Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The
tools covered in the class focus primarily on those that improve hospital productivity.
Core Curriculum Component: None
Prerequisite(s): None
157
MBA595
Strategic Management
3 Semester Credits
Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives.
These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different
functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation,
and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and
adopts the perspective of senior management.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBC
MBC532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
158
Prerequisite(s): None
MBC535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBC537
Health Care Financing
3 Semester Credits
This course focuses on a variety of public and private third party mechanisms for financing health care services. A review
shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid
to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites:
MBA 530-Managerial Finance
Core Curriculum Component: None
Prerequisite(s): None
MBC542
Legal and Ethical Considerations in Health Care
3 Semester Credits
This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law,
corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues
underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by
advances in technology, changing societal values, decreased resources and increasing professional liability.
Core Curriculum Component: None
Prerequisite(s): None
MBC547
Human Resources Issues in Health Care
3 Semester Credits
This course provides complete coverage of relevant human resource issues in health care management, as well as
offering a solid foundation in both HR and health care administrative practices. This course provides a comprehensive,
focused approach to the demands of the current human resources role. This practical, hands –on course introduces
human resources to those who are preparing to work in any area of health care or health service covering important
topics such as recruitment, training, termination, compensation practices, and safety.
Core Curriculum Component: None
Prerequisite(s): None
MBC552
159
Marketing Communications
3 Semester Credits
The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and
integrated marketing communications program which includes advertising, sales promotions, publicity, and personal
selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and
evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer
behavior models and their relevance to marketing communications decisions, marketing communications research,
advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix
decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC554
Consumer Behavior
3 Semester Credits
The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of
consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the
role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase
decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MCN
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): None
MDC094CE
Everyday Mathematics
4 Semester Credits
160
Core Curriculum Component: None
Prerequisite(s): None
MDC
MDC101CE
Lifetime Fitness
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
The Modern World
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Principles of Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology
4 Semester Credits
161
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention
to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing
and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources;
and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
Equivalent to IHCC ENG 1111 Research Writing in the Disciplines-WRIT Emphasizes textual analysis of primary and
secondary sources with focus on writing in students’ academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
4 Semester Credits
Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq:
Grade of C or higher in ENG 1108.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
162
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Human Society
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
4 Semester Credits
163
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Sociology and the Family
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government & Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
4 Semester Credits
Core Curriculum Component: None
164
Prerequisite(s): None
MDC204CE
History of Rock & Roll
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
US History Since 1877
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
165
MDC240CE
Introduction to Literary Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Cinema Arts
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science
4 Semester Credits
IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental
concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the
biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest
speakers and films. One semester credit of lab included.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
4 Semester Credits
166
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Comparative Religions
4 Semester Credits
This course examines the role and functions of religion in society and religious and philosophical concepts. The class will
introduce selected world religious traditions and cultures through exploring the history and key teachings of the
religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class
presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major
religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions
respond to contemporary social/global issues. Equivalent to IHCC Course HIST 2125 History of World Religions: Ancient
to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world
religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time
and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS
MIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS260
Problem Solving for Business
4 Semester Credits
This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well
as other simulation and decision support tools for problem solving in business through the use of realistic business
cases.
Core Curriculum Component: None
167
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
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Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement
Group); MIS260(Problem Solving for Business)
MIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MIS475
Systems Analysis and Design
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(Management
Information Systems in the Organization)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business),
MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For
Business); MIS375(Management Information Systems in the Organization), MIS376(Project Management),
MIS475(Systems Analysis and Design)
MIS479
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Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions,
variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate
regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation
analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each
model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and
Economics)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT
MKT199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT252
Principles of Marketing
4 Semester Credits
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
170
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and
Economics), MAT163(Introductory Statistics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis);
MKT252(Principles of Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing
and communications.
171
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues; development and
implementation of marketing plans.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
172
Prerequisite(s): CONSENT(Consent of Instructor)
ML
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity, Values, and Personal Growth
3 Semester Credits
173
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values on learning and
leadership strategies.
Core Curriculum Component: None
Prerequisite(s): None
ML523
Leading Authentically
3 Semester Credits
Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this
course, students will articulate their leadership strengths, examine models of leadership, and explore organizational
theories in order to develop a leadership plan that honors their authentic selves.
Core Curriculum Component: None
Prerequisite(s): None
ML527
Spirituality and Leadership in the Workplace
3 Semester Credits
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores
the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
174
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML540
Political Leadership: Theory and Practice
3 Semester Credits
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business
and nonprofit organizations as well as to politics.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
175
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML550
Communication, Decision Making, and Technology
3 Semester Credits
Analysis of the role various forms of digitally-mediated communication play in our society and how communication,
decision making, and leadership have been altered by these technologies. Students examine how they can engage and
manage these processes in their organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML553
Design and Leadership
3 Semester Credits
A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business
environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its
place in leadership.
Core Curriculum Component: None
Prerequisite(s): None
ML557
Language of Leadership
3 Semester Credits
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments
about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social
interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the
development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships
across hierarchical levels in organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
176
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): None
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
177
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML576
Leading Innovation
3 Semester Credits
Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation
Network). This course explores what is involved in providing quality leadership that helps create, lead and assess
innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation
and then will focus on what is involved in successfully leading innovation efforts.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Nicaraguan Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the twoweek option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous
cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and
nonprofit organizations are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML580
Colloquium on Contemporary Theories of Leadership
3 Semester Credits
Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5
to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three
academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course
work in MAL and ML510)
Core Curriculum Component: None
Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey)
ML585
Integrating the Theory and Practice of Responsible Leadership
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
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analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): None
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
179
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
ML998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ML999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUE
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits
may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the
director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
180
1 Semester Credits
The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This
ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its
members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation.
Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks
Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty,
staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to
establish itself as a dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for
men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male
choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A
maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by
contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor
Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included
181
accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced
by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1
credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled
the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band
music of a high artistic level. The group has performed and toured extensively throughout the United States and to
numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week
of the fall semester or by contacting the director.
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Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber,
in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
183
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP
MUP111
Performance Study: Voice
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
184
Performance Study: Viola
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
185
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
186
MUP141
Performance Study: Trumpet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
0 Semester Credits
187
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
0 Semester Credits
This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano
faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special
performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule
applies (see the Music Department Student Handbook)
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
188
Prerequisite(s): None
MUP191
Performance Study: Harp
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
0 Semester Credits
189
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
190
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
191
Performance Study: Horn
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
192
MUP352
Performance Study: Piano
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
193
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS
MUS101
Materials of Music I
2 Semester Credits
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS102
Materials of Music II
2 Semester Credits
Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I)
MUS105
The Music Business
4 Semester Credits
An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other
topics include the record industry, agents, and managers. Musical genres and historical periods are compared and
analyzed.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
194
MUS111
Aural Skills I
2 Semester Credits
In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch
relationships.
Core Curriculum Component: Fine Arts
Prerequisite(s): MUS101(Materials of Music I)
MUS112
Aural Skills II
2 Semester Credits
Development of listening and reading skills to parallel progress in MUS 102.
Core Curriculum Component: None
Prerequisite(s): MUS111(Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
4 Semester Credits
E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano)
195
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales,
key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in
popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS201
Materials of Music III
2 Semester Credits
Continuation of MUS 102 with chromatic harmony and modulation.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
MUS202
Form and Analysis
2 Semester Credits
Musical structures of common practice period and introduction to 20th-century practice.
Core Curriculum Component: None
Prerequisite(s): MUS201(Materials of Music III), MUS211(Aural Skills III)
MUS211
Aural Skills III
2 Semester Credits
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201.
Core Curriculum Component: None
196
Prerequisite(s): MUS112(Aural Skills II)
MUS212
Aural Skills IV
2 Semester Credits
Further development of listening skills to parallel progress in MUS 202.
Core Curriculum Component: None
Prerequisite(s): MUS211(Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale),
MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I)
MUS231
History and Literature of Music I
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS232
History and Literature of Music II
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS235
197
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano)
MUS238
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS245
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS105(MUSIC Marketing Promotion Publish Recording), MUS105(The Music Business)
198
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
199
MUS272
Human Identity through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS274
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
MUS275
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
200
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
201
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS340
Music Therapy Techniques and Materials I
2 Semester Credits
This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill
development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song
composition and group leading.
Core Curriculum Component: None
Prerequisite(s): None
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
202
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Techniques and Materials II
2 Semester Credits
This experiential course introduces improvisation and uses the skills acquired in Music Therapy Techniques and
Materials I.
Core Curriculum Component: None
Prerequisite(s): None
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
203
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of
music. An understanding of the research process and development of an experimental research project.
Core Curriculum Component: None
Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*,
SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3)
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MUS374
204
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS375
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS432
Church Music and Worship
4 Semester Credits
Development and influence of church music as evidenced in contemporary worship practices. Designed for the general
as well as the music and theology student.
Core Curriculum Component: None
Prerequisite(s): None
MUS435
Voice Repertoire
205
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II)
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
206
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy
Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS475
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy
Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional
ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): None
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of
all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS496
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
207
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 2 of MUS550(Music Psychotherapy) *concurrent registration is acceptable*, MUS560(Music and
Imagery) *concurrent registration is acceptable*; MUS515(Advanced Music Therapy Clinical Practice I) *concurrent
registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
208
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS570
Music, Neurology, and Physiology
2 Semester Credits
209
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): None
NAS
NAS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS351
The Modern Nordic Novel
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
NAS352
The Modern Nordic Drama
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
NAS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
210
Prerequisite(s): None
NAS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NOR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR211
Intermediate Norwegian I
4 Semester Credits
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.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR112(Beginning Norwegian II)
NOR295
Topics
4 Semester Credits
211
Core Curriculum Component: None
Prerequisite(s): None
NOR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR311
Norwegian Conversation and Composition
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): NOR211(Intermediate Norwegian I)
NOR331
Norwegian Civilization and Culture
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): NOR311(Norwegian Conversation and Composition)
NOR353
Survey of Norwegian Literature
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): NOR311(Norwegian Conversation and Composition)
NOR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NOR411
Advanced Norwegian Conversation and Composition
4 Semester Credits
212
Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peertutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in
Norwegian.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); NOR311(Norwegian Conversation and
Composition)
NOR495
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective
Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
213
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in
Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), NUR410(Community Health Nursing I)
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
214
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
215
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
216
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P1
Practicum: Research Methods in Nursing
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
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Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): None
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theory based care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Healing and Transformation
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1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
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This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
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consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
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Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is
embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies
transcultural care with a diverse population of immigrants and asylum seekers.
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
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Prerequisite(s): None
NUR762
Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) & Evidence: Dialectic Between Knowledge & Engagement
3 Semester Credits
This course provides a foundation for building the scholarship of advanced practice in transcultural and public health
nursing. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for
the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience
based on context specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
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abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social
privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation
and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness
that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and
the levels of structural violence in society will be examined using culturally responsive data collection methods, resource
accessibility, and the application of appropriate technology.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
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practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR841
Final Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
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Prerequisite(s): None
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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OJB
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing
and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular,
respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health
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care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and
Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to
interviewing and physical examination of patients. Topics covered include history taking and physical exam of the
musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are
coordinated with Clinical Medicine II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic,
cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated
with the Clinical Medicine I and History and Physical Exam Skills I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic,
ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with
the Clinical Medicine II and History and Physical Exam Skills II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology,
gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology.
Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
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8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology,
ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are
explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
An integrative approach incorporating the principles of clinical medicine, history and physical exam, and
pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious
problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and
complete a field-based orientation to surgical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA534
Clinical Medicine IV
4 Semester Credits
This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam,
and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in
primary care and other issues unique to these populations are explored. Students will be introduced to topics in
emergency medicine and complete a service-learning experience with an older adult from the community.
Core Curriculum Component: None
Prerequisite(s): PA533(Clinical Medicine III)
PA542
Professional Issues
2 Semester Credits
A course designed to introduce the physician assistant student to medical ethics and various professional topics that
affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession
such as: history of the physician assistant profession, laws and regulations governing physician assistant practice and
education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional
behavior.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
4 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or
hospital setting for part of the semester. Students will also have other health-related community experiences and
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activities during this course. In-class time will be used to discuss these experiences and work on skills essential for
clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the
linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their
knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced.
Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA570
Interdisciplinary Perspectives on Aging
3 Semester Credits
This course provides an opportunity for students in health and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary
context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model.
Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary
health and social welfare contexts.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
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A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
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Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
232
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PA998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA999
233
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
234
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
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.
235
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
236
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-the world and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability. (1.5 hour lab included)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Science), MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
237
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY116L
Introduction to Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one-hour
lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
238
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); PHY121(General Physics I)
PHY122L
General Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
239
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three
one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): PHY122(General Physics II)
PHY245L
Modern Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required*
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY261(Electronics) *concurrent registration is required*
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
240
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour lectures
and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY317(Biophysics) *concurrent registration is required*
PHY320
Introduction to Space Science
4 Semester Credits
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric
physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required*
PHY351
Mechanics I
4 Semester Credits
241
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour
lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY352
Mechanics II
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid
bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I)
PHY362
Electromagnetic Fields I
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of
Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY363
Electromagnetic Fields II
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic
properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY362(Electromagnetic Fields I)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
242
PHY396
Comprehensive Laboratory II
2 Semester Credits
A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computercontrolled experiments followed by application of these techniques to advanced experiments in high vacuum physics
and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour
seminar per week. Prereq.: junior or senior standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PHY122(General Physics II), PHY395(Comprehensive Laboratory I)
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY420
Plasma Physics
4 Semester Credits
Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and
magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space
plasmas. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic
Fields I)
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY486
243
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Metropolitan Complex
4 Semester Credits
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy.
Includes case studies of the Twin Cities metro area.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
244
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
245
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy-A Nicaraguan Case Study
4 Semester Credits
Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and
globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs,
social movements and community groups working on alternative development policies.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication
in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender
and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
246
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for news making, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
247
Prerequisite(s): None
POL357
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change. This course fulfills a Social and Behavioral Sciences LAF requirement.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL241(Environmental and
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River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social
Change/LatinAm), POL363(Russian and Chinese Foreign Policy ), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and
Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in
the United States)
POL371
Topics
4 Semester Credits
Selected topics in constitutional law. Content will vary, defined by the subtitle of the course.
Core Curriculum Component: None
Prerequisite(s): POL170(Law in the United States)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist
Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist
249
Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International
Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
250
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL368(Model
United Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
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American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
252
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
253
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
254
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
255
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic
settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and
consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
256
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY373
Industrial/Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
257
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
258
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PSY315(Research Methods and Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
REL
REL100
Christian Vocation and the Search for Meaning I
4 Semester Credits
259
This introductory course examines how people of faith—Jewish, Christian, and Muslim—understand their faith and live
out their spiritual commitments. In particular, it explores some of the biblical and theological resources that the
Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for
students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry
courses.
Core Curriculum Component: None
Prerequisite(s): None
REL199
Internship
4 Semester Credits
Limited to special cases.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL200
Christian Vocation and the Search for Meaning II
4 Semester Credits
This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating
religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and
other world religions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I)
REL205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL210
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
260
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL220
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
development of science in its relationship to religion.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation)
REL260
Self, Sex & Sin: Human Person in Christian & Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and
Vocation)
REL280
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature. Prerequisite: REL 100.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation)
REL298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
REL299
Directed Study
4 Semester Credits
261
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL300
Bible, Christian Theology and Vocation
4 Semester Credits
This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students
will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a
world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken
REL 100, 111, 221, or 331.
Core Curriculum Component: None
Prerequisite(s): 1 of ADVTRANSFER(Advanced Transfer), REL300PERMIT(Permitted to take REL300)
REL301
Interpreting the Old Testament
4 Semester Credits
An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and
interpretation of these texts by ancient and modern Jewish and Christian communities.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL302
Interpreting the New Testament
4 Semester Credits
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as
persuasive literature for ancient and modern communities.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL306
Non-Western Christianity
4 Semester Credits
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North
America. In addition to introductions to forms of this faith on other continents, the course will explore the deep
questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
262
REL309
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians
first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social
movements against political and economic oppression. Recently, Latin American theologies have expanded to include
feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for
students who have taken REL 366. (Taught only in Mexico)
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of
the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL345
The Lutheran Heritage
263
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL346
The Church and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of the church in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL347
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and
Vocation)
REL353
Finding Your Religion/Spirituality
4 Semester Credits
A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised
in America. Some controversial religious movements will also be considered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL356
World Religions
4 Semester Credits
264
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL357
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL362
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL363
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and
Theology)
REL366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
265
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL378
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL385
Process Theology and Christian Faith
4 Semester Credits
Explore a cosmological theology that agrees with contemporary science (physics and biology), Buddhist perspectives on
the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires human
participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL386
Speaking of Genesis
4 Semester Credits
An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values
portrayed in Genesis and related biblical texts.
Core Curriculum Component: Search for Meaning II
266
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL390
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL406
Christensen Scholar Seminar II
2 Semester Credits
267
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL425
Christian Spiritual Practices
4 Semester Credits
A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the
value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL441
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible,
and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
268
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL471
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL472
Paul the Apostle
4 Semester Credits
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the
themes found in his writings.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL475
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities. This course satisfies the
Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that
discipline.)
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
269
REL481
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL483
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL490
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL495
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion)
REL498
Independent Study/Research
2 Semester Credits
270
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): None
REL499
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
SCI
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd years-Rochester
only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
271
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI490
Integrated Science
272
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC
SOC111
City and Community: Intro to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Human Society
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
273
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging
ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially
constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
274
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Sociology of Organizations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human
Society)
275
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
276
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
4 Semester Credits
Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings,
simulations, outside speakers, and field study in a seminar format.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society),
SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an
attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles
with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
277
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Pass/No Pass grading. Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
278
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA206
Spanish for Health Care Professionals
4 Semester Credits
Taught in Cuernavaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
279
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles;
language of instruction is English.
Core Curriculum Component: None
Prerequisite(s): None
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
280
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
281
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA352
Survey of Spanish Literature I
4 Semester Credits
282
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPALANG(Spanish Language Placement)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
283
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SPA311(Spanish Conversation and
Composition)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE
SPE315
Emotional and Behavioral Disabilities
1.5 Semester Credits
The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework
and experience, and prepare for student teaching.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
284
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology
and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
285
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE434
Teaching Content Area w/Learning Disabilities
3 Semester Credits
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support
the learning of students identified as having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problem solving skills. There will be a strong focus
on the modifications involved in these areas and the planning process involved.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of SPE400(TCHNG Emotional/Behavioral Disabilities), SPE500(TCHNG Emotional/Behavioral Disabilities)
SPE481
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE483
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE485
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE487
Student Teaching: Secondary Special Education
286
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and
present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards
and American Indian Learner Outcomes (AILOS) will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special
education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and
sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special
education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
287
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they
interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American
Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families
and communities to best meet the needs of the student will also be addressed. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools
to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral practices,
community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
288
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for
teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students. In this course, we will study complex developmental
behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension,
language, and motivation. This course will also include investigation of best practices in reading assessment and
instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
289
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and
Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
290
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP202
Study Abroad/Part Time
8 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
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examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationship between environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
This course offers a framework for understanding sustainable social and economic development and non-violent social
change. Case studies present examples of how social work and human services function in a global context and are vital
to fostering peace, human rights, and well-being.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking
skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s
individual experiences and narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
292
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations.
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Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With
Individuals), SWK307(Field Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
294
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics),
SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
295
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
296
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
4 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom content297
particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
2 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research
Core Curriculum Component: None
Prerequisite(s): None
SWK536
Human Behavior and the Macro Social Environment
3 Semester Credits
This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the environment in
all relationships, stressing the link between social issues and individual problems plus defining the common human
condition. A specific focus of the course is on the role of organizations in social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
298
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
MCCP with Individuals
4 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
299
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of
the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with
diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
MCCP with Groups
4 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
300
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
301
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Research 2: Program Evaluation
4 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a
tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and
program evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
302
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice Policy
4 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
303
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
SWK998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THP
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
304
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
305
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
306
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
307
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR
THR002
Introduction to Dance
0 Semester Credits
This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of
dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance.
Core Curriculum Component: None
Prerequisite(s): None
THR005
308
Modern Dance and Improvisation
0 Semester Credits
Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space
using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short
improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the
lifetime sports requirement.)
Core Curriculum Component: None
Prerequisite(s): None
THR116
Creative Drama: Acting and Improvisation
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
309
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
310
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Asian and Asian American Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American
cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local
theater productions required. Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
311
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as
introductory techniques in stage makeup application and design.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: None
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
312
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR328
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): None
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR361
Theater History and Criticism I
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the classical Greek through the French
Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local theater
productions are required. Need not be taken sequentially with THR 362. (Fall, even years)
Core Curriculum Component: None
313
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR362
Theater History and Criticism II
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary
performance. Reading a range of texts (including plays), writing a research paper, and attending local theater
productions are required. Need not be taken sequentially with THR 361. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater History and Criticism
II)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR362(Theater History and Criticism II)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
314
Prerequisite(s): None
THR425
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR366(Stage Direction)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB395
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB399
315
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WST
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
316
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians
first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social
movements against political and economic oppression. Recently, Latin American theologies have expanded to include
feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for
students who have taken REL 366.
317
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggles and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
318
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
319
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: None
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
320
Prerequisite(s): None
YFM
YFM205
Exploring Topics in Youth and Family Ministry
2 Semester Credits
Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further
focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and
include such subjects as outdoor ministry, service-learning, program administration and planning, youth culture and
religion, communications, media, music and ministry, and ministry with youth on the margins.
Core Curriculum Component: None
Prerequisite(s): None
YFM208
Vocational Formation I
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the
student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups,
monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM209
Vocational Formation II
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the
student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly
roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional
conference or workshop.
Core Curriculum Component: None
Prerequisite(s): YFM208(Vocational Formation I)
YFM232
Peer Ministry: Principles and Leadership
4 Semester Credits
Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and
communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
321
YFM235
Foundations for Ministry with Youth and Families
4 Semester Credits
An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and
families are explored. Students will also be introduced to the principles of practical theology and learn the skills and
sensibilities necessary for discerning what faithful ministry might look like in a specific location. Students will be required
to complete service learning with youth in a Christian ministry setting.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
YFM299
Directed Study *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM305
Ministry Practices
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of
ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition,
combined with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth and Families)
YFM316
Church and Culture in Context
4 Semester Credits
A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles
of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United
States. Short-term travel seminar, available as offered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM358
Life and Work of the Church
4 Semester Credits
This course features an overview of the manner in which Christianity has carried out its mission throughout the
centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A central
322
element of this course will be a research project that studies the methods and strategies of congregations and other
ministry organizations in their efforts to introduce, nurture, and shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); YFM235(Foundations for Ministry with
Youth and Families)
YFM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the
development of a professional portfolio round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor)
YFM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
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Augsburg College 2015-2016 Course Descriptions
ACC
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statements.
Core Curriculum Component: Non... Show more
Augsburg College 2015-2016 Course Descriptions
ACC
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statements.
Core Curriculum Component: None
Prerequisite(s): None
ACC222
Introduction to Managerial Accounting
4 Semester Credits
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of
managerial accounting, planning and controlling processes, decision-making, and behavioral considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting)
ACC295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Accounting Theory and Practice I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Accounting Theory and Practice II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): ACC322(Accounting Theory and Practice I)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
MAT163(Introductory Statistics), MAT373(Probability and Statistics I), MIS379(Quantitative Methods for Business and
Economics); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting),
MKT252(Principles of Marketing)
ACC326
Tax Accounting
4 Semester Credits
The more common and important provisions of planning and compliance for income taxes.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial
Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Accounting Theory and
Practice II)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(Accounting Theory and Practice II)
ACC495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and
current national and international business problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
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Augsburg College 2015-2016 Course Descriptions
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
4 Semester Credits
In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal
sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
4 Semester Credits
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles
and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures.
Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico,
the Middle East, and China.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on
films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in
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Augsburg College 2015-2016 Course Descriptions
film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial
ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS305
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces
similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land
rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant
culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with
Women’s Studies. May be taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
AIS320
American Indian Women
4 Semester Credits
Through life histories of Indian women, the course examines the vital roles and contributions of women in past and
present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles,
precipitated by the influences of Western colonialism. The course also assesses how American Indian women have
crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This
course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral
traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to
perform storytelling and to research the various tribal storytelling traditions.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
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Augsburg College 2015-2016 Course Descriptions
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS408
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess
figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our
goal is to expand our conceptualizations of Native American women and their important roles in society by examining a
variety of cultural issues as they are presented through documentary and fiction films made by and about Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in
Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film),
WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics)
AIS490
Keystone: Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces
similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in
each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues,
and political movements through site visits and interaction with Indigenous organizations.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART
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Augsburg College 2015-2016 Course Descriptions
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory,
composition, painting methods, and individual expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
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Augsburg College 2015-2016 Course Descriptions
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex
camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, ssignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART215
Web Design I
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART224
Publication Design
4 Semester Credits
An introduction to design concepts and production for publication design. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART225
Graphic Design I
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
problem solvers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART231
Pre-Columbian,Colonial, & Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct
observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in
space are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, and observational and experimental approaches to watercolor painting.
Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on
location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters)
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Augsburg College 2015-2016 Course Descriptions
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Junior Exhibition and Review
0 Semester Credits
Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus
exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a
formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.:
Completion of 16 credits)
Core Curriculum Component: None
Prerequisite(s): None
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Web Design II
4 Semester Credits
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and
advanced digital design.
Core Curriculum Component: None
Prerequisite(s): ART215(Web Design I)
ART320
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to Chinese
Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for Design in
Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication Design),
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Augsburg College 2015-2016 Course Descriptions
ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750), ART244(History of
Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment), ART250(Ceramics I), ART280(Hand
Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web Design II), ART352(Women and Art),
ART360(Watercolor Painting), ART382(Scandinavian Arts), ART385(Prehistoric and Ancient Art), ART386(Medieval Art),
ART387(Renaissance and Baroque Art), ART388(Modern Art), ART389(American Art)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART330
Graphic Design II
4 Semester Credits
This studio course explores and develops concepts used in solving design problems through visual communication.
Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design,
branding, packaging, and illustration.
Core Curriculum Component: None
Prerequisite(s): ART225(Graphic Design I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography. Students must provide their own 35mm camera.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography),
ART332(Photography II)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods, and surfaces in support of subject
matter, themed series, individual style, and original expression.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing), ART322(Plein Air Sketching II)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART355
Painting II
4 Semester Credits
Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition and Faculty Review
0 Semester Credits
Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the
senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and
one outside department faculty/staff of choice conducts a formal review of the exhibition.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review)
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG
AUG101
Augsburg Seminar
0 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student
withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUG102
Augsburg Seminar
0 Semester Credits
This individualized directed study course is available through moodle (course management system) only to students who
did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’
progress toward graduation and future careers. A fee is charged during the semester when all requirements are
satisfactorily completed. Contact the Director of AugSem for more information.
Core Curriculum Component: None
Prerequisite(s): None
AUGEX
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
Augsburg Experience - Work Connections
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Augsburg College 2015-2016 Course Descriptions
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
BIO
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three onehour lectures, one three-hour laboratory. Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may
not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to
take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. This course may be used as a substitute to
meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO
121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before
taking this class. )
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology,
energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three
hours of lecture, three hours laboratory, some Saturday field trips.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
BIO151L
Introductory Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for
science majors. (Three hours of lecture, four hours laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology)
BIO152L
Evolution Ecology and Diversity Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
MPL(Math Placement Group 4), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology),
BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
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Augsburg College 2015-2016 Course Descriptions
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO355
Genetics
4 Semester Credits
22
Augsburg College 2015-2016 Course Descriptions
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
PSY215(Research Methods and Statistics I)
BIO355L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I)
BIO369L
Biochemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO396
Internship
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO440
Plant Physiology
4 Semester Credits
An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the
processes involved with photosynthesis, growth, development, and water relations. The impact of abiotic and biotic
stressors on plant physiology will be discussed.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO440L
Plant Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
0 Semester Credits
Core Curriculum Component: None
24
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Animal Physiology
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research
Methods and Statistics I)
BIO473L
Animal Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
25
Augsburg College 2015-2016 Course Descriptions
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO476L
Microbiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours
lecture, four hours laboratory, some Saturday field trips.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology)
BIO486L
Immunology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO490
Biology Keystone
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Augsburg College 2015-2016 Course Descriptions
2 Semester Credits
A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal
implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith
and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS200
Exploring Business as a Vocation
4 Semester Credits
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational
calling. In this course you will be exposed to the key areas of business operations including: management, marketing,
management information systems/technology, finance, accounting, and international business.
Core Curriculum Component: None
Prerequisite(s): None
BUS
27
Augsburg College 2015-2016 Course Descriptions
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS254
Entrepreneurship
4 Semester Credits
The process of transforming an idea into an organization that can market this idea successfully. Examines the
construction of a viable business plan with attention to the resources needed for success.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): None
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
28
Augsburg College 2015-2016 Course Descriptions
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles
of Management), MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS461
Global Business Management: Mexico and Emerging Markets - Mexico
4 Semester Credits
29
Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP
CAP001
CAP Seminar
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
CCS
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
30
Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school chemistry recommended.
Fall and Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM115L
General Chemistry I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I)
CHM116L
General Chemistry II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM351
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography.
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II)
CHM351L
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Augsburg College 2015-2016 Course Descriptions
Organic Chemistry I Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required*
CHM352
Organic Chemistry II
4 Semester Credits
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions.
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I)
CHM352L
Organic Chemistry II Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required*
CHM353
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry (no longer offered)), CHM116(General Chemistry II); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM353L
Quantitative Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required*
CHM362
Chemical Thermodynamics, Statistical Mechanics, and Kinetics
4 Semester Credits
Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and
kinetics. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM362L
Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab
0 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is
required*
CHM367
Properties of Polymers
4 Semester Credits
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry
prerequisites to unfold the details of macromolecules. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum
Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM368
Quantum Chemistry, Molecular Structure, and Spectroscopy
4 Semester Credits
Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure,
spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM368L
Quantum Chemistry, Molecular Structure, and Spectroscopy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is
required*
CHM370
BioOrganic Chemistry
4 Semester Credits
The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical,
and biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths
and resulting physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics,
and redox processes are studied in the context of information storage, transmission, expression, and control.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM398
Internship
2 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM464
Advanced Organic Chemistry
4 Semester Credits
Advanced mechanistic analysis of modern synthetic transformations is covered both in lecture and lab. Modern
instrumentation is used in multi-step synthesis to analyze reaction data.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM464L
Advanced Organic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required*
CHM470
Principles of Medicinal Chemistry
4 Semester Credits
Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of
drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between
structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the
metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic
substances. A prior course in biochemistry is recommended. (Spring, even years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered.
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry)
CHM481L
Instrumental Analysis Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required*
CHM482
Advanced Inorganic Chemistry
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and
bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations
using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum
Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM482L
Advanced Inorganic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required*
CHM491
Chemistry Seminar
0 Semester Credits
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg
Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are
also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.
Core Curriculum Component: None
Prerequisite(s): None
CHM497
Introduction to Chemistry Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): None
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM499
Independent Study/Research
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: None
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
38
Augsburg College 2015-2016 Course Descriptions
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
This course explores advanced issues in public address including delivery and performance, vocal control, persuasion,
audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from
impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking
skills.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), SPC111(Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
39
Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to
Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to
Communication Studies), COM281(Research Methods)
COM355
Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
40
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday
life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM281(Research Methods)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): COM120(Mass Media and Popular Culture)
COM480
Public Relations/Promotional Communication
4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
41
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170
Introduction to Programming
4 Semester Credits
A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three
hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170L
Introduction to Programming Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of
lab.)
42
Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Intro to Networking and Communications
4 Semester Credits
Principles and methods of data communications, information theory, distributed processing systems, network protocols
and security, standards, network management, and general computer interfacing.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science
and Communication)
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
43
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
CSC345
Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security, other
types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and
applications.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics
For Computing); CSC210(Data Structures)
CSC396
44
Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures)
CSC450
Programming Languages and Compilers I
4 Semester Credits
Principles that govern the design and implementation of programming languages. Topics include formal languages,
programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and
Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory)
*concurrent registration is acceptable*; CSC320(Algorithms)
CSC451
Programming Languages and Compilers II
4 Semester Credits
Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on
implementation issues.
Core Curriculum Component: Keystone
45
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory);
CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CSC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECE
ECE345
Foundations of Preprimary Education
3 Semester Credits
Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and other
social service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); PSY105(Principles of Psychology), PSY250(Child Development)
ECE346
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program evaluation;
classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ECE345(Foundations of Preprimary Education)
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Augsburg College 2015-2016 Course Descriptions
ECE347
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged
Children)
ECE488
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE489
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE545
Foundations of Preprimary Education
3 Semester Credits
Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and social
service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology),
PSY250(Child Development)
ECE546
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program evaluation;
classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department
Admission)
ECE547
Immersion and Teaching Competence
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Augsburg College 2015-2016 Course Descriptions
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for Preprimary-Aged
Children), GRADEDADMIT(Graduate Education Department Admission)
ECO
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
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Augsburg College 2015-2016 Course Descriptions
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
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Augsburg College 2015-2016 Course Descriptions
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
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Augsburg College 2015-2016 Course Descriptions
Adv Stdnt Lrning through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- varible crredit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
2 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
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Augsburg College 2015-2016 Course Descriptions
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about
basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will
run over the span of two semesters.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required*
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC
331 will run over the span of two semesters. Field experience in a public achievement setting is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public
Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public
Achievement)
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC410
Learners with Special Needs
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of “who am I as a leader”.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC592
Action Research I
3 Semester Credits
This course will introduce students to qualitative action research, a form of research that simultaneously contributes to
the practical concerns of people while furthering the goals of social science. It requires active self reflective inquiry and
collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action
research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted.
First course in a two-course sequence.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
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Augsburg College 2015-2016 Course Descriptions
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EED
EED199
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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Augsburg College 2015-2016 Course Descriptions
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and
elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED481
Student Teaching: Elementary K-6
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED483
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED485
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); CONSENT(Consent of Instructor)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
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Augsburg College 2015-2016 Course Descriptions
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Developmental Writing
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English
Placement Test as needing additional preparation in composition. Students receive course credit, but this course does
not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing
4 Semester Credits
Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to
increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for
clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing
sample submitted by students upon entry to the College. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on
content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing
poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an
intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
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Augsburg College 2015-2016 Course Descriptions
ENL229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course
foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature
such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further
information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
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Augsburg College 2015-2016 Course Descriptions
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary
tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which
literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of
literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,”
“Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and
Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for
the title of a given section.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,”
“Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental
web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL291
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other
sources. The course also incorporates off-campus resources to provide students with real-world experience of how data
are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use
of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General
Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math),
MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus
I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual
Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation
of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the
enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as
politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
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Augsburg College 2015-2016 Course Descriptions
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914
in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and
“What Is My Nation?” Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
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Augsburg College 2015-2016 Course Descriptions
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
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Augsburg College 2015-2016 Course Descriptions
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer,
Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories
anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology
Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best
American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage".
Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
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Augsburg College 2015-2016 Course Descriptions
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected
women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in
which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social
Issues in Contemporary World Drama.”
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL391
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL394
Composition Theory and Practice
4 Semester Credits
Students will examine composition as a relatively new field of study, one in which research in such areas as cognition,
language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written
language, students will apply various theoretical positions to the language they and others use to communicate in a
range of linguistic tasks. Recommended for licensure and potential graduate students.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in
the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the
departmental web page for the subject of a specific term, and get a complete course description in the English
Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation
of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
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Augsburg College 2015-2016 Course Descriptions
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in the
United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a
free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past
and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,”
“Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others.
Check the departmental Web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL510
Residency in Creative Writing I
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
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Augsburg College 2015-2016 Course Descriptions
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL511
Mentorship I
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL512
Critical and Creative Reading I
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL513
Mentorship II
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL514
Critical and Creative Reading II
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL520
Residency in Creative Writing II
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL521
Mentorship III
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL522
Critical and Creative Reading III
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL523
Mentorship IV
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL524
Critical and Creative Reading IV
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL526
Literary Translation Practicum
4 Semester Credits
A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a
major literary work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL530
Residency in Creative Writing III
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
ENV
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV120
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ENV120L
Environmental Science Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required*
ENV310
Environmental Politics Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand the environmental politics in the United
States or various other locations depending on the offering. Students will apply concepts learned in earlier
environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone
research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the
term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics)
ENV397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S.
Urban Environmental History), SWK210(Environmental Justice and Social Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE325
Creating Learning Environments
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork
experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of
the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions
and matters of education. This will be informed by class readings, field work and observations, personal experiences and
class discussion. It is a goal of the course that students leave more informed about different modes of thinking and
learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both
verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE481
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE483
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE485
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); CONSENT(Consent of Instructor)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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Augsburg College 2015-2016 Course Descriptions
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork
experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of
the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions
and matters of education. This will be informed by class readings, field work and observations, personal experiences and
class discussion. It is a goal of the course that students leave more informed about different modes of thinking and
learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both
verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL481
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
ESL483
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL485
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL487
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EDADMIT(Education Department Admission)
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
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Augsburg College 2015-2016 Course Descriptions
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIA
FIA206
Sights and Sounds of Europe
4 Semester Credits
FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European
cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FIN
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
French Civilization Today
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and
Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
100
Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
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Augsburg College 2015-2016 Course Descriptions
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
102
Augsburg College 2015-2016 Course Descriptions
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and
Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRADUATION
Graduation Workshop
0 Semester Credits
Graduation applicants are registered for this course. It is used to track and commumnicate with graduates.
Core Curriculum Component: None
Prerequisite(s): None
GRK
GRK113
Beginning New Testament Greek I
4 Semester Credits
103
Augsburg College 2015-2016 Course Descriptions
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
4 Semester Credits
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze,
synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed
into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better.
Students waived from this course may take this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS
HIS101
The Beginning of Western Culture
4 Semester Credits
105
Augsburg College 2015-2016 Course Descriptions
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
The Shaping of Western Civilization
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
The Modern World
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
The Modern Non Western World
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
America to 1815
4 Semester Credits
A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing
on social, cultural, and environmental history as well as political and economic history. The course will move topically as
well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological
and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the
enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that
nation’s early years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
19th-Century United States
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which the
United States came to prominence despite internal dissent and violence. Themes include the emergence of a national
identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and
its aftermath, and industrialization.
Core Curriculum Component: Humanities
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
HIS122
20th-Century United States
4 Semester Credits
A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as
well as political and economic history. The course will move topically as well as chronologically through the modern era.
Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture,
the growth of a strong federal government, the emergence of the United States as a world power, the creation of a
consumer society, the rise of identity politics, and the passing of American hegemony.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
107
Augsburg College 2015-2016 Course Descriptions
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
History of African American Civil Rights, 1619-1915
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
History of African American Civil Rights, 1915-1972
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS280
The History Workshop
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS282
The History of Women Since 1848
4 Semester Credits
This course examines in comparative perspective women’s changing political, economic, social, and sexual status since
the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
109
Augsburg College 2015-2016 Course Descriptions
HIS300
Public History
4 Semester Credits
Public history is the practice of historical methods with non-academic audience in mind. This survey explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries,
publishing, museums, historic sites, and historic preservation.
Core Curriculum Component: None
Prerequisite(s): None
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS316
U.S. Urban Environmental History
4 Semester Credits
A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention
to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political
movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture
and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental
history of a Minneapolis neighborhood.
Core Curriculum Component: None
Prerequisite(s): None
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; and the Nationalist and Communist revolutions of the 20th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS331
Topics in United States History
110
Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS332
History of United States Foreign Relations
4 Semester Credits
A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing
definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United
States as an economic and military power.
Core Curriculum Component: None
Prerequisite(s): None
HIS335
American Urban History
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): None
HIS336
American Labor History
4 Semester Credits
A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of
work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the
state.
Core Curriculum Component: None
Prerequisite(s): None
HIS338
American Legal History
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS343
The North American West
4 Semester Credits
This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role
of the federal government in shaping the West, the rise of the most urban part of the United States, and the important
role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race,
and gender in Western daily and political life, the creation of an international borderlands, and the ecological
transformation of Western landscapes.
111
Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): None
HIS348
Russia and the Soviet Union in the 20th Century
4 Semester Credits
An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before
turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): None
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS350
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary
Germans,” including women, children, Jews and other minority groups.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HIS354
Modern Britain and Ireland
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): None
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS361
Hellenistic Greece and Rome
4 Semester Credits
113
Augsburg College 2015-2016 Course Descriptions
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): None
HIS374
Medieval Crusades
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): None
HIS378
Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
HIS398
Internship
2 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS462
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh. Upper division students will have
additional assignments and different exams from lower division.
Core Curriculum Component: None
Prerequisite(s): None
HIS474
World and the West
4 Semester Credits
Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia
and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS480
History Senior Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop)
HIS498
Independent Study *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON
HON100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in
another term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing,
organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The
minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing
Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections
between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and
modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested.
Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both
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Augsburg College 2015-2016 Course Descriptions
courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses
in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of
quantitative thought, including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
HON221
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts
events while researching and writing critical and historical critiques of central theories and approaches to the fine arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key
national or global issue.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
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Augsburg College 2015-2016 Course Descriptions
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science,
Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several
faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON260
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 260.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public
context. (0.0 credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
0 Semester Credits
This course will only be used for student created learning experiences that fulfill a lifetime activity.
Core Curriculum Component: None
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4
credits, and may use traditional or P/N grading options).
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HON450
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 450.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research
collaboration. (0.0 credit, P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the
themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE
HPE001
Foundations of Fitness
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Augsburg College 2015-2016 Course Descriptions
0 Semester Credits
This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge
and understanding of the components of physical fitness and how they contribute to personal lifelong health and wellbeing. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to
maintain a lifestyle of fitness and wellness.
Core Curriculum Component: Foundation of Fitness, Foundations of Wellness
Prerequisite(s): None
HPE002
Lifetime Activity
0 Semester Credits
Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to
understand and demonstrate basic skills, strategy, and rules of the activity.
Core Curriculum Component: Lifetime Activity, Recreational Wellness
Prerequisite(s): None
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: Foundation of Fitness, Foundations of Wellness
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and
Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE305
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Augsburg College 2015-2016 Course Descriptions
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of
stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical
Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
2 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to
Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions
of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Adminstration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology),
HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
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Augsburg College 2015-2016 Course Descriptions
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and
Physiology)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness
Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and
Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
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Augsburg College 2015-2016 Course Descriptions
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature of
Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages
to 1648), HUM120(Medieval Life in 12th-Century Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS
INS198
Internship *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion,
Vocation, and the Search for Meaning I+II) *concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
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Augsburg College 2015-2016 Course Descriptions
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
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Augsburg College 2015-2016 Course Descriptions
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS342
River Politics Field Seminar
4 Semester Credits
In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of
the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews
with residents, legislators, activists, and government employees.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): POL241(Environmental and River Politics)
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
The Scandinavian Welfare States in an Age of Globalization
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
Challenges of a Changing Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.
Core Curriculum Component: None
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.
Core Curriculum Component: None
Prerequisite(s): LAT101(Beginning Latin I)
MAT
MAT103
Everyday Math
3 Semester Credits
Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction
to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P
advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does not meet a NSM-LAF
and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT129
Practical Applications of Math
4 Semester Credits
An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning
including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game
theory, voting theory, linear programming, or cryptography.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions,
approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have successfully
completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recommended prior to
MAT171. Students who have completed MAT271 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT
304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill
requirement. Students with majors other than mathematics should consult their major department before taking this
course.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): MAT146(Calculus II)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient,
multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT248
Biostatistics
4 Semester Credits
Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in
Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include
graphing techniques, correlation and regression, experimental design, combinatorics, point and interval estimation,
hypothesis testing and, time permitting, analysis of variance and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry),
MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II)
MAT273
Statistical Modeling
4 Semester Credits
140
Augsburg College 2015-2016 Course Descriptions
This course will focus on statistical models: how to choose a statistical model, how to fit the statistical model, how to
assess the fit of the statistical model, and how to use the statistical model to answer questions. Students will engage in
several small group projects culminating with a final group project.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS379(Quantitative Methods for Business and Economics),
PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MAT145(Calculus I)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level);
MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
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Augsburg College 2015-2016 Course Descriptions
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete
Mathematical Structures); MAT146(Calculus II)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III)
MAT373
Probability and Statistics I
4 Semester Credits
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions,
expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression,
analysis of variance, and nonparametric statistics.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III)
MAT374
Probability and Statistics II
4 Semester Credits
A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random variables,
probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation,
hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied project.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the
mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of
COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics);
MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
graph theory, topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra),
MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures), MAT287(History of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT399
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of
Instructor)
MBA
MBA510
Applied Managerial Economics
3 Semester Credits
144
Augsburg College 2015-2016 Course Descriptions
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation,
regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical
thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help
business students become architects of business strategy rather than simply middle managers following the path of
others.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to
analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable
expenses, break-even calculation, and capital budgeting.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Understanding the foundations of financial management including markets, institutions, interest rates, risk and return,
and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing
decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational
implications.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
An understanding of the ethical problems faced by people in organizations and businesses today. A framework for
recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This
course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about
what is right and fair. The course also allows students to gain confidence in their understanding and their proposed
solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
Theory and application of organizational behavior to human resources within organizations. Topics include strategies
and tactics for developing human resources to support organizational cultural changes (such as total quality
management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of
contemporary organizational strategies.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
An ethnographic approach to communication in the workplace including how physical settings, communication
channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use
case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory,
persuasive appeals, and communication of institutional values.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance,
evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBA575
Strategic Technology
3 Semester Credits
Making strategic technology decisions most favorable to organization and culture, interaction with customers and
suppliers, and future growth of the organization. Students will come to understand the impact of the internet and
electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of
given technology choices.
Core Curriculum Component: None
Prerequisite(s): None
MBA576
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Project Management
3 Semester Credits
The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and
challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a
temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the
operational and conceptual issues faced by modern project managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA580
Management Consulting Project
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA581
Management Consulting Project I
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA582
Management Consulting Project II
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures
3 Semester Credits
This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to
actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to
enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the
course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial
ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up
opportunities upon graduation or in preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): None
MBA584
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Augsburg College 2015-2016 Course Descriptions
Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship
3 Semester Credits
Students are assigned to a social enterprise in the local community to work as management consultants on
comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research,
develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest
lectures and readings/discussions tie managerial theory to actual practice.
Core Curriculum Component: None
Prerequisite(s): None
MBA585
Student Learning Experience 1: Personal and Professional Development
1.5 Semester Credits
MBA students will be able to understand one's own leadership style and the implications of that style in order to adapt,
manage, and develop one's own leadership behavior, and integrate their purpose and mission into their own role as a
leader. The course is taught in three class sessions during the Personal and Professional development module. The
course is intended to have students summarize and integrate the material that they have learned in Module 1 and
create their own personalized leadership portfolio.
Core Curriculum Component: None
Prerequisite(s): None
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and
professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and
leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of
leadership styles, traits, and abilities.
Core Curriculum Component: None
Prerequisite(s): None
MBA593
Health Care Operations Management
3 Semester Credits
This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has
been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry.
Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The
tools covered in the class focus primarily on those that improve hospital productivity.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives.
These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different
functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation,
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Augsburg College 2015-2016 Course Descriptions
and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and
adopts the perspective of senior management.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBC
MBC532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBC535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
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are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBC537
Health Care Financing
3 Semester Credits
This course focuses on a variety of public and private third party mechanisms for financing health care services. A review
shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid
to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites:
MBA 530-Managerial Finance
Core Curriculum Component: None
Prerequisite(s): None
MBC542
Legal and Ethical Considerations in Health Care
3 Semester Credits
This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law,
corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues
underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by
advances in technology, changing societal values, decreased resources and increasing professional liability.
Core Curriculum Component: None
Prerequisite(s): None
MBC547
Human Resources Issues in Health Care
3 Semester Credits
This course provides complete coverage of relevant human resource issues in health care management, as well as
offering a solid foundation in both HR and health care administrative practices. This course provides a comprehensive,
focused approach to the demands of the current human resources role. This practical, hands –on course introduces
human resources to those who are preparing to work in any area of health care or health service covering important
topics such as recruitment, training, termination, compensation practices, and safety.
Core Curriculum Component: None
Prerequisite(s): None
MBC552
Marketing Communications
3 Semester Credits
The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and
integrated marketing communications program which includes advertising, sales promotions, publicity, and personal
selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and
evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer
behavior models and their relevance to marketing communications decisions, marketing communications research,
advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix
decisions.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MBC554
Consumer Behavior
3 Semester Credits
The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of
consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the
role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase
decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MCN
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): None
MDC
MDC094CE
Everyday Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness 2 cr Studies physical fitness, nutrition and stress as they relate to health.
Through testing and self-assessments, the student's current status is analyzed. After the information on improving skills
in each area is presented, the student will develop a plan for implementation. The course will include information on
cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases, and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
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MDC102CE
Mathematical Thinking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Mathematics
4 Semester Credits
Course Description from Course Syllabus This course covers the basics of college level algebra, emphasizing
understanding of the basic principles through investigation. The topics covered range from a basic algebra review to
exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of rational expressions,
inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Principles of Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology
4 Semester Credits
Equivalent to IHCC Course GEOL 1105 GEOL 1105 Historical Geology 4 cr Examines the Earth's planetary materials and
processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies
to the succession of plants and animals evidenced in the fossil record and the processes which have altered the
character of the Earth's continents and oceans through time.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention
to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing
and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources;
and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disiplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines 2 cr Emphasizes textual analysis of primary and secondary
sources with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
4 Semester Credits
Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq:
Grade of C or higher in ENG 1108.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
MDC121CE Introduction to Sociology IHCC Equivalent: SOC 1100 Introduction to Sociology 4 cr Emphasizes methods,
basic concepts, terminology, and perspectives used by sociologists in analysis of social relationships. Sociological analysis
will focus on American government, family, education, religion, and the economy.
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Sociology and the Family
4 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
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Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government & Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MDC204CE
History of Rock & Roll
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literary Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MDC241CE
Introduction to Cinema Arts
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science w/Lab
3 Semester Credits
IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental
concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the
biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest
speakers and films. One semester credit of lab included.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Comparative Religions
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
This course examines the role and functions of religion in society and religious and philosophical concepts. The class will
introduce selected world religious traditions and cultures through exploring the history and key teachings of the
religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class
presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major
religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions
respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World Religions: Ancient to
Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world
religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time
and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS
MIS260
Problem Solving for Business
4 Semester Credits
This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well
as other simulation and decision support tools for problem solving in business through the use of realistic business
cases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
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Augsburg College 2015-2016 Course Descriptions
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical
inference (confidence intervals and statistical significance). Software used is either Minitab or Excel.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement
Group); MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business),
MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For
Business); MIS375(E-Commerce), MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions,
variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate
regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation
analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each
model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and
Economics)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT
MKT252
Principles of Marketing
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS264(Statistical Literacy for Managers), MIS379(Quantitative
Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis);
MKT252(Principles of Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
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Augsburg College 2015-2016 Course Descriptions
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing
and communications.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues; development and
implementation of marketing plans.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ML
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
ML510
Visions of Leadership: A Historical and Literary Journey
3 Semester Credits
Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety of disciplines and perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
ML523
Leading Authentically
3 Semester Credits
Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this
course, students will articulate their leadership strengths, examine models of leadership, and explore organizational
theories in order to develop a leadership plan that honors their authentic selves.
Core Curriculum Component: None
Prerequisite(s): None
ML527
Spirituality and Leadership in the Workplace
3 Semester Credits
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores
the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
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Augsburg College 2015-2016 Course Descriptions
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML540
Political Leadershp: Theory and Practice
3 Semester Credits
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business
and nonprofit organizations as well as to politics.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML550
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Augsburg College 2015-2016 Course Descriptions
Communication, Decision Making, and Technology
3 Semester Credits
Analysis of the role various forms of digitally-mediated communication play in our society and how communication,
decision making, and leadership have been altered by these technologies. Students examine how they can engage and
manage these processes in their organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML553
Design and Leadership
3 Semester Credits
A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business
environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its
place in leadership.
Core Curriculum Component: None
Prerequisite(s): None
ML557
Language of Leadership
3 Semester Credits
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments
about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social
interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the
development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships
across hierarchical levels in organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
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Augsburg College 2015-2016 Course Descriptions
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): None
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML576
Leading Innovation
3 Semester Credits
Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation
Network). This course explores what is involved in providing quality leadership that helps create, lead and assess
innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation
and then will focus on what is involved in successfully leading innovation efforts.
Core Curriculum Component: None
Prerequisite(s): None
ML577
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Augsburg College 2015-2016 Course Descriptions
Universal Responsibility and Leadership: A Nicaraguan Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the twoweek option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous
cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and
nonprofit organizations are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML580
Colloquium on Contemporary Theories of Leadership
3 Semester Credits
Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5
to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three
academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course
work in MAL and ML510)
Core Curriculum Component: None
Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey)
ML585
Integrating the Theory and Practice of Responsible Leadership
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): None
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
ML998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUE
MUE111
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Augsburg College 2015-2016 Course Descriptions
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits
may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the
director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This
ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its
members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation.
Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks
Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty,
staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to
establish itself as a dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for
men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male
choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A
maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by
contacting the director.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor
Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included
accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced
by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1
credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled
the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band
music of a high artistic level. The group has performed and toured extensively throughout the United States and to
numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week
of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber,
in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
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Augsburg College 2015-2016 Course Descriptions
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP
MUP111
Performance Study: Voice
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP114
Performance Studies: Voice
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
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Augsburg College 2015-2016 Course Descriptions
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP141
Performance Study: Trumpet
0 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
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Augsburg College 2015-2016 Course Descriptions
0 Semester Credits
This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano
faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special
performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule
applies (see the Music Department Student Handbook)
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
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Augsburg College 2015-2016 Course Descriptions
Performance Study: Improvisation
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
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Augsburg College 2015-2016 Course Descriptions
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
0 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
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Augsburg College 2015-2016 Course Descriptions
MUP381
Performance Study: Organ
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS
MUS101
Materials of Music I
2 Semester Credits
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS102
Materials of Music II
2 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I)
MUS105
The Music Business
4 Semester Credits
An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other
topics include the record industry, agents, and managers. Musical genres and historical periods are compared and
analyzed.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
MUS111
Aural Skills I
2 Semester Credits
In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch
relationships.
Core Curriculum Component: Fine Arts
Prerequisite(s): MUS101(Materials of Music I)
MUS112
Aural Skills II
2 Semester Credits
Development of listening and reading skills to parallel progress in MUS 102.
Core Curriculum Component: None
Prerequisite(s): MUS111(Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
4 Semester Credits
E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
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Augsburg College 2015-2016 Course Descriptions
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales,
key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in
popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS201
Materials of Music III
2 Semester Credits
Continuation of MUS 102 with chromatic harmony and modulation.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
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Augsburg College 2015-2016 Course Descriptions
MUS202
Form and Analysis
2 Semester Credits
Musical structures of common practice period and introduction to 20th-century practice.
Core Curriculum Component: None
Prerequisite(s): MUS201(Materials of Music III), MUS211(Aural Skills III)
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS211
Aural Skills III
2 Semester Credits
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201.
Core Curriculum Component: None
Prerequisite(s): MUS112(Aural Skills II)
MUS212
Aural Skills IV
2 Semester Credits
Further development of listening skills to parallel progress in MUS 202.
Core Curriculum Component: None
Prerequisite(s): MUS211(Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale),
MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I)
MUS231
History and Literature of Music I
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS232
History and Literature of Music II
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search
for Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano)
MUS238
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Augsburg College 2015-2016 Course Descriptions
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS245
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS105(MUSIC Marktn Promotn Publish Recor), MUS105(The Music Business)
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
1 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS274
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
MUS275
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS335
Music Business
4 Semester Credits
This course focuses on the recording industry. Topics include publishing, licensing, record label operations, music
industry contracts, DIY record releases, performing rights organizations, distribution, and social media. Musical genres
and historical periods are compared and analyzed.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Techniques and Materials I
2 Semester Credits
This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill
development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song
composition and group leading.
Core Curriculum Component: None
Prerequisite(s): None
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Techniques and Materials II
2 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This experiential course introduces improvisation and uses the skills acquired inMusic Therapy Techniques and Materials
I.
Core Curriculum Component: None
Prerequisite(s): None
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
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Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of
music. An understanding of the research process and development of an experimental research project.
Core Curriculum Component: None
Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*,
SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3)
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS375
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS392
Topics
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and
the Arts), MUS335(Music Business), MUS336(Arts Management and Concert Promotion)
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II)
MUS456
Piano Pedagogy
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2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy
Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS475
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy
Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional
ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): None
MUS481
Music Therapy Clinical Internship
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0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of
all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS496
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
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Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
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Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS570
Music, Neurology, and Physiology
2 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
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Augsburg College 2015-2016 Course Descriptions
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): None
NOR
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NUR
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective
Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse)
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in
Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
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Augsburg College 2015-2016 Course Descriptions
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): None
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
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Augsburg College 2015-2016 Course Descriptions
ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Healing and Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
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Augsburg College 2015-2016 Course Descriptions
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
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Augsburg College 2015-2016 Course Descriptions
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is
embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies
transcultural care with a diverse population of immigrants and asylum seekers.
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
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Augsburg College 2015-2016 Course Descriptions
values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Mtis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power
to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise
and professional research will be analyzed through systematic reflection. Students will begin developing original practice
models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social
privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation
and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness
that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and
the levels of structural violence in society will be examined using culturally responsive data collection methods, resource
accessibility, and the application of appropriate technology.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
3 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
3 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches
to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can
be impacted in a variety of cultures and populations through the life span and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
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Augsburg College 2015-2016 Course Descriptions
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR841
Final Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing
and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular,
respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health
care, and complimentary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and
Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to
interviewing and physical examination of patients. Topics covered include history taking and physical exam of the
musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are
coordinated with Clinical Medicine II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic,
cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated
with the Clinical Medicine I and History and Physical Exam Skills I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic,
ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with
the Clinical Medicine II and History and Physical Exam Skills II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology,
gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology.
Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology,
ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are
explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
An integrative approach incorporating the principles of clinical medicine, history and physical exam, and
pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious
problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and
complete a field-based orientation to surgical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA534
Clinical Medicine IV
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam,
and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in
primary care and other issues unique to these populations are explored. Students will be introduced to topics in
emergency medicine and complete a service-learning experience with an older adult from the community.
Core Curriculum Component: None
Prerequisite(s): PA533(Clinical Medicine III)
PA542
Professional Issues
2 Semester Credits
A course designed to introduce the physician assistant student to medical ethics and various professional topics that
affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession
such as: history of the physician assistant profession, laws and regulations governing physician assistant practice and
education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional
behavior.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
4 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or
hospital setting for part of the semester. Students will also have other health-related community experiences and
activities during this course. In-class time will be used to discuss these experiences and work on skills essential for
clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the
linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their
knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced.
Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA570
Interdisciplinary Perspectives on Aging
3 Semester Credits
This course provides an opportunity for students in health and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary
context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model.
Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary
health and social welfare contexts.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
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Augsburg College 2015-2016 Course Descriptions
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
PA608
Elective Clinical Practicum II
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
PA998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
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Augsburg College 2015-2016 Course Descriptions
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability. (1.5 hour lab included)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics
For Computing); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. High school trigonometry is required in preparation for this course. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT114(Precalculus), MPL(Math Placement Group)
PHY107L
College Physics I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters)
PHY108L
College Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY116L
Introduction to Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one-hour
lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); PHY121(General Physics I)
PHY122L
General Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three
one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): PHY122(General Physics II)
PHY245L
Modern Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required*
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
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Augsburg College 2015-2016 Course Descriptions
PHY261L
Electronics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY261(Electronics) *concurrent registration is required*
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour lectures
and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY317(Biophysics) *concurrent registration is required*
PHY320
Introduction to Space Science
4 Semester Credits
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric
physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
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Augsburg College 2015-2016 Course Descriptions
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required*
PHY351
Mechanics I
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour
lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY352
Mechanics II
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid
bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I)
PHY362
Electromagnetic Fields I
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of
Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY363
Electromagnetic Fields II
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic
properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY362(Electromagnetic Fields I)
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Augsburg College 2015-2016 Course Descriptions
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computercontrolled experiments followed by application of these techniques to advanced experiments in high vacuum physics
and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour
seminar per week. Prereq.: junior or senior standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PHY122(General Physics II), PHY395(Comprehensive Laboratory I)
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY420
Plasma Physics
4 Semester Credits
Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and
magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space
plasmas. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic
Fields I)
PHY430
Introduction to Solid State Physics
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Metropolitan Complex
4 Semester Credits
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy.
Includes case studies of the Twin Cities metro area.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy-A Nicaraguan Case Study
4 Semester Credits
Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and
globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs,
social movements and community groups working on alternative development policies.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication
in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
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Augsburg College 2015-2016 Course Descriptions
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
POL357
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change. This course fulfills a Social and Behavioral Sciences LAF requirement.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
POL359
Topics: Women in Comparative Politics
4 Semester Credits
An exploration of gender politics in globalization. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar);
POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies),
POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist
Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist
Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International
Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
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Augsburg College 2015-2016 Course Descriptions
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY215
Research Methods and Statistics I
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic
settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and
consent of instructor.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY373
Industrial/Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
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Augsburg College 2015-2016 Course Descriptions
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PSY315(Research Methods and Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
REL
REL100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
REL199
Internship
4 Semester Credits
Limited to special cases.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in REL100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I)
REL205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search
for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL210
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL220
Religion and Science in Popular Culture
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humaities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation)
REL234
Church Music & Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search
for Meaning I+II)
REL260
Self, Sex & Sin: Human Person in Christian & Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and
Vocation)
REL280
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature. Prerequisite: REL 100.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation)
REL298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
REL299
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Augsburg College 2015-2016 Course Descriptions
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL301
Interpreting the Old Testament
4 Semester Credits
An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and
interpretation of these texts by ancient and modern Jewish and Christian communities. *This course can meet the
Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL302
Interpreting the New Testament
4 Semester Credits
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as
persuasive literature for ancient and modern communities. *This course can meet the Search for Meaning II or
Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL306
Non-Western Christianity
4 Semester Credits
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North
America. In addition to introductions to forms of this faith on other continents, the course will explore the deep
questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL309
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians
first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social
movements against political and economic oppression. Recently, Latin American theologies have expanded to include
feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for
students who have taken REL 366. *This course can meet the Search for Meaning II or Humaities LAF requirement but
not both.* (Taught only in Mexico)
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of
the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL345
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
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Augsburg College 2015-2016 Course Descriptions
REL346
The Church and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of the church in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL347
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humaities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and
Vocation)
REL353
Finding Your Religion/Spirituality
4 Semester Credits
A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised
in America. Some controversial religious movements will also be considered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL356
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL357
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr.
Core Curriculum Component: Humanities, Search for Meaning II
249
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL362
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or Humaities
LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL363
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and
Theology)
REL366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
250
Augsburg College 2015-2016 Course Descriptions
REL378
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL385
Process Theology and Christian Faith
4 Semester Credits
Explore a cosmological theology that agres with contemporary science (physics and biology), Buddhist perspectives on
the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires human
participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL386
Speaking of Genesis
4 Semester Credits
An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values
portrayed in Genesis and related biblical texts.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL390
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or Humaities
LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
251
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL406
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL425
Christian Spiritual Practices
4 Semester Credits
A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the
value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL441
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible,
and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL471
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL472
Paul the Apostle
4 Semester Credits
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the
themes found in his writings.
Core Curriculum Component: Search for Meaning II
253
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL475
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities. This course satisfies the
Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that
discipline.)
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL481
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL483
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL490
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Augsburg College 2015-2016 Course Descriptions
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL495
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion)
REL498
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): None
REL499
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
SCI
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
255
Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd years-Rochester
only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
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Augsburg College 2015-2016 Course Descriptions
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg College and
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC199
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging
ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially
constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
260
Augsburg College 2015-2016 Course Descriptions
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
4 Semester Credits
Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings,
simulations, outside speakers, and field study in a seminar format.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society),
SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an
attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles
with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
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Augsburg College 2015-2016 Course Descriptions
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Pass/No Pass grading. Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA206
Spanish for Health Care Professionals
4 Semester Credits
Taught in Cuernavaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
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Augsburg College 2015-2016 Course Descriptions
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
265
Augsburg College 2015-2016 Course Descriptions
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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Augsburg College 2015-2016 Course Descriptions
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENG111(Effective
Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE
SPE315
Emotnal and Behavoral Disabilites S
1.5 Semester Credits
The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework
and experience, and prepare for student teaching.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology
and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
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Augsburg College 2015-2016 Course Descriptions
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE434
Tchng Cont Area w/Lrng Disabilities
3 Semester Credits
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support
the learning of students identified as having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on
the modifications involved in these areas and the planning process involved.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG Emotnal/Behavral Disabilitie)
SPE481
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE483
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE485
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE487
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); CONSENT(Consent of Instructor)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and
present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards
and American Indian Learner Outcomes (AILOS) will also be introduced.
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Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special
education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and
sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special
education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they
interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American
Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families
and communities to best meet the needs of the student will also be addressed. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools
to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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Augsburg College 2015-2016 Course Descriptions
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral practices,
community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for
teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students. In this course, we will study complex developmental
behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension,
language, and motivation. This course will also include investigation of best practices in reading assessment and
instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
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This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and
Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
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Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP202
Study Abroad/Part Time
8 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK
SWK100
Introduction to Professional Social Work
4 Semester Credits
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This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
This course offers a framework for understanding sustainable social and economic development and non-violent social
change. Case studies present examples of how social work and human services function in a global context and are vital
to fostering peace, human rights, and well-being.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking
skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s
individual experiences and narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With
Individuals), SWK307(Field Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics),
SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
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Augsburg College 2015-2016 Course Descriptions
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
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Augsburg College 2015-2016 Course Descriptions
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
4 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
2 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research
Core Curriculum Component: None
Prerequisite(s): None
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
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Augsburg College 2015-2016 Course Descriptions
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
SWK628
MCCP with Individuals
4 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of
the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with
diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
MCCP with Groups
4 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
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Augsburg College 2015-2016 Course Descriptions
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
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Augsburg College 2015-2016 Course Descriptions
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Research 2: Program Evaluation
4 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a
tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and
program evaluation.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice Policy
4 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
SWK998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THP
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
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Augsburg College 2015-2016 Course Descriptions
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR
THR002
Introduction to Dance
0 Semester Credits
This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of
dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance.
Core Curriculum Component: None
Prerequisite(s): None
THR005
Modern Dance and Improvisation
0 Semester Credits
Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space
using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short
improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the
lifetime sports requirement.)
Core Curriculum Component: None
Prerequisite(s): None
THR116
Creative Drama: Acting and Improvisation
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Asian and Asian American Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American
cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local
theater productions required. Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
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Augsburg College 2015-2016 Course Descriptions
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as
introductory techniques in stage makeup application and design.
Core Curriculum Component: Fine Arts
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: None
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR328
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): None
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR361
Theater History and Criticism I
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the classical Greek through the French
Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local theater
productions are required. Need not be taken sequentially with THR 362. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR362
Theater History and Criticism II
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary
performance. Reading a range of texts (including plays), writing a research paper, and attending local theater
productions are required. Need not be taken sequentially with THR 361. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater History and Criticism
II)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR362(Theater History and Criticism II)
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Augsburg College 2015-2016 Course Descriptions
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR425
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR366(Stage Direction)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB395
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WEL
WEL100
Foundations of Wellness
0 Semester Credits
This course is required for all Augsburg students not majoring in Health, Physical Education, or Exercise Science. It is
designed to improve the student's knowledge and understanding of select components of wellness such as nutrition,
stress reduction, goal setting, and physical fitness and how they contribute to personal lifelong health and well-being.
This course incorporates physical activity and is designed to provide the knowledge and skills needed to assess, monitor,
and discipline oneself to maintain a lifestyle of wellness.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL102
Recreational Wellness
0 Semester Credits
This course is required of all Augsburg students. Recreational activity courses are designed to allow exploration of and
improve proficiency in a selected physical activity. Students will be able to demonstrate basic skills and understand
strategy and rules of the activity.
Core Curriculum Component: Recreational Wellness
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
WST
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians
first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social
movements against political and economic oppression. Recently, Latin American theologies have expanded to include
feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for
students who have taken REL 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggles and the Environment
4 Semester Credits
299
Augsburg College 2015-2016 Course Descriptions
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
300
Augsburg College 2015-2016 Course Descriptions
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
301
Augsburg College 2015-2016 Course Descriptions
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: None
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM
YFM205
Exploring Topics in Youth and Family Ministry
2 Semester Credits
Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further
focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and
include such subjects as outdoor ministry, service-learning, program administration and planning, youth culture and
religion, communications, media, music and ministry, and ministry with youth on the margins.
Core Curriculum Component: None
Prerequisite(s): None
YFM208
Vocational Formation I
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the
student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups,
monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM209
Vocational Formation II
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the
student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly
302
Augsburg College 2015-2016 Course Descriptions
roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional
conference or workshop.
Core Curriculum Component: None
Prerequisite(s): YFM208(Vocational Formation I)
YFM232
Peer Ministry: Principles and Leadership
4 Semester Credits
Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and
communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM235
Foundations for Ministry with Youth and Families
4 Semester Credits
An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and
families are explored. Students will also be introduced to the principles of practical theology and learn the skills and
sensibilities necessary for discerning what faithful ministry might look like in a specific location. Students will be required
to complete service learning with youth in a Christian ministry setting.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM305
Ministry Practices
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of
ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition,
combined with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth and Families)
YFM316
Church and Culture in Context
4 Semester Credits
303
Augsburg College 2015-2016 Course Descriptions
A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles
of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United
States. Short-term travel seminar, available as offered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM358
Life and Work of the Church
4 Semester Credits
This course features an overview of the manner in which Christianity has carried out its mission throughout the
centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A central
element of this course will be a research project that studies the methods and strategies of congregations and other
ministry organizations in their efforts to introduce, nurture, and shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): YFM235(Foundations for Ministry with Youth and Families)
YFM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the
development of a professional portfolio round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor)
YFM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
304
Show less
Augsburg College 2016-2017 Course Descriptions (as of 7/14/2016)
ACC – Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial
statements.... Show more
Augsburg College 2016-2017 Course Descriptions (as of 7/14/2016)
ACC – Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial
statements.
Core Curriculum Component: None
Prerequisite(s): None
ACC222
Introduction to Managerial Accounting
4 Semester Credits
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial
accounting, planning and controlling processes, decision-making, and behavioral considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting)
ACC295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas
of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Intermediate Accounting I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation
concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements,
income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
1
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost
systems, as well as other quantitative and behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of MAT163(Introductory
Statistics), MAT373(Probability and Statistics I), MIS379(Quantitative Methods for Business and Economics); ACC221(Introduction to
Financial Accounting), ACC222(Introduction to Managerial Accounting), MKT252(Principles of Marketing)
ACC326
Tax Accounting
4 Semester Credits
The more common and important provisions of planning and compliance for income taxes.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial Accounting),
ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Intermediate Accounting II)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(Intermediate Accounting II)
ACC495
Topics
4 Semester Credits
This course is designed for Accounting and Finance majors who want to gain an understanding of accounting information systems.
Introduction to the conceptual framework of accounting information systems using modeling to develop and design of accounting
system using flow charting tools, data and system analysis, implementation of controls and relevant audit procedures. Course
leverages Microsoft Access, Quickbooks modules and other technologies involved in accounting cycles (A/R, payroll, purchasing, etc).
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
2
AIS – American Indian Studies
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of
American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian
literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
4 Semester Credits
In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and
identity politics, treaty rights, language retention and education, religious freedom, and Indian activism.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social
forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
4 Semester Credits
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in
society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of
women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the
1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image
has evolved over the past century, and how it is reflective of Western cultural and racial ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS305
3
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest
differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's
issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with
indigenous organizations. This course is cross-listed with Women's Studies. May be taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
AIS320
American Indian Women
4 Semester Credits
Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal
cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of
Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced nontribal communities through their activism and traditionalism. This course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be
emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to
research the various tribal storytelling traditions.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from
the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and
American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or
cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—
specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film
movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and
views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
4
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS408
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures,
sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety
of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations
of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through
documentary and fiction films made by and about Native American women.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS233(Women: A
Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in Women's Studies), WST205(Intro to
Lesbian and Gay Studies), WST208(Native American Women and Film), WST241(Environmental and River Politics), WST265(Women
in American Culture), WST281(Topics)
AIS490
Keystone: Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest
differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's
issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with
indigenous organizations.
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and
South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
5
ANT – Anthropology
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of
anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an
awareness of the role cultural anthropology has in understanding contemporary human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART – Art
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application
of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and
drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
6
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods
are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting
methods, and individual expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather
materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and Acrobat Pro so that
the student can navigate the software environment and use InDesign tools to create page layouts. This course explores the process of
creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the student can develop a
confident understanding of the software. Focus is placed on hands-on activities that demonstrate how these techniques can be used in
combination to create engaging vector-based art such as illustrations, logos, advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): None
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that the student can
navigate the software environment and use Photoshop tools to work with photographic images. Focus is placed on hands-on activities
that demonstrate how these techniques can be used in combination to create innovative visual effects.
7
Core Curriculum Component: None
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical
lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures,
readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical
contexts, and artistic practices. Students need a 35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental terminology, concepts,
and techniques of digital photography will be explored through lectures, readings, hands-on assignments, and field trips. Studio work
emphasizes photography as a form of creative expression through digital cameras, software, scanners, and printers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates
partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community
building and engagement. Class lectures, demonstrations, ssignments, and service will introduce students to documentary work that
will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through
visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator,
and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Graphic Design majors are
encouraged to take ART 125 and ART 126 before or at the same time as this course.
Core Curriculum Component: Aesthetics, Fine Arts
Prerequisite(s): None
ART202
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms
using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
8
Prerequisite(s): ART125(Graphic Design Production: Illustrator) *concurrent registration is acceptable*; ART201(Introduction to
Graphic Design)
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture,
critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART215
Introduction to Web Design
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become
familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and
processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART224
Publication Design
4 Semester Credits
An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and
typography for print publications using page layout software.
Core Curriculum Component: Fine Arts
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART202(Typography)
*concurrent registration is acceptable*; ART201(Introduction to Graphic Design)
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in workshops with the
artist and complete a project through the approach of the guest artist. Emphasis is on working in a professional studio atmosphere.
Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
9
Pre-Columbian,Colonial, & Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary
periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente
Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to
interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students
critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of
aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live
nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions
consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.
10
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and
form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color
theory, composition, and individual expression are emphasized. Includes some painting outside on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will
learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on
drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the
contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native
American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters
cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American
art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
11
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Junior Exhibition and Review
0 Semester Credits
Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in
support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition.
Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits)
Core Curriculum Component: None
Prerequisite(s): None
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Web Design for Graphic Design Majors
4 Semester Credits
This course explores the application of graphic design skills to design and build interactive experiences for the web. Focus is placed on
the interactive design process including design, development and production techniques. Students will be introduced to necessary
technology to create effective user interface designs.
Core Curriculum Component: None
Prerequisite(s): ART125(Graphic Design Production: Illustrator), ART126(Graphic Design Production: Photoshop),
ART201(Introduction to Graphic Design)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational
technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials
and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom
and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design), ART202(Typography)
ART326
Design Studio II
12
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning
beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development
using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in
contemporary photography. Students must provide their own 35mm camera.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of
lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital
technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending
exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): ART133(Introduction to Digital Photography)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital images,
animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods, and surfaces in support of subject matter,
themed series, individual style, and original expression.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing), ART322(Plein Air Sketching II)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions
consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
13
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding
techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American
women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART355
Painting II
4 Semester Credits
Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series
development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series
development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are
encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design.
Core Curriculum Component: None
14
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from preEuropean contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and
learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters); ART240(Art History Survey)
ART396
Internship
15
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition and Faculty Review
0 Semester Credits
Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art
major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department
faculty/staff of choice conducts a formal review of the exhibition.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design as well as the components of managing
creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of
design projects. Emphasis is placed on cultivating the student's personal interests and abilities, editing and refining the range and
quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative, project-based
approach, this class explores the practice of graphic design as well as competencies of managing creative projects. Students will
extend their learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
ART478
Sculpture II
16
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL – American Sign Language
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own
signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own
signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building
opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg
Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at
the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUG102
Augsburg Seminar
0 Semester Credits
17
This individualized directed study course is available through moodle (course management system) only to students who did not pass
AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’ progress toward
graduation and future careers. A fee is charged during the semester when all requirements are satisfactorily completed. Contact the
Director of AugSem for more information.
Core Curriculum Component: None
Prerequisite(s): None
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
BIO – Biology
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by
scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent registration in BIO102L is required.
(Three one-hour lectures, one three-hour laboratory. Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
18
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (Three hours lecture, three
hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are
strongly encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples
in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through
lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is required. This course may be used as a
substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular
basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. Concurrent
registration in BIO121L is required. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and
103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class. )
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO
151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
19
BIO151
Introductory Biology
4 Semester Credits
First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy
metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in
BIO151L is required. (Three hours of lecture, three hours laboratory, some Saturday field trips.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
BIO151L
Introductory Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors.
Concurrent registration in BIO152L is required. (Three hours of lecture, four hours laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology)
BIO152L
Evolution Ecology and Diversity Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L is required.
(Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
20
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special
topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be
utilized in laboratory experiments. Concurrent registration in BIO255L is required. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II), MPL(Math
Placement Group 3)
BIO255L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires
permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. Concurrent registration in
BIO351L is required. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating
the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is required. (Three hours of lecture,
four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
21
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic
importance, and plant-microbe interactions are integrated throughout. Concurrent registration in BIO361L is required. (Three hours of
lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure
and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in
BIO369L is required. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology), CHM351(Organic
Chemistry I)
BIO369L
Biochemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
22
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO440
Plant Physiology
4 Semester Credits
An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the processes involved with
photosynthesis, growth, development, and water relations. The impact of abiotic and biotic stressors on plant physiology will be
discussed. Concurrent registration in BIO440L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO440L
Plant Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton
and select additional topics. Concurrent registration in BIO471L is required. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Animal Physiology
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of
these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology)
BIO473L
Animal Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
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BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological
changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo),
teratology, stem cells, regeneration, and cell death. Concurrent registration in BIO474L is required. (Three hours of lecture, four hours
of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems,
mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in BIO475L is required. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention
paid to human pathogens. Concurrent registration in BIO476L is required. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO476L
Microbiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow,
nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent registration in BIO481L is
required. (Three hours lecture, four hours laboratory, some Saturday field trips.)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing research in the
biological sciences, and apply that knowledge as they read and discuss current scientific literature in that subject. Check Records and
Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular Biology),
BIO255(Genetics)
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms.
Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. Concurrent registration in
BIO486L is required. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO486L
Immunology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO490
Biology Keystone
2 Semester Credits
A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal implication
and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral,
ethical, and societal challenges faced by scientists. For senior biology majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
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0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS200
Exploring Business as a Vocation
4 Semester Credits
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this
course you will be exposed to the key areas of business operations including: management, marketing, management information
systems/technology, finance, accounting, and international business.
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and
responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS254
Entrepreneurship
4 Semester Credits
The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable
business plan with attention to the resources needed for success.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
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Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas
of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial
Code.
Core Curriculum Component: None
Prerequisite(s): None
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of
the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign
governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of
Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
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2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and
sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS461
Global Business Management: Mexico and Emerging Markets - Mexico
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of BUS200(Exploring
Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage
across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP – General Studies
CAP001
CAP Seminar
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0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills, address affective
needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading only; Prereq: conditional admit
status).
Core Curriculum Component: None
Prerequisite(s): None
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social
relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the
way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
29
Prerequisite(s): None
CHM – Chemistry
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic
chemistry. Concurrent registration in CHM102L is required. Does not count toward a chemistry major or minor.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction
to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. QF course.
Concurrent registration in CHM115L is required. (Three one-hour lectures, one three-hour laboratory. High school chemistry
recommended. Fall and Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM115L
General Chemistry I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. QF course.
Concurrent registration in CHM116L is required. (Three one-hour lectures, one three-hour laboratory. Spring and Summer)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I)
CHM116L
General Chemistry II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
30
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM351
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation
methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and
chromatography. Concurrent registration in CHM351L is required.
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II)
CHM351L
Organic Chemistry I Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required*
CHM352
Organic Chemistry II
4 Semester Credits
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including
oxidations, reductions, substitutions, eliminations, and aldol reactions. Concurrent registration in CHM352L is required.
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I)
CHM352L
Organic Chemistry II Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required*
CHM353
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and
spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace
analysis. QA course. Concurrent registration in CHM353L is required. (Three hours of lecture, one four-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry (no longer offered)), CHM116(General Chemistry II); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3)
CHM353L
Quantitative Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required*
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CHM362
Chemical Thermodynamics, Statistical Mechanics, and Kinetics
4 Semester Credits
Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and kinetics.
Concurrent registration in CHM362L is required. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM362L
Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is required*
CHM367
Properties of Polymers
4 Semester Credits
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to
unfold the details of macromolecules. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry,
Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM368
Quantum Chemistry, Molecular Structure, and Spectroscopy
4 Semester Credits
Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure, spectroscopy,
and interactions applications. Concurrent registration in CHM368L is required. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM368L
Quantum Chemistry, Molecular Structure, and Spectroscopy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is required*
CHM370
BioOrganic Chemistry
4 Semester Credits
The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical, and
biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths and resulting
physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics, and redox processes are
studied in the context of information storage, transmission, expression, and control.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM397
Internship
2 Semester Credits
32
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM464
Advanced Organic Chemistry
4 Semester Credits
Advanced mechanistic analysis of modern synthetic transformations is covered both in lecture and lab. Modern instrumentation is used
in multi-step synthesis to analyze reaction data. Concurrent registration in CHM464L is required.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM464L
Advanced Organic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required*
CHM470
Principles of Medicinal Chemistry
4 Semester Credits
Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport
across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular
recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified.
Also studied are the concepts used in the design of therapeutic substances. A prior course in biochemistry is recommended. (Spring,
even years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography, electroanalytical, and
surface analysis methods are covered. Concurrent registration in CHM481L is required.
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry)
CHM481L
Instrumental Analysis Lab
0 Semester Credits
Core Curriculum Component: None
33
Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required*
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and bonding in
coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of
techniques. Concurrent registration in CHM482L is required. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry,
Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM482L
Advanced Inorganic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required*
CHM491
Chemistry Seminar
0 Semester Credits
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry
Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.
Core Curriculum Component: None
Prerequisite(s): None
CHM497
Introduction to Chemistry Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a
summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a
course). Cooperative education is an excellent opportunity to be involved in industrial research projects.
Core Curriculum Component: None
Prerequisite(s): None
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
COM – Communication
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note:
Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three
interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking
to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.
(Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as
introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to
specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical
vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an
understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact
that media have had on culture and society. Students are encouraged to think critically about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the
demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines.
Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall)
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Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens.
Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to
deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships
and help to overcome communication barriers.
Core Curriculum Component: None
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental communication
comes to us through commercials, television, movies, public policy debates, the scientific and technical sphere, and social media.
Environmental messages originate from groups, organizations and individuals with a variety of goals. COM 260 encourages a deeper
understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of
communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human
interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey
research, ethnographic research, textual analysis, content analysis, and historical/critical research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
36
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience
adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and
persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking), SPC111(Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values, norms, social
interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships,
management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication
problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build
and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of
persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to Communication Studies),
COM281(Research Methods)
COM355
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Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except
the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research
project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM281(Research Methods)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society.
Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and
new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and
impact in the world.
Core Curriculum Component: None
Prerequisite(s): COM120(Mass Media and Popular Culture)
COM480
Public Relations/Promotional Communication
4 Semester Credits
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Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a
survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the
Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical
circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170
Introduction to Programming
4 Semester Credits
A study of problem-solving, algorithm development, and programming using a high-level programming language. Concurrent
registration in CSC170L is required. (Three hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170L
Introduction to Programming Lab
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0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three hours of
lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Intro to Networking and Communications
4 Semester Credits
Principles and methods of data communications, information theory, distributed processing systems, network protocols and security,
standards, network management, and general computer interfacing.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and
Communication)
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics and fiction,
psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to JavaScript, and videogame
history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming
methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC299
Directed Study
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling
algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics
For Computing); CSC210(Data Structures)
CSC345
Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language
programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of database systems.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and
transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g.,
distributed databases, client-server architectures, object-oriented), emerging technologies, and applications.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used
in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of
computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability.
Core Curriculum Component: None
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Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For
Computing); CSC210(Data Structures)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures)
CSC450
Programming Languages and Compilers I
4 Semester Credits
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming
language syntax and semantics, parsing, and interpretation. Emphasis on design issues.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and Computation Theory) *concurrent
registration is acceptable*, PHI385(Formal Logic and Computation Theory) *concurrent registration is acceptable*; CSC320(Algorithms)
CSC451
Programming Languages and Compilers II
4 Semester Credits
Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation
issues.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory);
CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I)
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CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling,
graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and
3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be
counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CSC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECE – Education
ECE345
Foundations of Preprimary Education
3 Semester Credits
Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of
preprimary education. Attention is given to efforts of modern programs to adapt instruction to developmental levels and experience
backgrounds of young children and to work in partnership with parents and other social service agencies. Field experience (20 hours) is
a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
PSY105(Principles of Psychology), PSY250(Child Development)
ECE346
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is
given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments
of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience
(30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
ECE345(Foundations of Preprimary Education)
ECE347
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours)
is a critical part of this course.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged Children)
ECE488
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE489
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE545
Foundations of Preprimary Education
3 Semester Credits
Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary
education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience
backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a
critical part of this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology), PSY250(Child
Development)
ECE546
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is
given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments
of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience
(30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department Admission)
ECE547
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours)
is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for Preprimary-Aged Children),
GRADEDADMIT(Graduate Education Department Admission)
ECO – Economics
ECO112
Principles of Macroeconomics
4 Semester Credits
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An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary
economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either
order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of
elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal
policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income
distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in
relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
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4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better
business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental
protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon
society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade,
balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of
externalities and the public policy approaches designed to address those market failures, including command/control and incentivebased strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global
warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as
poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities,
and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of
econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3);
ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and
international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS - Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the
course will analyze and apply strategies in critical analysis of texts through seminars devoted to interpretive questioning and civil
discourse. The goal is to promote literacy through active reading and critical thinking about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Adv Stdnt Lrning through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
2 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in
the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
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2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will
integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea.
Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to
support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings,
1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while
simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in
schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem
solving) and hopefully learn how to claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
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3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American
school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice,
discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also
addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts
that comprise Minnesota-based American Indian tribal government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of
interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history,
language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation,
production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training
will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of
theoretical constructs.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
50
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in
schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles
as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the
role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the
broader community. Both EDC 330 and EDC 331 will run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
EDC331(EDC331 concurrent enrollment) *concurrent registration is required*
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in
schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles
as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the
role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the
broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Field experience in a public achievement
setting is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public
Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public
Achievement)
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well as an
investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve
maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models,
leadership, and professional development. Serves as final theoretical preparation for student teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and
quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American
school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of
theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: None
Prerequisite(s): None
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EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve
maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well as an
investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice,
discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also
addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts
that comprise Minnesota-based American Indian tribal government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate
what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual
frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will
also have an opportunity to reflect on the foundational question of “who am I as a leader”.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models,
leadership, and professional development. Serves as final theoretical preparation for student teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and
education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but
will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete
project appropriate to the candidate’s workplace or place of service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC592
Action Research I
3 Semester Credits
This course will introduce students to qualitative action research, a form of research that simultaneously contributes to the practical
concerns of people while furthering the goals of social science. It requires active self reflective inquiry and collaboration. Action
research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of
one’s practice while improving the situation in which the practice is conducted. First course in a two-course sequence.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires
active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a
public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department
Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves
as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for
change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDC998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU – Education
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course
should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other
courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EED – Education
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the
basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of
class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat,
electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For
elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children,
with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the
prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
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EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate
research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings
that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be
registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department
Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent
registration is required*
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting.
Students must be registered concurrently for EED 325.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
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EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing
process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary
licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6
literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a
student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a
mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering
different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from
the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in
a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED370
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K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres
represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using
children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED481
Student Teaching: Elementary K-6
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED483
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory
completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to
department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED485
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory
completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to
department)
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on
helping student teachers make connections between the student teaching experience and what they have learned through their
education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching
Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
CONSENT(Consent of Instructor)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children,
with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the
prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate
research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings
that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be
registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department
Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent
registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a
mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
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EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering
different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from
the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in
a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Developmental Writing
4 Semester Credits
A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as
needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement
in writing. The minimum passing grade for this course is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing
4 Semester Credits
Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’
effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is
provided for those needing additional help. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample
submitted by students upon entry to the College. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
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4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two
courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL
requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two
courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL
requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process
of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related
to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and
short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
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4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather
and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive
practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition
to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed
critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including
poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and
enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the
viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic
movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the
artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction,
digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging
in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds
those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian
American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American literature from its origins
in the 18th century to the present. It will explore various literary genres, representative authors, epochal texts, and ideological
movements that have contributed to the shaping of the African American literary tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama.
The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates
American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class
presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include
“Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the
20th Century,” and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The
Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given
section.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those
conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,”
“The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in
Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a
given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL291
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will
visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional
customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students
will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify
successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
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A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying
lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this
workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify
successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their
own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written
during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal
essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and
techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and
polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
65
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The
course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print,
broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those
preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II),
HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary
Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory
Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL
Transfer Course), SCI110(Natural Science I)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th
century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the
hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious
certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major
literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century
Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic
predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and
Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
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African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study
the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry,
fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in
the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and
historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and
others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample
topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range
from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and
literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are
among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical
and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other
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times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s
emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository
Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes),
ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives,
romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson,
James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem
Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway,
Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams,
Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary
American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
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4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from
the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and
American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or
cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample
topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and
Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are
studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring
relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural
collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and Christendom. Attention is paid to heroic
traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere,
Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
69
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and
fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of
globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s
Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing
(including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have
contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository
Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes),
ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include
“Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World
Drama.”
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the
emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important
international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced
the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary
filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian
Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
70
A structural and historical overview of theoretical and social issues concerning the English language, including theories of language
acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian
Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They
will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create
and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian
Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL391
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will
visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional
customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL394
Composition Theory and Practice
4 Semester Credits
Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language
acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will
apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for
licensure and potential graduate students.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian
Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English
101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching
composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
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ENL397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American
Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for
the subject of a specific term, and get a complete course description in the English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American
Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The
British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African
American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American
Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in
American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature),
ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of
Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable
or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two), ENL324(Creative NonFiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting), THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical
and legal principles of American journalism and considering the role of the news media in historical, economic, and technological
contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world.
Students will study the special position given the media in the United States and will consider First Amendment protections and the
media’s responsibilities to inform the public in a free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of ENL324(Creative NonFiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
72
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current
critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and
Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the
subject of a specific term, and get a complete course description in the English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American
Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The
British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African
American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American
Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in
American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature),
ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of
Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not
designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL510
Residency in Creative Writing I
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530)
with varying focus depending on the candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL511
Mentorship I
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL512
Critical and Creative Reading I
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the
creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to
techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.
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Core Curriculum Component: None
Prerequisite(s): None
ENL513
Mentorship II
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL514
Critical and Creative Reading II
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the
creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to
techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL520
Residency in Creative Writing II
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530)
with varying focus depending on the candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL521
Mentorship III
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL522
Critical and Creative Reading III
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the
creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to
techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL523
Mentorship IV
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4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL524
Critical and Creative Reading IV
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the
creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to
techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with
accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and
new media. During the term, students gain experience by completing an internship in the teaching of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in
Creative Writing III)
ENL526
Literary Translation Practicum
4 Semester Credits
A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a major literary
work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in
Creative Writing III)
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of
study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in
Creative Writing III)
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four
areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL530
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Residency in Creative Writing III
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530)
with varying focus depending on the candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL531
Residency in Creative Writing: Fiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
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6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
Mentorship and Critical and Creative Reading: Nonfiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 Semester Credits
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Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL549
Craft Paper: Poetry
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(MFA Director Approval)
ENL550
Craft Paper: Screenwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL553
Thesis: Fiction
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL541(Corequisite for first registration in ENL553) *concurrent registration is
required*
ENL554
Thesis: Nonfiction
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL542(Corequisite for first registration in ENL554) *concurrent registration is
required*
ENL555
Thesis: Poetry
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2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL543(Corequisite for first registration in ENL555) *concurrent registration is
required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL544(Corequisite for first registration in ENL556) *concurrent registration is
required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL545(Corequisite for first registration in ENL557) *concurrent registration is
required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL546(Corequisite for first registration in ENL558) *concurrent registration is
required*
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
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ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
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ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines
the connections we share as people living simultaneously in human community and in physical environments. In examining these
connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as
well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our
everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV120
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives.
Concurrent registration in ENV120L is required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ENV120L
Environmental Science Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required*
ENV310
Environmental Politics Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand the environmental politics in the United States or various
other locations depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in
field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi
River, Central America, and Tanzania, depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics)
ENV397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV490
Environmental Studies Independent Project
4 Semester Credits
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An independently-designed project (approved by the program director and a committee of three environmental studies faculty
representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate
higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be
formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity),
ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental
Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied
group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S. Urban
Environmental History), SWK210(Environmental Justice and Social Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE – Education
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through
the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and
cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the
Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
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ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the
content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field
service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field
service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing,
and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to
continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class
readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more
informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate
these forms of cognition both verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics.
Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics.
Field service in a middle school classroom required.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service
in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service
in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and
curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum
development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork
experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork
experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
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ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission),
TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE481
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE483
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE485
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on
helping student teachers make connections between the student teaching experience and what they have learned through their
education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching
Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
CONSENT(Consent of Instructor)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE499
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Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the
content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing,
and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to
continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class
readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more
informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate
these forms of cognition both verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESL – Education
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the
differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed
for people who plan to teach, thus attention will be paid to the implications of research for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn,
use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing
features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing
students’ ability to describe language and effectively teach language structures. The history and development of the English language
and the phenomenon of language change will also be covered.
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing
literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy,
and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national
policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content
tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to
design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques
for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language);
1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation)
ESL481
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL483
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL485
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL487
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): None
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on
helping student teachers make connections between the student teaching experience and what they have learned through their
education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching
Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
EDADMIT(Education Department Admission)
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience and language
minority students. The course connects concepts from sociolinguistics and examines how educators can best create school
environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing
students’ ability to describe language and effectively teach language structures. The history and development of the English language
and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing
literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy,
and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these relationships impact the
school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how
educators can best create school environments that serve the needs of their English learners.
Core Curriculum Component: None
Prerequisite(s): None
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ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to
design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques
for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR – Farsi
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking,
translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such
as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking,
translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such
as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIA – Music
FIA206
Sights and Sounds of Europe
4 Semester Credits
FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European cities to learn
to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
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FIN – Finance
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments,
retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working
capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital,
risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation
principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot
and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for
current account and trade deficits. This course extends the framework of financial management to include international transactions as
well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
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FLM – Film
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film
have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these
cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and
the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative
potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm
silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories
through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition
to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed
critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of
foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will
develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of
theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and
cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating
animations using motion picture software and new media tools.
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Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects,
students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and
story development, as well as learning through collaboration during production.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color
photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they
experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual
aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main
genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication
Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help
students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to
help them read films as texts and to interpret the cinema’s larger societal value and impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational
portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE – French
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and
readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and
readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
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FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing
greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing
greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis
on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural
manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual
materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
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French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their
contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where possible.
Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where possible.
Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in
key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style
and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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GER – German
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to
read extended narratives in simple German, insights into German culture, and participation in short conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to
read extended narratives in simple German, insights into German culture, and participation in short conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of
vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of
vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
97
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial
German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000
B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary
scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In
German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to
Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and
the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like
Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama
and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
98
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written
composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK – Greek
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and
vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and
vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST – General Studies
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection
activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a noncredit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
4 Semester Credits
99
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and
evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed into GST 100 based on their
past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better. Students waived from this course may take
this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical thinking,
motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter to optimize learning.
Emphasis is placed on combining leaning/study skills with the content to enhance application to other courses and contexts. This
course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation,
evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies,
experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using
English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into
account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of
statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
GST219
Black Music
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
100
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at the Mayo Clinic
and present their findings and recommendations to Mayo's Ventures Department in Rochester, Minnesota. This course is intended for
students accepted into the Mayo Innovation Scholars Program. The program runs from October to March; students may register in
either fall or spring semester. Applications are due in September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The Beginning of Western Culture
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into
the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
The Shaping of Western Civilization
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by
Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
The Modern World
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
The Modern Non Western World
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
America to 1815
4 Semester Credits
101
A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social,
cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically
through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the
colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the
United States, and internal as well as foreign conflicts in that nation’s early years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
19th-Century United States
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and
economic history. The course will move topically as well as chronologically through the years in which the United States came to
prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy,
slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
20th-Century United States
4 Semester Credits
A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and
economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization
and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the
emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of
American hegemony.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis
in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the
relations that each of these regions shared with the United States. Special attention will be paid to independence movements,
neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous
communities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history.
Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in
Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and
concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
102
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence
in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be
announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic
change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota),
through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the
present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will
be announced prior to registration.
103
Core Curriculum Component: None
Prerequisite(s): None
HIS242
History of African American Civil Rights, 1619-1915
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and
class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
History of African American Civil Rights, 1915-1972
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles
Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions
consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS280
The History Workshop
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of
history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional
careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history
courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
HIS282
The History of Women Since 1848
4 Semester Credits
This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th
century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS300
104
Public History
4 Semester Credits
Public history is the practice of historical methods with non-academic audience in mind. This survey explores the components of public
history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local
history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic
preservation.
Core Curriculum Component: None
Prerequisite(s): None
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS316
U.S. Urban Environmental History
4 Semester Credits
A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and
suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around
nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use
both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood.
Core Curriculum Component: None
Prerequisite(s): None
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial
system; and the Nationalist and Communist revolutions of the 20th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the
successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological
effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific
topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS332
105
History of United States Foreign Relations
4 Semester Credits
A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of
war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and
military power.
Core Curriculum Component: None
Prerequisite(s): None
HIS335
American Urban History
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the
dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): None
HIS336
American Labor History
4 Semester Credits
A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working
class life and community, evaluation of organized labor, and the relationship of workers and union to the state.
Core Curriculum Component: None
Prerequisite(s): None
HIS338
American Legal History
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial
antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of the Indigenous people, the contest of European powers, the
American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders with Mexico,
Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): None
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war
for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): None
HIS348
Russia and the Soviet Union in the 20th Century
4 Semester Credits
106
An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian
Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic,
economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): None
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions
consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
HIS350
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis
in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the
relations that each of these regions shared with the United States. Special attention will be paid to independence movements,
neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous
communities.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing
on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the
National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary Germans,” including women, children,
Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): None
HIS354
Modern Britain and Ireland
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a
period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): None
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history.
Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in
Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and
concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS357
107
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin
America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern
World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20thCentury United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century
South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian
History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of
African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History
of Women Since 1848), HIS299(Directed Study)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual
sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic,
and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS361
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual
sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic,
and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual
sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic,
and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt
to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural
aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): None
HIS374
Medieval Crusades
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to
“take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as
108
pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular
attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): None
HIS378
Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a
variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but
also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
HIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will
be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS462
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence
in the area now politically known as India, Pakistan, and Bangladesh. Upper division students will have additional assignments and
different exams from lower division.
Core Curriculum Component: None
Prerequisite(s): None
HIS474
World and the West
4 Semester Credits
Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas,
and the breakdown of these imperial systems at the end of the 18th century.
Core Curriculum Component: None
Prerequisite(s): None
109
HIS480
History Senior Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework.
Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop)
HIS498
Independent Study *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON – Honors
HON100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in another
term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and
developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of ENG101(Developmental
Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning
and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Concurrent registration in HON120L is required. (Includes theater
lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
110
Core Curriculum Component: None
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context.
Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts
trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class
sessions. Students are strongly encouraged to register for both courses in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of HON100(Christian
Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought,
including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3)
HON221
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process
of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while
researching and writing critical and historical critiques of central theories and approaches to the fine arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or
global issue. Concurrent registration in HON240L is required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
111
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science,
Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON260
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing, applying, and
documenting research and academic writing. Students should take this course in conjunction with another course within which they will
produce a research-based paper. A final research paper is required to complete 260. Students also solicit and evaluate manuscripts for
the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 260 edit and publish the Honors Review, a national
journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the
journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the
term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (0.0
credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
0 Semester Credits
This course will only be used for student created learning experiences that fulfill the Recreational Wellness requirement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4 credits, and may use
traditional or P/N grading options).
Core Curriculum Component: None
Prerequisite(s): None
HON450
112
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing, applying, and
documenting research and academic writing. Students should take this course in conjunction with another course within which they will
produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for
the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 450 edit and publish the Honors Review, a national
journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the
journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the
term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research collaboration. (0.0 credit,
P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON
120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE – Health, Physical Education and Exercise Science
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in strength and
cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will
implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized
strength and aerobic conditioning program. (Fall)
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
HPE110
113
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall,
Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and
services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and
professional opportunities related to health, human performance, and wellness. Students also will examine the components of a
balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and
psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor development.
(Spring)
Core Curriculum Component: None
114
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based
health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A
lab accompanies this course. Concurrent registration in HPE275L is required.(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect
participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats,
protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to
support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety
and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
115
This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training
methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements.
Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the
content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist
(CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and Safety
Education), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in
dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding
of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the
student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to
develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and
skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education,
and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of
national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience
is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE334
7-12 Sport Skills and Activities
116
2 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural
environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a
requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health,
Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking
experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions of the country. While
trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistrics for the
excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of
movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Concurrent
registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology),
HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training.
A lab accompanies this course. Concurrent registration in HPE351L is required.
117
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and Physiology)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive
statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise
Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise
Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science)
*concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical
education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of
teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student
assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
118
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and
medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination
of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an
understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for
research as this relates to the major.
119
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM – Humanities
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period
known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and
feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this
material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the
final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it
with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history,
English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors
from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past
students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical
Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance
Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art),
120
ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to 1800); HIS369(The Early and High Middle Ages),
HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12th-Century Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS – Interdisciplinary Studies
INS198
Internship *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize Forum, this course
examines peacemaking in the 21st century, utilizing both the lenses of political science and religion. Prerequistes: REL 100 or 300 (or
can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion, Vocation, and the
Search for Meaning I+II) *concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and
political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and
psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
4 Semester Credits
121
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler.
Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question
thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance.
Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course
sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer
guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies
and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to
both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
122
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the opportunity to
reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences
between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and
cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual
discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with
issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
123
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS342
River Politics Field Seminar
4 Semester Credits
In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and
policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators,
activists, and government employees.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): POL241(Environmental and River Politics)
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of
identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number
of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape
contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and
environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
124
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender
on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are
examined in the context of dominant ideology and perspectives of people who challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin
Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to
assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
125
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
The Scandinavian Welfare States in an Age of Globalization
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
Challenges of a Changing Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
126
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g.,
lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty
member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of
Instructor)
127
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets
and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances
entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired
while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than
English. Open to international students and to upper-division students who have advanced knowledge of a language other than English
or have studied abroad for a full semester (including in English-speaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a keystone
element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of
one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to
each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
LAT – Latin
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical
and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
128
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical
and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LST – Leadership Studies
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an opportunity to
develop and tell your public narrative and leadership story. It serves as an overview of leadership theories, their definitions, and their
theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT103
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an emphasis on applications to
everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT 103 does not count as credit toward
graduation. Grade of P advances student to MPG2. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences,
business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for MAT 114 should consult the
department. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT110
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business, economics, and social
science, with an emphasis on developing quantitative skills needed for further study in those areas. Topics include linear equations,
systems of linear equations, graphing lines and linear inequalities, matrices, sets, counting, probability axioms, conditional probability,
Bayes' theorem, and applications such as supply/demand, break-even analysis, input-output analysis, least squares, linear
programming, Markov chains, game theory, or financial mathematics. Students who have completed MAT 246 or MAT 373 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group)
MAT114
Precalculus
4 Semester Credits
129
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have
completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances
student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT129
Practical Applications of Math
4 Semester Credits
An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an
introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear
programming, or cryptography.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of
problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for
prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of
problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for
prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and activities that require
significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course
does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to integrals.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
130
Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals, differential equations,
infinite series, and polar curves.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability. Topics include
descriptive statistics, data visualization, confounding and causal associations, confidence intervals, hypothesis testing, regression, and
the use of modern computational tools in statistics. Students who have successfully completed MAT164, BUS379, PSY215, or SOC362
cannot enroll in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT164
Introductory Statistics for STEM
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding the role of
variability. Topics include descriptive statistics, data visualization, probability distributions, simulation, experimental design, confidence
intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational tools in statistics. This course is
designed for prospective Science, Technology, Engineering, or Mathematics (STEM) majors or anyone interested in a more scientific
introduction to statistics. Students who have successfully completed MAT163, MAT248, BUS379, PSY215, or SOC362 cannot enroll in
MAT164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics,
with an emphasis on connections to computer science. Completion of CSC160 recommended prior to MAT171. Students who have
completed MAT271 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides
an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
131
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does
not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT
355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other
than mathematics should consult their major department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT213
Data Visualization and Statistical Computing
4 Semester Credits
Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data management,
visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating animated Gifs.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MPL(Math Placement Group)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple
integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants,
and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on
geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic,
with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT252(Exploring Geometry), MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II)
MAT273
Statistical Modeling
4 Semester Credits
132
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model transformations,
outlier detection, hypothesis testing and confidence interval construction, evaluation of multi-collinearity and correlated predictors on
model results, and one-way and multi-Factor ANOVA to assess relationships among quantitative response variables and categorical
predictor variables. This course includes several small group projects culminating with a final group project.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MPL(Math Placement Group)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism,
connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level); MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses
on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error
propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
133
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); CSC170(Introduction to Programming), MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics
such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures); MAT146(Calculus II)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the
application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT245(Calculus III)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of random processes,
expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II)
MAT374
Statistical Theory and Applications
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals, hypothesis testing, linear
regression, statistical computing, and practical implementation of statistical theory. Intended for students with some background in
elementary statistics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method,
sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the
application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT246(Linear Algebra)
134
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT269(Modeling and Differential
Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper
division credit, significant mathematical content and presentation at a departmental colloquium is required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside
visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
135
Prerequisite(s): None
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a
departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); CONSENT(Consent of Instructor)
MBA – Master of Business Administration
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions,
demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts
and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing
business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather
than simply middle managers following the path of others.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income
statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even
calculation, and capital budgeting.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time
value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital
management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
136
An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical
problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis
of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students
to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably
defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for
developing human resources to support organizational cultural changes (such as total quality management), team building,
collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning,
distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy.
Students gain hands-on experience with marketing in cross-functional organization strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional
goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace
experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional
values.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the
course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in
political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey
data, using data mining with large databases, and using simulation and modeling in business decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBA575
137
Strategic Technology
3 Semester Credits
Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future
growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional
business model, the effect on employees, and the ethical and societal results of given technology choices.
Core Curriculum Component: None
Prerequisite(s): None
MBA576
Project Management
3 Semester Credits
The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and challenges. The
course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a temporary organization within a
permanent organization set up to achieve a specific objective. It will broadly cover the operational and conceptual issues faced by
modern project managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA580
Management Consulting Project
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA581
Management Consulting Project I
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication,
leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management
consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is
divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA582
Management Consulting Project II
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication,
leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management
consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is
divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures
3 Semester Credits
This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to actually start a
business, evaluate opportunities for starting a new business, how to choose markets for entry, when to enter, and what resources and
capabilities it will take to enter and provide a platform for future growth. Although the course will focus especially on entry into social
enterprises, it will provide background essential to entrepreneurial ventures of all types. The course is designed to address the needs of
students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career
stages.
Core Curriculum Component: None
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Prerequisite(s): None
MBA584
Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship
3 Semester Credits
Students are assigned to a social enterprise in the local community to work as management consultants on comprehensive projects.
Students perform in-depth business analysis, complete primary and secondary research, develop strategies and tactics and propose
implementation plans to assist the organization realize their goals. Guest lectures and readings/discussions tie managerial theory to
actual practice.
Core Curriculum Component: None
Prerequisite(s): None
MBA585
Student Learning Experience 1: Personal and Professional Development
1.5 Semester Credits
MBA students will be able to understand one's own leadership style and the implications of that style in order to adapt, manage, and
develop one's own leadership behavior, and integrate their purpose and mission into their own role as a leader. The course is taught in
three class sessions during the Personal and Professional development module. The course is intended to have students summarize
and integrate the material that they have learned in Module 1 and create their own personalized leadership portfolio.
Core Curriculum Component: None
Prerequisite(s): None
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness.
Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics
include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant
leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities.
Core Curriculum Component: None
Prerequisite(s): None
MBA593
Health Care Operations Management
3 Semester Credits
This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has been a general
acceptance to apply more sophisticated business optimization techniques to the healthcare industry. Students will gain an
understanding of business management within hospitals, clinics, and multiple hospital systems. The tools covered in the class focus
primarily on those that improve hospital productivity.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These
organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas.
Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior
management.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
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3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the
main themes of this course. Learning to integrate design thinking into business that will drive continuous development and
improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating
brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of
thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBC532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a
global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and
multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed.
The course ends with a discussion of professional asset management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBC – Master of Business Administration
MBC535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage
will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from
balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and
private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their
valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBC537
Health Care Financing
3 Semester Credits
This course focuses on a variety of public and private third party mechanisms for financing health care services. A review shall be made
of the various trends and constraints associated with each mechanism. Particular attention shall be a paid to the role of private health
insurance and government reimbursement mechanisms for health services. Prerequisites: MBA 530-Managerial Finance
Core Curriculum Component: None
Prerequisite(s): None
MBC542
140
Legal and Ethical Considerations in Health Care
3 Semester Credits
This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law, corporate and
business law, labor law, civil liability and tax-related issues. The course covers the ethical issues underlying financing, organization, and
delivery of healthcare services. Addresses the numerous ethical issues raised by advances in technology, changing societal values,
decreased resources and increasing professional liability.
Core Curriculum Component: None
Prerequisite(s): None
MBC547
Human Resources Issues in Health Care
3 Semester Credits
This course provides complete coverage of relevant human resource issues in health care management, as well as offering a solid
foundation in both HR and health care administrative practices. This course provides a comprehensive, focused approach to the
demands of the current human resources role. This practical, hands –on course introduces human resources to those who are
preparing to work in any area of health care or health service covering important topics such as recruitment, training, termination,
compensation practices, and safety.
Core Curriculum Component: None
Prerequisite(s): None
MBC552
Marketing Communications
3 Semester Credits
The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and integrated
marketing communications program which includes advertising, sales promotions, publicity, and personal selling decisions. The course
focuses on theories, models, and industry experiences that are relevant to the design and evaluation of a marketing communications
plan. Specific topics covered include the communication process, consumer behavior models and their relevance to marketing
communications decisions, marketing communications research, advertising message and media strategies, the role of the advertising
agency, and the integration of marketing mix decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC554
Consumer Behavior
3 Semester Credits
The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of consumer (buyer)
behavior, with particular emphasis on the purchase decision process. Specific topics will include: the role of problem recognition; how
buyers seek and evaluate information; and factors that influence buyers’ purchase decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research
topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of
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inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose
to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the
development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher.
Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as
necessary.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
HLTH1155 Lifetime Fitness (Inver Hills Community College)
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness 2 cr Studies physical fitness, nutrition and stress as they relate to health. Through testing
and self-assessments, the student's current status is analyzed. After the information on improving skills in each area is presented, the
student will develop a plan for implementation. The course will include information on cardiovascular and cancer risk reduction, aging
and health, sexually transmitted diseases, and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the Reformation and
Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to industrial revolution; and from the
emergence of nationalism, and the age of ideologies, to the global marketplace. (Title changed from World Civilization II and The
Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Mathematics
4 Semester Credits
Course Description from Course Syllabus This course covers the basics of college level algebra, emphasizing understanding of the
basic principles through investigation. The topics covered range from a basic algebra review to exploration of linear, quadratic,
exponential, and logarithmic functions, along with a study of rational expressions, inverse relations, function operations, complex
numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
General Psychology
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4 Semester Credits
IHCC Equivalent: PSYC 1101 General Psychology Presents a survey of psychology including theoretical and experimental findings and
applications. Topics include research methodology, the nervous system, perception, cognition, learning, memory, human development,
emotions, motivation, personality, psychological disorders and their treatment, attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology
4 Semester Credits
Equivalent to IHCC Course GEOL 1105 GEOL 1105 Historical Geology 4 cr Examines the Earth's planetary materials and processes as
they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies to the succession of plants
and animals evidenced in the fossil record and the processes which have altered the character of the Earth's continents and oceans
through time.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention to rhetorical
elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques;
report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information and practice
to help students become more effective problem solvers in their academic, career, civic, and personal lives. Students will study findings
of current problem-solving research and apply them to ethical and international problems. The course will emphasize creativity, team
problem solving, and conflict management as well as the technical heuristics of problem-solving, hypothesis testing, and decisionmaking.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking 3.0 cr Is the introductory study of the theory and practice of public speaking. Public
presentation skills are required for individuals to be successful in our workplaces, communities and many other contexts in today's
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society. Students will learn about the different types of public speeches commonly encountered and learn how to research, organize
and write their ideas into clear and understandable forms of public communication. Students will also practice the delivery skills needed
to present ideas effectively. Students will be required to speak and participate often and will also be required to present their speeches
in a classroom setting with an audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 World Politics 3 cr Requires students to examine and compare the major issues, conflicts and challenges
facing today’s global political environment. The course will focus on the following main topics: (1) causes and consequences of
globalization; (2) the politics of intervention; (3) cooperation and conflict in global institutions; (4) development, foreign aid and trade; (5)
the politics of human rights and the environment; (6) the politics of arms races; and (7) contemporary case studies of international
conflicts. Students will learn about related institutions and processes, public policies and social scientific theory while examining their
own political values, experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines 2 cr Emphasizes textual analysis of primary and secondary sources
with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
4 Semester Credits
Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at least one
book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq: Grade of C or higher in ENG
1108.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
MDC121CE Introduction to Sociology IHCC Equivalent: SOC 1100 Introduction to Sociology 4.0 sem cr Emphasizes methods, basic
concepts, terminology, and perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on
American government, family, education, religion, and the economy.
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Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Family and Society
4 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship violence,
resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government and Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
145
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the atmosphere
and climatological impacts on global human populations. Topics include weather patterns and long-term trends, including global climate
change. Climatology relative to the United States will be examined in the context of extreme weather and alternative energy source
potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
146
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literary Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science (with lab)
3 Semester Credits
IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental concepts in
ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to
resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab
included.
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Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
IHCC Equivalent: COMM 1100 Interpersonal Communication 3.0 cr Is a course that helps students recognize that we live and work in
relationship with others and must communicate effectively with them to achieve our goals. This class helps students acquire the skills to
effectively communicate with family members, intimate others, co-workers, friends, and acquaintances. After reviewing relevant
interpersonal theory, students will examine and identify their own communication attitudes and behaviors. Students will also learn and
apply techniques for improving communication in their relationships through active practice. Students will participate in multiple
activities, both in and outside the classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
4 Semester Credits
This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce
selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being
religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied
include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam.
The class will discuss how major world religions respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125
History of World Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views
associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation,
time and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
148
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other
simulation and decision support tools for problem solving in business through the use of realistic business cases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus
on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential
statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey
data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative
managers. Attention to alternate choices, sub-optimization, and unanticipated onsequences. Optional topics include process control,
six-sigma, data mining, and dashboard metrics. Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area
of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of e-commerce. This
course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will
examine current technology solutions to issues surrounding business-to-business, business-to consumers, and intra-organizational
trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of
entire industries. (Note that this is not a programming or web development course).
Core Curriculum Component: None
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Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of
Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective W riting
for Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group
activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable
changes.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical inference
(confidence intervals and statistical significance). Software used is either Minitab or Excel.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement Group);
MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques
used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete
a rudimentary system design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business), MIS360(Problem Solving
for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For Business); MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions, variability explained,
statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate regression, logistic regression, and
Monte-Carlo simulation using @Risk. Other models include: cluster and correlation analysis; classification and discriminant analysis;
and ANOVA. Students will learn the power and limitations of each model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical Literacy for
Managers), MIS379(Quantitative Methods for Business and Economics)
MIS495
Topics
4 Semester Credits
150
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems
and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT – Marketing
MKT252
Principles of Marketing
4 Semester Credits
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors
as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values,
personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation
influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and
analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MKT252(Principles of
Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management
of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation.
Core Curriculum Component: None
151
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and
communications.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of
marketing plans.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing), ENL111(Effective
Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level);
MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix
according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ML – Master of Arts in Leadership
ML505
Foundations of Leadership
3 Semester Credits
152
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both
the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides
a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an
exploration of leadership models and styles as they are exemplified in a variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML510
Visions of Leadership: A Historical and Literary Journey
3 Semester Credits
Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views
the nature and purpose of leadership from a variety of disciplines and perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses
creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an
integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social
issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership.
The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and
thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and
quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and authentically.
Discovering who you are – at the core – will guide you in learning to find your way along your personal leadership path. The purpose of
this course is to facilitate reflection that deepens your understanding of your commitments to relationships, work, and self, and how you
can engage in conversations that enable you to lead a full, authentic life. To fulfill that purpose you will explore your own life – the
factors that have influenced it, and what it can teach you about your calling and living an authentic life. You will also explore your vision
for the future and how to make it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML523
153
Leading Authentically
3 Semester Credits
Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this course,
students will articulate their leadership strengths, examine models of leadership, and explore organizational theories in order to develop
a leadership plan that honors their authentic selves.
Core Curriculum Component: None
Prerequisite(s): None
ML527
Spirituality and Leadership in the Workplace
3 Semester Credits
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions
of this trend and its implications for leadership through a variety of sources and perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human
communication. This course places particular attention on the use and abuse of communication in politics, advertising, and
interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately
focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices
that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and
contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student
to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational
structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future
leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of
several change management theories and frameworks. Moreover, application and evaluation of change management theories will be
emphasized.
Core Curriculum Component: None
Prerequisite(s): None
154
ML538
Communication Skills for Leadership
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular
emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world.
Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML540
Political Leadershp: Theory and Practice
3 Semester Credits
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership
theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations
as well as to politics.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of
arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social
decisions, past and present—their intentions, consequences, arguments, explanations, and justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices.
To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a
consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML550
Communication, Decision Making, and Technology
3 Semester Credits
Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making,
and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their
organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML553
Design and Leadership
155
3 Semester Credits
A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business environment;
feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its place in leadership.
Core Curriculum Component: None
Prerequisite(s): None
ML557
Language of Leadership
3 Semester Credits
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical
and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies
for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;”
and strategies for maintaining personal relationships across hierarchical levels in organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved
communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of
key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and
concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course
activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the
elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary
approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and
women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): None
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as
the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types
of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
156
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of
models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit
and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course
teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading
assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all
elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML576
Leading Innovation
3 Semester Credits
Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation Network). This course
explores what is involved in providing quality leadership that helps create, lead and assess innovations within either corporate or
nonprofit organizations. It provides a brief overview of the history of innovation and then will focus on what is involved in successfully
leading innovation efforts.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Nicaraguan Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two
weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple
sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts,
business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML580
Colloquium on Contemporary Theories of Leadership
3 Semester Credits
Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5 to have this
course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three academic terms
(including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course work in MAL and ML505)
Core Curriculum Component: None
Prerequisite(s): 1 of ML505(Foundations of Leadership), ML510(Visions of Leadership: A Historical and Literary Journey)
ML585
Integrating the Theory and Practice of Responsible Leadership
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other degree
requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and
synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice.
This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue.
157
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research
on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and
take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other
course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses
with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor.
Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one
independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
158
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published
prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
ML998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by well-known Scandinavian
and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement,
students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are
scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This ensemble
sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive
semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by
contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists.
This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks Chorale of Augsburg,
is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty, staff, alumni and community friends.
This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the
Twin Cities.
Core Curriculum Component: Fine Arts
159
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for men’s voices to
spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF
Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards
graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything
from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor Douglas Diamond has
worked to build a collegiate symphonic ensemble and the group’s repertoire has included accessible masterpieces such as symphonies
by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To
meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be
used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part, and may include
duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos,
trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may
include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
160
The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band music of a high
artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations.
To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may
be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include
duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the
small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the
cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to
Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include
duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber, in recent years the group has
given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part, and may include
piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
161
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP114
Performance Studies: Voice
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
0 Semester Credits
162
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
0 Semester Credits
163
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP141
Performance Study: Trumpet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
0 Semester Credits
164
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
0 Semester Credits
This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano faculty or staff
accompanists, and is highly recommended for students preparing for recitals, auditions, or special performance projects. Registration
requires pre-notification/approval from the appropriate coach. MUP fee schedule applies (see the Music Department Student
Handbook)
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
165
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
0 Semester Credits
166
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
167
MUP337
Performance Study: Horn
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
0 Semester Credits
168
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS009
CHORALE
4 Semester Credits
Core Curriculum Component: None
169
Prerequisite(s): None
MUS101
Materials of Music I
2 Semester Credits
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS102
Materials of Music II
2 Semester Credits
Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I)
MUS111
Aural Skills I
2 Semester Credits
In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch relationships.
Core Curriculum Component: Fine Arts
Prerequisite(s): MUS101(Materials of Music I)
MUS112
Aural Skills II
2 Semester Credits
Development of listening and reading skills to parallel progress in MUS 102.
Core Curriculum Component: None
Prerequisite(s): MUS111(Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
4 Semester Credits
E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students
into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the
present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a
feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination.
The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of
sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many
of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
MUS136
Class Piano 2
170
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed
for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.:
Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures,
and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music.
Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to explore the skills
needed to operate their own creative business, discover alternatives to the standard career paths in the creative arts, and how to turn a
creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS201
Materials of Music III
2 Semester Credits
Continuation of MUS 102 with chromatic harmony and modulation.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
MUS202
Form and Analysis
2 Semester Credits
Musical structures of common practice period and introduction to 20th-century practice.
Core Curriculum Component: None
171
Prerequisite(s): MUS201(Materials of Music III), MUS211(Aural Skills III)
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative industries and
how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy, trademark, liability, 1st
Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock & Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a whole? This study of
popular music offers a chance to examine a diverse cross section of history through the lens of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS211
Aural Skills III
2 Semester Credits
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201.
Core Curriculum Component: None
Prerequisite(s): MUS112(Aural Skills II)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics
include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on
combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for
general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and
learning.
Core Curriculum Component: None
Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale), MUE115(Cedar
Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I)
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as
basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
172
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will
be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital
age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for
Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills
of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion,
exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or
students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano)
MUS238
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills
required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are
examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS251
English Diction
173
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class
performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class
performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class
performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class
performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of
skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and
biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and
movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS290
History of Caribbean Music
174
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student
will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy,
electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied
in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their
liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
175
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied
in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their
liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied
in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their
liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied
in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their
liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS335
Music Business
4 Semester Credits
This course focuses on the recording industry. Topics include publishing, licensing, record label operations, music industry contracts,
DIY record releases, performing rights organizations, distribution, and social media. Musical genres and historical periods are
compared and analyzed.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing
arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the
for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in
benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Techniques and Materials I
2 Semester Credits
This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill development in
accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading.
Core Curriculum Component: None
176
Prerequisite(s): None
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic
nomenclature.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Techniques and Materials II
2 Semester Credits
This experiential course introduces improvisation and uses the skills acquired inMusic Therapy Techniques and Materials I.
Core Curriculum Component: None
Prerequisite(s): None
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello,
and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble
repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass
instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and
ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
177
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed
instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials,
solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio
instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble
repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional
materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate
specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An
understanding of the research process and development of an experimental research project.
Core Curriculum Component: None
Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*, SOC362(Statistical Analysis)
*concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of
learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
0 Semester Credits
178
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation.
Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS375
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation.
Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS393
Advanced Analysis
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS111(Aural Skills I), MUS112(Aural Skills II),
MUS201(Materials of Music III), MUS202(Form and Analysis), MUS211(Aural Skills III)
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry research, and
readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts),
MUS335(Music Business), MUS336(Arts Management and Concert Promotion)
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MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening,
writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present.
Core Curriculum Component: None
Prerequisite(s): None
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will
apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the
Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum),
MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS475
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum),
MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic
approach to therapy with music. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): None
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200
hours). Application for internship must be made nine months in advance. (Prereq.: Completion of all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS496
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of
current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice
skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical
practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum
settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic
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progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidence-based practice and complete a case
study. Students will also engage in weekly group supervision and individual supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced
Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music Psychotherapy) *concurrent registration is
required*, MUS560(Music and Imagery) *concurrent registration is required*, MUS570(Music, Neurology, and Physiology) *concurrent
registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods.
Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and
experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning
exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for
use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and
experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into
their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in specialized
music therapy approaches and methods. This course emphasizes developing the clinical understanding, acquisition and application of
skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice, supervision and
research. Course content includes a focus on self-awareness, values, professional competencies and self-care, client rights,
relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity issues, business conduct and digital
and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development. The course
includes an overview of various theories and models of music therapy supervision, with a focus on maintaining effective supervisory
relationships and evaluating supervisees. The course will also explore practices that foster self-care and professional development.
Core Curriculum Component: None
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Prerequisite(s): None
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for
exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and
biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of
quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will
include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and
issues in music therapy qualitative and mixed methods research will be reviewed and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS546
Clinical Music Therapy Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, recreative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how
songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in the therapeutic
context. This course also explores cultural and ethical issues, boundaries and contraindications surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II)
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of
imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS565
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Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care with a focus on
addressing the impact of hospitalization and meeting the changing needs of children and families. Emphasis for the course will be on
critical and chronic illness, palliative and hospice care, and working as part of an integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II)
MUS570
Music, Neurology, and Physiology
2 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology,
neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the lifespan. Principles of
Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical
rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical
practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in palliative and
end of life care. This course focuses on music therapy practices in medical and hospice settings, for patients living with pain, chronic
illness, facing a terminal diagnosis and end of life. The course explores clinical practice, ethical, and cultural issues as they relate to
palliative and end of life care. This course includes the exploration and synthesis of clinical research surrounding palliative and end of
life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
2 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma informed care. In
this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being, relationships with self, others,
communities and environment, often resulting in recurring feelings of shame, guilt, rage, isolation, and disconnection. Music therapy
approaches and methods appropriate for use in trauma informed care will be explored; contraindications and issues surrounding safety
will be reviewed. Topics and issues of competence, supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS515(Advanced Music
Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II), MUS530(Music Therapy Ethics)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on developing an
understanding of individuals, families, groups and communities with diverse cultural backgrounds and the use of music in community
and for healing within their culture. Music is explored as a means of understanding a culture, human interaction, communication,
manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
184
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities with diverse
cultural backgrounds and how music is a means of understanding a culture, human interaction, communication, and utilized to foster
health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS525(Cross-Cultural
Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of clinical settings. This
course emphasizes the dynamics of group process including the types, stages, and formation of groups. Music therapy approaches,
methods, techniques, and interventions will be reviewed and applied for group practice. This course will also explore the use of musical
and non-musical means of processing and deepening in the group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice & Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its relevance to music
therapy. The course will explore what is driving interdisciplinary practice and research, as well as the values, traits, and skills that this
method of clinical practice and research requires and fosters. The benefits and challenges, indications and contraindications for this
work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's thesis
requirement in an independent study format. This includes clarification of program expectations, review of literature, project and
research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
NMS – Communication/New Media
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and historical
developments of new media will be examined. Assignments will take the form of case studies, projects, and critical yet hands-on
analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social media. Privacy,
media literacy, and ethics will also be examined. Understand how social media functions as a communication vehicle in society through
case studies, a survey of effective campaigns, and live interactions with the new medium. Includes practical hands-on experience
creating and engaging with social media.
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Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the
artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction,
digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging
in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work collaboratively and
independently to produce new media works ranging from Internet memes to interactive videos. Through hands-on exercises and
experiments with images, sounds, text, and motion you will apply new media principles, understand the importance of user, and learn to
communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS320
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and influence. Learn
how the interplay between art, science, and technology changes the way we communicate, interact, and perceive the world. Topics
may include privacy, identity, relationships, the virtual, social change, faith, politics, technoculture, genre revisionism, and mechanical
reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course satisfies the
Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
NOR – Norwegian
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural
context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
186
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural
context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and
professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about how individuals
and groups communicate are applied to changing professional roles. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied
and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities will be
introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal self-care plan will be
developed and implemented into your personal life throughout this course. The plan will also be evaluated, with in-depth reflection on
the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be expanded to
include self-care at work. This revised plan will be implemented throughout this course, and evaluated, with in-depth reflection on the
process. This process will allow the student to make life-long use of the experiential opportunities gained regarding their self-care.
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Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse)
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function
throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups,
and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in Nursing),
NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning
theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in which they
developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected
complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and
nutritional supplements. Students will apply these understandings to self-care of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles
of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the
leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This
course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests
of the faculty and students.
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Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a
pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that
foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and
marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the
Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to
fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the
underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations
and care systems are viewed as complex adaptive systems where continuous change and unpredictability rule development and
system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence
and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice
opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
189
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical
underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally
competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating
body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as
foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and
expanding conscious awareness are explored and experienced for practical application in local contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of
culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning
and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis
in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and contribute to
the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative methodologies with an
emphasis on utilizing a methodology appropriate to questions of transcultural and transformational practice. In this practicum, students
will design a research study proposal based on their nursing practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural
competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for
students to engage in designing relevant models of care delivery are woven into clinical practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of
health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs
within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse
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populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work
environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to
developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of
practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.:
consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing
faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing
practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to
transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of
the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final
written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to
their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of
instructor)
Core Curriculum Component: None
Prerequisite(s): None
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural
holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report
of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and
ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some
cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the
perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific
approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony
to their own lives and professional practice.
Core Curriculum Component: None
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Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Healing and Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to
interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit sacred sites, to participate in
rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in
one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on
the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and
art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or
massage. Students learn self-care and applications to patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as
well as oneself. Transcultural healing practices include, but are not limited to, music therapy, traditional Chinese medicine, mind-body
healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The
following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of
society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution
of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources.
This course will include an optional study abroad experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health
care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within
various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
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Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge
supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the
biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice.
Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher
level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific
areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge
supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the
biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice.
Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher
level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific
areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
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Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge
supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the
biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice.
Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher
level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific
areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and
indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of
reservation life, traditional Lakota values, economic resources, and political realities. Immersion in the life of the community, critical
reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community
strengths and resources, and care systems (bio-medical and indigenous) are explored within the socio-cultural context of reservation
life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced
through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices & Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing
energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of
modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of
immigrants and asylum seekers.
Core Curriculum Component: None
Prerequisite(s): None
NUR731
Practicum:Dia de los Muertos
1 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day
of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and
ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact
are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR741
Practicum:Health & Community Building in Guatemala
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the
health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities.
Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized
people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish
language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan
Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for
achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore
sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental
policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and
disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice. Sources of
knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health
outcomes. Evidence will be evaluated for relevance to practical experience based in context-specific, emic positions and for rigor in
empirical procedures based in context-free, etic perspectives. Utilizing selected evidence suited to particular transcultural and holistic
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issues, practice models building on both local expertise and professional research will be analyzed through systematic reflection.
Students will begin developing original practice models suited to their transcultural and holistic healthcare issues and relevant to
concerns of people marginalized by health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is
integrated into nursing practice will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are
embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises
the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and
solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are
embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises
the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and
solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It
focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and
uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will
examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and communities.
Cumulative illness-producing effects of inequities entrenched in structures of social privilege and disadvantage are examined in relation
to patterns of health, illness, risk perception, and behavior across a broad range of cultural contexts. Human suffering is viewed as
neither coincidental nor inevitable, but related to how social relationships and institutions promote or erode the health of persons and
populations. Ecological and epidemiological methods are examined for their cultural sensitivity, relevance and ability to expose sociocultural determinants of health and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating
for the underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies
and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause
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illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in
bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum
experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP scholary capstone
project and portfolio. The focus of the seminar is individualized to students' specific practice interest and goals. As such, students are
expected to test ideas for their scholarly capstone project in the seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final
scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to develop
a Scholarly Project Plan and to begin writing a scholarly paper with a particular focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The role of imbalance
and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
3 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare systems. Applying
principles of how multidisciplinary healthcare teams share the colonization of knowledge will be described and applied to the role of
advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The knowledge will
relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
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This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines: medicine,
Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment tools provides the Nurse
Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
3 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches to health and
healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can be impacted in a variety of
cultures and populations through the life span and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum
experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and
portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to
test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper
during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final
scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue
writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease states and body
systems. The clinical management is an approach to treating the adult patient with ongoing symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease states and body
systems. The clinical management is an approach to treating the adult patient with chronic illness and also addressing women's health
issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
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3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The knowledge will
relate to disease processes of medications used in multiple disease states, acute and chronic illness. This class will also include an indepth description of how pharmacology and herbs are utilized in treating illness throughout the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease states and body
systems. The clinical management is an approach to treating the pediatric population with ongoing symptoms, illness and chronic
illness and also addressing issues of the pregnant woman. This course also examines the transcultural families from a multidimensional
approach exploring the set of shared worldviews, adaptations, and meaning. The student will explore a family's life ways and health
care patterns, values and goals via developing an in-depth contextual understanding of the family's configuration, social interaction,
ethnicity, genetics, religion, nationality, language and communication styles. Ethical implications of providing cultural and holistic care to
marginalized populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum
experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and
portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to
test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper
during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final
scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue
writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the student's practicum
experiences to complete their doctoral capstone project. During this seminar, students will complete their written scholarly paper
describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): NUR831(Third Year Doctoral Seminar)
NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final
scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to
complete the scholarly paper and to develop a manuscript for publication.
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Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach
to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a
systematic holistic root cause analysis of a patient’s health history. The student will also develop an Integrative Health Promotion
educational project for patient population, culture or healthcare system. This course will also provide the student with clinical
opportunities and direct patient care to provide the application of medical and complementary and alternative healthcare management
to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing
symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The
Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health
Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative Primary Care of Adults I)
*concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical and
complementary and alternative management to disease states and body systems. The clinical management is an approach to treating
the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical, complementary
and alternative healthcare management of disease states and body systems. The clinical management is an approach to treating the
adult patient with complex comorbidities of altered health states. Students will integrate safe and effective management strategies for
patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical rotations will
include experience in assessment, diagnosis, treatment, and ongoing management of illness and health within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*; NUR827(Integrative
Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical,
complementary and alternative healthcare management to disease states and body systems. Students will integrate complex medical
and holistic primary care interventions associated throughout the life span (pregnant woman, pediatrics, adolescences, adult, and
geriatric patients) for acute and chronic illness. The clinical plans of care will include evidence-based practice, management of complex
pharmacological application, and the holistic approach to patient care.
Core Curriculum Component: None
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Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative Primary Care
of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the principles of
intra-professional collaboration and referral within the primary care system. Integrate ICD coding and pharmacological prescribing
practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR860
Through the Lens of Wholeness: A Human Approach
3 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic nursing concepts,
based on Evidence-Based and Metis-Based Evidence Practice. This case study application will develop critical spiritual, ethical, and
integrative health clinical decision-making for the Family Nurse Practitioner.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The
Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health
Assessment), NUR824(Integrative Primary Care of Adults I), NUR826(Pharmacotherapeutics II for Advanced Practice and Herbal
Medicine), NUR850(Integrative Primary Care of Adults Clinical I)
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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NUR998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB – Ojibwe
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational
skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational
skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA – Physician Assistant Studies
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and
dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic
human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity,
hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous
system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical
examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal,
lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health care, and complimentary and alternative
medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I.
202
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and
physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology,
ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy
II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular,
respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and
History and Physical Exam Skills I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic,
hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with the Clinical Medicine II and
History and Physical Exam Skills II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of
common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and
otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent
courses in History and Physical Exam Skills I and Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of
common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology,
nephrology, urology, and endocrinology. Global health and health care disparity are explored. Units are coordinated with concurrent
courses in History and Physical Exam Skills II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
203
An integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy focusing on
the provision of medical care in pediatrics and women's health. Common and serious problems encountered in primary care are
explored. Students will be introduced to topics in emergency medicine and complete a field-based orientation to surgical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA534
Clinical Medicine IV
4 Semester Credits
This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam, and
pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in primary care and other
issues unique to these populations are explored. Students will be introduced to topics in emergency medicine and complete a servicelearning experience with an older adult from the community.
Core Curriculum Component: None
Prerequisite(s): PA533(Clinical Medicine III)
PA542
Professional Issues
2 Semester Credits
A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the
practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the
physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation,
abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
4 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge
and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester.
Students will also have other health-related community experiences and activities during this course. In-class time will be used to
discuss these experiences and work on skills essential for clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between
research, theory, and medical practice and the responsibility of physician assistant to expand their knowledge base. Primary,
secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical
literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA570
Interdisciplinary Perspectives on Aging
3 Semester Credits
This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of
the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary context. Students will be asked to
apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level
knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts.
Core Curriculum Component: None
204
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic,
complete a full review of the literature and produce an analytic paper in consultation with supervising professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and
conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and
conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical
conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical
conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination,
formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as
determined by review and analysis of current medical literature.
Core Curriculum Component: None
205
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical
conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical
conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and
conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique
to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in
which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique
to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in
which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
206
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course
provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data
collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence
based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills
unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as
determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622
Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills
unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as
determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622
Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study
and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s
and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PA998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI – Philosophy
PHI110
Introduction to Philosophy
207
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are
universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and
what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major
philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform
the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by
asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics
of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive
credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality
are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health
care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and
euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability
to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
208
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of
reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature
of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical
assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to
faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the
artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong
background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts
by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the
human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke,
Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard,
Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism,
pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to
take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
209
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does
God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after
death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a
being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in
philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health
care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and
euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of
computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5 hour
lab included)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For
Computing); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the
history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course
from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
210
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY – Physics
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought
from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the applications of
physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. High school trigonometry
is required in preparation for this course. Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT114(Precalculus), MPL(Math Placement Group)
PHY107L
College Physics I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors.
Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
PHY108L
College Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
211
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental
principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three one-hour lectures, one threehour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY116L
Introduction to Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater.
Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent registration in PHY119L is required.
(Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified
majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, preengineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures, one three-hour
laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
212
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective
Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level);
PHY121(General Physics I)
PHY122L
General Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and
force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science
explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science
including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state
physics. This course develops the experimental foundations and need for quantum mechanics. Concurrent registration in PHY245L is
required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required*
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems.
Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
0 Semester Credits
Core Curriculum Component: None
213
Prerequisite(s): PHY261(Electronics) *concurrent registration is required*
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, self-assembly, nerves and
signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics,
statistical mechanics, and experimental techniques. Concurrent registration in PHY317L is required. (Three one-hour lectures and a
three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY317(Biophysics) *concurrent registration is required*
PHY320
Introduction to Space Science
4 Semester Credits
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar
dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of
differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix
multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to
computer programming in IDL. Concurrent registration in PHY327L is required. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required*
214
PHY351
Mechanics I
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single
particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural Sciences),
PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY352
Mechanics II
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems
of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of
Mathematical Physics); PHY122(General Physics II)
PHY362
Electromagnetic Fields I
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and
Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of
Mathematical Physics); PHY122(General Physics II)
PHY363
Electromagnetic Fields II
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of
materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of
Mathematical Physics); PHY362(Electromagnetic Fields I)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic
instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication.
Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory
and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics,
and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in
physics. Spring)
215
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY420
Plasma Physics
4 Semester Credits
Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields,
Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic Fields I)
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons,
semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed
level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions,
expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the
hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
216
Prerequisite(s): None
POL – Political Science
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and
elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Metropolitan Complex
4 Semester Credits
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case
studies of the Twin Cities metro area.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and
historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and
discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of
international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United
States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
217
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies
about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see
how local policy-makers and stakeholders are trying to achieve sustainability in the watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy-A Nicaraguan Case Study
4 Semester Credits
Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and globally. Focuses
on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs, social movements and
community groups working on alternative development policies.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in
various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and
media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
218
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese
Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative
Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or
hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes
of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology
and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law
and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and
Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative
Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the
social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the opportunity to
reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
219
POL357
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic
and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. This course fulfills a
Social and Behavioral Sciences LAF requirement.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
An exploration of gender politics in globalization. Particular attention is given to women’s organizing efforts around issues of domestic
and political violence, ecology, human rights, democracy, political participation, and revolutionary social change.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign
Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of
preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research
a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the
allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and
Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese
Foreign Policie), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International
Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the course.
Core Curriculum Component: None
220
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies), POL121(American
Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States),
POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize
human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be
included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level.
221
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political participation,
political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems.
Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and
Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental
and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European
Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and
Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative
Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods,
and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a
model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
222
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and
Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL199(Internship),
POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a
Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication
in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change
in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America Mexico), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: American Politics),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations;
analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement
for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY – Psychology
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are
emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
223
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a
developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental
psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in
psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and
interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas:
eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
224
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially
relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human
behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social
position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression,
anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include
motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
Industrial & Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group, and organizational structure/process and
change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
225
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and
recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group
behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior
standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental
imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior
standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
226
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and
normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and
consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized
projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and
impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical
issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full-credit course in
the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the
20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral
therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for
the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of
instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods and
Statistics I)
PSY390
Topics
227
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs.
Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes,
including psychometric IQ, personality, and facets along broader psychopathologic dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship *
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of
papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in
the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg
Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and
dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and
awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
228
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques
and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate
school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and
Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
REL – Religion
REL100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and Islam,
explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical commitments in
dialogue with other perspectives. Critical reading and inquiry will be fostered through course assignments and activities.
Core Curriculum Component: None
Prerequisite(s): None
REL199
Internship
4 Semester Credits
Limited to special cases.
Core Curriculum Component: None
229
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in REL100 by continuing the exploration of vocation and the search for
meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public discourse, pluralism, and
interreligious dialogue. Critical reading and inquiry will be fostered through course assignments and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
REL205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as
gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will
develop their own perspectives on the topic under investigation. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL207
Heaven, Hell, and the End of the World
4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about these great
themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus and the Book of
Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the Crusades and the rise of apocalyptic
Islam. This course will also cover popular treatments of these themes in contemporary film, television, music and post-apocalyptic
literature. Finally, students will be challenged to develop a personal assessment regarding these themes.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for
Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II)
REL210
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history),
including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL220
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion through news and
popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social
role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion.
*This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
230
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL300(Bible, Christian Theology and Vocation)
REL221
The Bible in Culture and Counterculture
4 Semester Credits
An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from the Biblical
Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian communities over the centuries.
Attention is paid to the ancient world and the literary and cultural contexts, including the subversive role particular texts played as
protest to the dominant culture in their original contexts and in later interpretations and applications. The class will discuss the range of
literary genres in the Bible and the significant arc of the narrative. Attention will also be paid to the nature of theological interpretation,
the role of the reader, and the use of biblical narratives, images, and themes in various cultural settings where the Bible has been used
to support or undermine the prevailing social order.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for
Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II)
REL222
Spirituality, Religion, and Popular Culture
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture through such
popular venues as motion pictures, television, music, theater, and literature. In particular, the impact religious values have on popular
cultural expressions will be examined.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL300(Religion, Vocation, and the Search for Meaning I+II)
REL234
Church Music & Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will
be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital
age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for
Meaning I+II)
REL260
Self, Sex & Sin: Human Person in Christian & Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics,
but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern
anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and Vocation)
REL280
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern
science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics,
and physics influenced, and were influenced by, beliefs about God, creation, and human nature. Prerequisite: REL 100.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL300(Bible, Christian Theology and Vocation)
231
REL298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
REL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL301
Interpreting the Old Testament
4 Semester Credits
An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of
these texts by ancient and modern Jewish and Christian communities. *This course can meet the Search for Meaning II or Humaities
LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL302
Interpreting the New Testament
4 Semester Credits
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive
literature for ancient and modern communities. *This course can meet the Search for Meaning II or Humaities LAF requirement but not
both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL306
Non-Western Christianity
4 Semester Credits
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In
addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of
culture and religion, and the ethnic and cultural location of Christianity.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL309
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and
forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
232
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental
problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted
that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and
economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles
against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. *This course can meet
the Search for Meaning II or Humaities LAF requirement but not both.* (Taught only in Mexico)
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian
church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL345
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st
century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and
more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the
Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL346
The Church and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with
people representing a variety of religious perspectives and roles within churches and religious organizations.
Core Curriculum Component: Search for Meaning II
233
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL347
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the
relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts
towards a global ethic. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation)
REL353
Finding Your Religion/Spirituality
4 Semester Credits
A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America.
Some controversial religious movements will also be considered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL356
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto,
and Islam. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL357
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin
Luther, Dorothy Day, and Martin Luther King, Jr.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL362
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin
Luther and other representative figures. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL363
234
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation, community and social
change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for
meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology)
REL366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key
theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are
explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
(Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL378
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a
variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but
also in the social and political spheres. Cross-listed with HIS 378.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL385
Process Theology and Christian Faith
4 Semester Credits
Explore a cosmological theology that agres with contemporary science (physics and biology), Buddhist perspectives on the world and
humans, an understanding of God who is not all powerful but who is all loving, and who requires human participation (vocation) to
accomplish the salvation of the world. Prerequisites: REL 100 or REL 300
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL386
Speaking of Genesis
235
4 Semester Credits
An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in
Genesis and related biblical texts.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL390
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the
biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by
modern medical technology. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is
open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact
Religion department for details.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); CONSENT(Consent of Instructor)
REL406
236
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is
open to participants in the Christensen Scholar program only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); CONSENT(Consent of Instructor)
REL407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for
talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with
the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors
may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for
talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with
the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing).
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL425
Christian Spiritual Practices
4 Semester Credits
A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice
of spiritual disciplines such as prayer, meditation, journaling, and service to the poor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL441
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of
feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL471
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and
relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
237
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL472
Paul the Apostle
4 Semester Credits
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his
writings.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL475
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make
vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. (Note: some
majors, including REL, may still require a Particular keystone course in that discipline.)
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL481
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the
light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL483
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological
and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral
life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
238
REL490
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL495
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework.
Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion)
REL498
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): None
REL499
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
SCI – Physics
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation,
thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. Concurrent registration in
SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
239
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of
physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic
sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one three-hour laboratory per week. Odd yearsRochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and
biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. Concurrent registration
in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food,
phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition.
Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It
is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in
the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in
presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
240
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg College which explores modes
of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and
professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the
interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or
physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC – Sociology
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural
and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course
study focuses on an understanding of culture, social structure, institutions, and our interactions with each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the
beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and subcultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and
modern cultural and social patterns.
241
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the
state, culture, and even personal identity? This course explores these and other questions through studying social movement theory
and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history
recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—
receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual
processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between
powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class
explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain
crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of
violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings.
Core Curriculum Component: None
242
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is
neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will
explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for
profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of
living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); SOC121(Introduction to Human Society)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for
understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the
practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
243
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and
sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The
course continues with a consideration of how social situations affect and shape individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes;
nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study
analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government
and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we
draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
4 Semester Credits
Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations,
outside speakers, and field study in a seminar format.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society), SOC211(Human
Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of
deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include:
sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to
draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC396
Internship
244
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship *
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th
centuries.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an
understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA – Spanish
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the
Spanish-speaking world.
245
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the
Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA206
Spanish for Health Care Professionals
4 Semester Credits
Taught in Cuernavaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural
understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural
understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully
conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s
consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
246
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish
grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native
language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers
with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a
prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice
aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
247
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American
films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish
grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native
language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic
movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the
20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the
historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American
women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American
women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.:
SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in
Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary
Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in
Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary
Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of
Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of
Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays,
one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
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This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th
century. Special attention is given to the reciprocal relationship between literature and Central American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish Language
Placement)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates,
written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE – Education
SPE315
Emotnal and Behavoral Disabilites S
1.5 Semester Credits
The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience,
and prepare for student teaching.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE410
Implementing Assessment Strategies
250
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key
assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process
is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental
cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse
backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special
education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate
exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic
instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory
of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department
Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments
as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will
emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore,
students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop
transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of
transition. Field experience in a transition setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered
planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE434
Tchng Cont Area w/Lrng Disabilities
3 Semester Credits
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of
students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening
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comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas
and the planning process involved.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG Emotnal/Behavral Disabilitie)
SPE481
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE483
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE485
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE487
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on
helping student teachers make connections between the student teaching experience and what they have learned through their
education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching
Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
CONSENT(Consent of Instructor)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with special needs. A
family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history,
philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of
American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS)
will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary
issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an
overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It
will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and
biological and environmental conditions. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative
assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student
learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be
examined, and approaches for compensation will be developed. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families, professionals,
paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special
needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of
the student will also be addressed. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools,
and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability
categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and
Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support
options appropriate for students identified with EBD will be provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for
students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment
variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede
placement, services and diagnosis. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum
development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students
including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and
observation to meet the needs of American Indian special education students. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the
fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a
professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental process of
reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop
among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic
awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation
of best practices in reading assessment and instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain understanding of key
assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process
is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental
cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse
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backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special
education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate
exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic
instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate
Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments
as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will
emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore,
students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop
transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of
transition. Field experience in a transition setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered
planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family
systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
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3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP202
Study Abroad/Part Time
8 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human services. Students
will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs
associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40
hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social change. It explores
the relationshipbetween environmental damage and damage to human populations, the differential effect of environmental damage on
specific populations, and the ways social change agents can mobilize action to correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case
studies present examples of how social work and human services function in a global context and are vital to fostering peace, human
rights, and well-being.
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Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking skills as well as
cross-cultural competence and empathy. The class will explore the intersection between the student’s individual experiences and
narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions.
Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and
community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects
social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s
social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will
study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The
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course takes a life span perspective of human development, from birth to death in the context of the person in the environment.
Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development
as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse
statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and
work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students
to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice
applying the strength-based problem solving approach and working with diverse populations.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human
service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their
supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised
practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and
facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups
and families.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work
1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students
synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students
complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
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4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in
both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with
social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to
organizing information and interpreting data will also be examined.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics),
SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study
how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional,
and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced
course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120
hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the
interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in
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contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand
human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a
critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions,
ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students
use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be
discussed such as research designs, measurements, sampling methods, data analysis, and research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths
perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process
with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are
stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills
necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built
on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving
model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental
influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of
these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide
the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
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Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced
placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary
theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups,
families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate
experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements,
programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies.
Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based
research, including their relevance and application to macro systems will be applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum
through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars
make connections among course components and the expansion of classroom content-particularly that relating to dynamics of family,
group and community; human behavior; populations-at-risk; policy analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum
through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars
make connections among course components and the expansion of classroom content-particularly that relate to dynamics of family,
group and community; human behavior; populations-at-risk; policy analysis and research.
Core Curriculum Component: None
Prerequisite(s): SWK530(Integrated Field Seminar 1)
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of
different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation.
The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and
practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of
self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress.
All students in field placements must participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
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The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of
different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation.
The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and
practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of
self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress.
All students in field placements must participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the
history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of
inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country
of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an
overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice
occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand
cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the
history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of
inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country
of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an
overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice
occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand
cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are
competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and
ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The
therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and postmodern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions,
intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problemsolving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development
of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social
work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context.
Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence
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regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems,
strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family
developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice
and settings and to the development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in
multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical
social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The
multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism,
that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational
curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change
in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories
of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership.
Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork
environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity
groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative,
educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent
difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups
served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work,
and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in
meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and
authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice.
Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
263
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically
derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation
portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings,
structured observations, and data from individualized rating scales and questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must
participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for
making connections among course components and the expansion of classroom content—particularly as relating to dynamics of
groups, communities, and organizations; human behavior; policy analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must
participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for
making connections among course components and the expansion of classroom content—particularly as relating to dynamics of
groups, communities, and organizations; human behavior; policy analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and
disability with application to the social service setting. Students focus on the structural and institutional processes through which social
inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity
policy, culturally competent supervision, administration, program development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and
disability with application to the social service setting. Students focus on the structural and institutional processes through which social
inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity
policy, culturally competent supervision, administration, program development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of
research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in
assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand
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the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with
strengthening the linkages between research, theory, and program evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values
and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must
acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations
provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become
effective service providers or change agents in the context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those
critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course
expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring,
training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies,
regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice (MCMP) Policy
3 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics,
demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of
selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term
care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their
relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at
various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical
framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
265
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to
explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department.
On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses
that are part of the required curriculum may not be taken as independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings
that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in
Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer
short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South
Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
SWK998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
266
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager
for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant
choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a
senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager
for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant
choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a
senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
268
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager
for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant
choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a
senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a
senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR002
269
Introduction to Dance
0 Semester Credits
This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and
composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance.
Core Curriculum Component: None
Prerequisite(s): None
THR005
Modern Dance and Improvisation
0 Semester Credits
Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume,
and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students
are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.)
Core Curriculum Component: None
Prerequisite(s): None
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation,
creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit
toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society.
Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review
stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance,
control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask,
Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see
professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
270
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical
projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all
students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR229
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and
sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): THR228(Introduction to Stagecraft)
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of
foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will
develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of
theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to
scene and character study in American drama, culminating in public performance. Students attend and review local professional
productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course
also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater.
Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small
and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even
years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
271
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as
well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and
cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Asian and Asian American Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American cultures. The
course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required.
Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion,
writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays
from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced
courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of
race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific
musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and
print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the
historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR273
Latina/o Theater and Performance
4 Semester Credits
272
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order to understand
how Latina/os challenge mainstream representations through theatre and performance, and how they articulate identity in their own
terms. We will pay special attention to the work of Latina women, Black Latina/os and queer-identified Latina/os, and interrogate how
performance allows them to defy patriarchal, whitening, and heterosexist constructions of Latinidad.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student step-by-step from
script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will
be addressed.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include period
research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as introductory techniques in stage
makeup application and design.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing your design
idea. Through presentations, demonstrations, and class projects, we will explore the scene design process from text, to research, to the
expression of a design through modeling. This class combines lecture, demonstrations, and experiential project work. This is a projectbased class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will
include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts.
Core Curriculum Component: None
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
273
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character
development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250
or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and
polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters)
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to
phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training.
Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the performance of
monologues and scenes, informed by research and analysis, students will apply the dynamic use of body and voice through imagery,
themes, and character traits as well as social, sexual, and political issues in Shakespeare’s plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will encounter
various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied
practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will encounter
various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied
practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR365
274
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play.
Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific
style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and
nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to the Present)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies,
script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play.
Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR362(Theater Histories: 1800 to the Present)
THR367
New Methodologies of Stage Direction & Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical
reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their
methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage
direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR366(Stage Direction)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
2 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets
and mindsets important for arts professionals in theater and related fields. While exploring vocation concepts, this course balances
entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites: THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
275
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural
and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB395
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied
group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis),
SOC363(Research Methods); SOC381(City and Regional Planning)
276
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required for all Augsburg students not majoring in Health, Physical Education, or Exercise Science. It is designed to
improve the student's knowledge and understanding of select components of wellness such as nutrition, stress reduction, goal setting,
and physical fitness and how they contribute to personal lifelong health and well-being. This course incorporates physical activity and is
designed to provide the knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of wellness.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL102
Recreational Wellness
0 Semester Credits
This course is required of all Augsburg students. Recreational activity courses are designed to allow exploration of and improve
proficiency in a selected physical activity. Students will be able to demonstrate basic skills and understand strategy and rules of the
activity.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles play. Students
will become aware of the physical benefits associated with playing badminton as well as learn the social benefits gained from active
participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students
will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg College Minneapolis campus.
Students should be able to perform continuous riding for a minimum of 1.5 hours at a moderate/intermediate pace. Basic bike
maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL105
Recreational Wellness: Power Yoga
1 Semester Credits
This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit training regimes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This course will
include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also include team and individual
competition. Students bowl two games each class session.
277
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and demonstrate basic skills
and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental benefits of
playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL109
Recreational Wellness: Kettle Bells
1 Semester Credits
This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This course will
incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength workouts. The student will
understand specific kettlebell lifts and be able to demonstrate these movements.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL110
Recreational Wellness: Pilates
1 Semester Credits
This course will incorporate muscular endurance and flexibility into various Pilates regiments.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and doubles
strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and footwork. Additionally,
team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is to promote physical fitness through
basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
278
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball. The students
will practice and perform the skills in a recreational to intermediate competitive environment. Students will also become aware of the
physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited to: history,
rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand and demonstrate
basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how they contribute
to personal lifelong health and well being. The course is designed to not only provide knowledge but also discuss and analyze ways an
individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement of the student's
knowledge and understanding of the benefits of resistance training, and how those benefits contribute to lifelong health and well-being.
This course has been designed to not only provide knowlege but also discuss and analyze ways an individual can assess, motivate,
and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through advanced students
are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
279
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba, and bachata
and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur canoes. Students
will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL121
Recreational Wellness: Rock Climbing
1 Semester Credits
This course provides an overview of the various traditions of climbing along with participation in basic skills, safety procedures, and
conditioning necessary for successful climbing.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL122
Recreational Wellness: Hiking
1 Semester Credits
This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 8-12 mile hike
on established trails over moderate to steep terrain.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL123
Recreational Wellness: Tennis
1 Semester Credits
This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles and doubles
play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL124
Recreational Wellness: Introduction to Dance
1 Semester Credits
This course provides an overview of the various traditions of movement within dance. Students will participate in basic skills and
express themselves through movement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL125
Recreational Wellness: Karate
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through advanced students
are accommodated.
Core Curriculum Component: Recreational Wellness
280
Prerequisite(s): None
WEL126
Recreational Wellness: Aerobics
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning through advanced
students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL127
Recreational Wellness: Pickleball
1 Semester Credits
This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for singles and doubles
play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL128
Recreational Wellness: Ice Skating
1 Semester Credits
This course is designed to teach students the physical benefits associated with recreational ice skating. Students will learn and perform
the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and technique, stopping/starting, and use
of skate edges. The student will also become aware of the physical and social benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL129
Recreational Wellness: Ultimate (Frisbee)
1 Semester Credits
This course addresses the skills and strategies used in Ultimate (Frisbee).
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and demonstrate
fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended between an in-person lab
experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Recreational Wellness: Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Foundations of
Wellness or Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan
etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL204
281
Recreational Wellness: Advanced Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students
will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg College Minneapolis campus.
Students should be able to perform continuous riding for a minimum of 2.5 hours at an advanced pace. Basic bike maintenance skills
and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should have
advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and
the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also
study the diversity of women’s experiences in terms of race, sexual orientation, and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice,
globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational
politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social
class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
282
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and
theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and
experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental
problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A
variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight
different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted
that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social movements against political and
economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles
against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American
women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American
women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggles and the Environment
4 Semester Credits
283
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or
hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes
of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic
and political violence, ecology, human rights, democracy, political participation, and revolutionary social change.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the
social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history.
Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in
Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and
concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin
America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern
World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20thCentury United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century
South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian
History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of
African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History
of Women Since 1848), HIS299(Directed Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the
Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—economic realities,
education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to
the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and
national contexts are identified and applied through experiential practical learning activities, lecture, and dialog.
Core Curriculum Component: None
284
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key
theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all
majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is
offered at a different college each semester and may be taken in conjunction with WST 490.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
285
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM – Religion
YFM205
Exploring Topics in Youth and Family Ministry
2 Semester Credits
Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further focus upon
ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as
outdoor ministry, service-learning, program administration and planning, youth culture and religion, communications, media, music and
ministry, and ministry with youth on the margins.
Core Curriculum Component: None
Prerequisite(s): None
YFM208
Vocational Formation I
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s
second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables,
attend multiple spiritual direction sessions, and attend a vocational formation retreat.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
YFM209
Vocational Formation II
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final
year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings
with an assigned mentor from the field, and attend one approved professional conference or workshop.
Core Curriculum Component: None
Prerequisite(s): YFM208(Vocational Formation I)
YFM232
Peer Ministry: Principles and Leadership
4 Semester Credits
Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities.
They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates
the act of caring and serving others within a Christian belief system.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
YFM235
Foundations for Ministry with Youth and Families
4 Semester Credits
An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored.
Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what
286
faithful ministry might look like in a specific location. Students will be required to complete service learning with youth in a Christian
ministry setting.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
YFM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM305
Ministry Practices
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry
professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern
practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); YFM235(Foundations for Ministry with Youth and Families)
YFM316
Church and Culture in Context
4 Semester Credits
A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households,
congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel
seminar, available as offered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
YFM358
Life and Work of the Church
4 Semester Credits
This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an
exploration of the issues and challenges facing modern and “postmodern” churches. A central element of this course will be a research
project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture,
and shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): YFM235(Foundations for Ministry with Youth and Families)
YFM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM399
Internship
4 Semester Credits
287
The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a
congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio
round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor)
YFM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
288
Show less
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College's
graduate programs. Although information was current at th... Show more
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College's
graduate programs. Although information was current at the time of publication, it is
subject to change without notice. The written policies in the catalog are the College
policies in force at the time of printing. It is the responsibility of each student to know
the requirements and academic policies in this publication. If you have questions
about anything in this catalog, consult the Adult and Graduate Admissions Office, the
graduate program directors, or the registrar. Key offices are listed on page iv for
correspondence or telephone inquiries.
Published December 2008
www.augsburg.edu
:1
/
A Greeting from the President
I am pleased to know of your interest in Augsburg College's exciting and innovative graduate programs. You are
part of a select and discerning group of professionals who seek to find a graduate program that combines an
excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats
that meet the needs of busy and successful people. Augsburg College's several graduate-level programs-the
Master of Arts in Education (MAE), Master of Arts in Leadership (MAL), Master of Arts in Nursing (MAN),
Master of Business Administration (MBA), Master of Science in Physician Assistant Studies (PA), and Master of
Social Work (MSW, and MSW/MA or MDiv, together with Luther Seminary)-are distinguished by the
opportunities they provide students to expand decision-making and strategic skills. The programs do so in an
environment that encourages students to transform theory into action and classroom experience into personal
and professional achievement.
Augsburg College is characterized by a strong mission: To nurture future leaders in service to the world by
providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse
campus community.
For our graduate programs, this mission helps to shape an innovative educational experience that features
expansive perspective on social responsibility, economic realities, business initiative, and environmental
sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student,
find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality
educational experiences, personal attention, and opportunities to expand your personal and professional talents
and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society,
the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President, Augsburg College
Greetings from the Academic Affairs Office
Welcome to our graduate programs. We are committed to education that prepares people for leadership in
their communities and places of work. We believe that the liberal and professional arts and sciences form the
best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and
challenging field experiences for courses that include real-life learning through academic internships,
experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses
for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared
for the range of experiences and perspectives that characterize today's global environment.
When you join Augsburg you become part of a community that offers lifelong learning opportunities in
state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of
experienced people who quickly form your network of employer connections and career opportunities. We
encourage our alumni to become your mentors and build on our city connections through public events,
including our convocations and Advent Vespers.
All our programs share distinctive qualities, including our commitment and mission to be of service, with one
another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their
identity as global citizens, with a sense of responsibility to participate in socially- and economicallysustainable development. We hope that at some time during your degree, you'll explore the opportunities to
participate in an international learning experience-for example, travel seminars to our global campuses in
Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members
from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our
Lutheran founders to be inclusive to the early immigrants who came to Augsburg's doors, we welcome a
diversity of cultures and faiths .
Although each graduate program has its own "neighborhood" and unique features, we encourage
interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage
both "horizontal" initiatives-i.e., cross-program collaboration-as well as "vertical" initiatives-engaging
our undergraduate students to consider graduate work. This means that sometimes you may be encouraging
classmates who are just beginning to imagine a graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to
meet you.
Sincerely,
~C.~
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
ii
Rosemary]. Link
Associate Vice President of Academic
Affairs and Dean of Graduate Studies
Table of Contents
Directory of Offices and Programs . . . ... . ... . , .iv
Introducing Augsburg College ........ ... .. . . .
History ........................... .. ... .. l
Minneapolis and Rochester Locations .. ... ... . .2
Accreditation, Approvals, and Memberships . . . . .3
Facts and Figures .... . ................ . ... .4
Academic Programs and Policies
Academic Calendars ........... . . _. ..... . .. . .5
Academic Policies . ... ....... . .. .. . . . . ..... .5
Evaluation of Transfer Credit ..... . , ... .... . . .6
Student Rights ................. . . . . ... . .. . .6
Graduate Admissions
Admission to Augsburg College .... ... . .... . .. 9
Readmission to the College ....... . ........ . . .9
Admission of International Students .... . ..... .9
Financing Your Education . . .. . . . .. ... ...... .
Costs of Study .......... . . .... ..... ... . .. . 11
Payment Options . . .. . .. . .. ... .... ... .. .. . 11
Sources of Financial Aid .. , . . ... , .... . . . ... . 11
Applying for Financial Aid ... . . . ...... .... .. 11
Refund Schedule ... ..... .. . . . . . . . . . . . .. . . . 12
Graduate Programs
Master of Arts in Education ................. 14
Master of Arts in Leadership ...... ...... ..... 26
Post-Master's Certificate in Leadership Studies
] oint degree in Accounting and Leadership
Master of Arts in Nursing .................. .36
Master of Business Administration ........... .44
Master of Science in Physician Assistant Studies .52
Master of Social Work .. .... . ......... .. .... 60
Dual Degree with Luther Seminary
College Information
Maps (Minneapolis and Rochester campuses) . , .74
Augsburg Board of Regents ............ . . ... .75
iii
Directory of Offices and Programs
Academic Affairs: 612-330-1024
Adult and Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
Master of Arts in Education (MAE)
Vicki Olson, Director: 612-330-1131
Karen Howell, Coordinator: 612-330-1354
maeinfo@augsburg.edu
www.augsburg.edu/mae
Master of Arts in Leadership (MAL)
Norma Noonan, Director: 612-330-1198
Patty Park, Coordinator: 612-330-1150
malinfo@augsburg.edu
www.augburg.edu/mal
Master of Arts in Nursing (MAN)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Bool<store: 612-359-6491
Center for Counseling and Health Promotion:
612-330-1707 or www.augsburg.edu/cchp
Campus Ministry:
612-330-1732 or campmin@augsburg.edu
Enrollment Center:
612-330-1046, 1-800-458-1721, or
enroll@augsburg.edu
Questions about registration, financial aid, transcripts,
payments, accounts
Lindell Library: 612-330-1604 or
www.augsburg.edu/library
Public Safety: 612-330-1717 or
security@augsburg.edu
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Registrar's Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Director: 612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Worl< (MSW)
Lois Bosch, Director: 612-330-1633
Holley Locher, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu.msw
Master of Social Work, and Master of Arts
in Theology or Master of Divinity
Luther Seminary: 651-641-3521
iv
Welcome/Information Desk: 612-330-1000
Introducing Augsburg College
At Augsburg College, we believe that
graduate education should prepare
gifted people for positions of leadership in their communities and places of
work. Augsburg graduates will be able
to demonstrate not only the mastery of
a major field of study, but also the ability to think critically, solve problems,
act ethically and communicate effectively in a global world. The heart of an
Augsburg education is the Augsburg
mission, informed by the liberal and
professional arts and sciences, to serve
our neighbors in the heart of the city
with faith-based, ethical values. We
welcome students from a diversity of
backgrounds and experiences. Also,
our programs look to the world
through international courses and cultural exchanges.
MISSION STATEMENT
The mission of Augsburg College is to
nurture future leaders in service to the
world by providing high quality educational opportunities, which are based
in the liberal arts and shaped by the
faith and values of the Christian
Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.
HISTORY
A College of the Church
Augsburg was the first seminary
founded by Norwegian Lutherans in
America, named after the confession of
faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg
opened in September 1869 , in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians
were enrolled in 1874, and the first
graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg's first
president (1869-1876). Professor
Weenaas recruited two teachers from
Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly
articulated the direction of Augsburg:
to educate Norwegian Lutherans to
minister to immigrants and to provide
such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates;
second, prepare future theological students; and third, educate the farmer,
worker, and businessman. The statement stressed that a good education is
also practical.
and city life. This early interest in professional life as well education is a celebrated theme in our history and has led
to the fusion of the liberal and professional arts as a hallmark of the Augsburg College graduate.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg's theme for over 130 years.
After World War II, Augsburg leaders
made vigorous efforts to expand and
improve academic offerings. Now the
College was a larger part of the institution than the seminary and received
the most attention.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg's
second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student
involvement in the community gave
early expression to the concept of Augsburg's motto, "Education for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was
a group of independent congregations
committed to congregational autonomy
and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran
body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
This attitude began to change after
World War I. In 1911 , George Sverdrup
Jr, became president. He worked to
develop college departments with an
appeal to a broader range of students
than just those intending to be ministers. Augsburg admitted women in
1922 under the leadership of Gerda
Mortensen, dean of women. She spent
the next 42 years at the College as a
teacher and administrator.
The College's mission assumed a double character-ministerial preparation
together with a more general education
for life in society. In 1937, Augsburg
elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in
ecumenical and civic circles made
Augsburg a more visible part of church
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern college program based on general
education requirements and elective
majors. With curriculum change came a
concerted effort to become accredited.
Full accreditation was achieved in 1954.
A study in 1962 defined the College's
mission as serving the good of society
first and the interests of the Lutheran
Free Church second. The seminary
moved to Luther Theological Seminary
(now Luther Seminary) in St. Paul in
1963 when the Lutheran Free Church
merged with the American Lutheran
Church. Subsequently, the American
Lutheran Church merged with two
other Lutheran bodies in 1988 to form
the Evangelical Lutheran Church in
America. Students at Augsburg College
benefit from the Lutheran tradition of
service to your neighbor and faith in
the city.
A College in the City
Paul C. Pribbenow became the 10th
president of Augsburg College in July
2006. Under his leadership, the College
aims to educate students of all ages-in
the midst of a great city-to be faithful
citizens, in service to the world.
AUGSBURG TODAY
Augsburg continues to reflect the commitment and dedication of the
founders who believed:
• Education should have a solid liberal
arts core at the graduate level; this
focus centers on the ability to think
critically and broadly about the
world and the work we do in it;
1
• An Augsburg education should be
preparation for service in community
and centers of faith;
• The city-with all its excitement,
challenges, and diversity-is an
unequaled learning environment.
Augsburg is a college of the liberal and
professional arts and sciences, with its
main campus set in the heart of a great
metropolitan center. There are now
over 20,000 Augsburg alumni. In a
world that has changed much since
those first days of the College, Augsburg still sends out graduates who
make a difference where they live and
work. In addition to undergraduate liberal arts and sciences, Augsburg offers
master's degree programs in education,
leadership, nursing, business, physician assistant studies, and social work,
plus a dual degree MSW/MA or
MSW/MDiv with Luther Seminary
Augsburg is enhanced by its global
centers in Namibia, Mexico, and Central America. Students can perform
research, take courses, or consult with
faculty in those locations to gain new
perspectives on their discipline.
A Community of Learners
Essential to the goals of Augsburg's
graduate programs is participation in a
community of adult learners. This
community is enriched by the presence
of men and women with a variety of
work and life experiences. To facilitate
this kind of community interaction,
Augsburg encourages students to make
use of all College facilities such as Lindell Library, the Kennedy Center, and
the Christensen Center, and to participate in College activities such as music
and dramatic presentations and
athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg College
is particularly proud of the excellence
and commitment of its professors.
Most faculty hold the doctorate or
other terminal degree, and all consider
teaching and service to be the focus of
their activity at the College. Faculty are
involved in social, professional, and a
variety of research activities, but these
support and are secondary to their
2
teaching. Faculty are actively involved
in a dynamic faculty development program that introduces them to best
practices in teaching and learning techniques and theories.
www.augsburg.edu/rochester or by calling the Adult and Graduate Admissions
Office at 612-330-1101, or the
Rochester program office at
507-288-2886.
Augsburg's small classes encourage its
tradition of close involvement between
professors and students. Faculty act as
academic advisers and participate regularly in campus activities.
Augsburg's Rochester campus is located
in the facilities of Bethel Lutheran
Church (ELCA) just a few blocks south
of the heart of a city of approximately
100,000 residents. Situated in the heart
of the Midwest, the community has a
rich ethnic diversity and superior technological resources. Students at the
Rochester campus are students of
Augsburg College. As such, our purpose is to "educate for service," by
preparing and equipping women and
men to make a difference in the world.
MINNEAPOLIS AND ROCHESTER
LOCATIONS
Augsburg's Minneapolis campus surrounds Murphy Square, the first of 170
parks in Minneapolis, the "City of
Lakes." The University of Minnesota
West Bank campus and one of the city's
largest medical complexes-the University of Minnesota Medical Center,
Fairview-are adjacent to Augsburg,
with the Mississippi River and the
Seven Corners theatre district just a
few blocks away Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and
recreational opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of
the campus.
Convenient bus routes run by the campus and connect with the suburbs.
Augsburg is located just blocks away
from two Hiawatha Line light rail
stations.
Augsburg established its branch campus in Rochester, Minnesota, in 1998.
Classes in Rochester meet on an
evening schedule with occasional Saturdays, making them accessible to
working adults. There are three
trimesters in each academic year, and
students can enter degree programs in
the fall, winter, or spring. Several complete degree programs are available
through the Rochester campus. In
addition, students may work on a variety of other majors through a combination of Rochester-based courses and
courses taken in the day or Weekend
College program on the Minneapolis
campus. Students who enroll in
Rochester courses are required to use
technology in the learning and communication process through the online
course management system. Further
information may be obtained at
ON THE MINNEAPOLIS CAMPUS
Admissions Offices
The Adult and Graduate Admissions
Office (for Weekend College,
Rochester, and Graduate Studies) is
located at 624 21st Avenue South. The
Physician Assistant Studies Program
admissions office is located in Anderson Hall.
Augsburg for Adults Office
Augsburg for Adults focuses on adultcentered educational programs and
assists adult learners in all programs. It
evaluates how the program fulfills their
needs and identifies the educational
services to help them succeed. The
Augsburg for Adults office is located in
Oren Gateway Center 110.
Augsburg Abroad
The Augsburg Abroad office, located in
Murphy Place, provides advising and
administrative services for students
interested in an international experience. Resources for study, work, internship, and volunteer opportunities
abroad are available.
Bookstore
The Augsburg College Bookstore, operated by Barnes and Noble, is located in
the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the
bookstore.
Counseling and Health Promotion
The Center for Counseling and Health
Promotion (CCHP) offers programs
and services that enhance student
learning by promoting personal development and well-being. The center is
located at 628 21st Avenue South.
Christensen Center
Christensen Center is the hub of college life. The new first-floor student
lounge area offers games, TV, and a
place to gather. Also in Christensen
Center are Cooper's Coffee Shop, the
Commons dining areas , Christensen
Center Art Gallery, and offices for student government and student publications . The Office of Undergraduate
Admissions for Day College is located
on the first floor.
Murphy Place
Murphy Place is home to three of the
four components of the Office of International Programs-Augsburg Abroad,
Center for Global Education, and International Student Advising. It is also
home to the four support programs for
students of color - American Indian
Student Services, Pan-Afrikan Center,
Pan-Asian Student Services, and Hispanic/Latino Student Services.
Foss, Lobeck, Miles Center for
Worship, Drama, and Communication
The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium
are housed in this complex, which provides space for campus ministry, the
theatre and communication studies
offices, as well as the film program.
Foss Center's lower level is home to the
Center for Learning and Adaptive Student Services (CLASS).
James G. Lindell Family Library
This library and information technology center houses all library functions
and brings together the computer technology resources of the College. The
library is located on the block of campus bordered by 22nd and 21st
Avenues, and by Riverside Avenue and
Seventh Street.
Old Main
Home for the Languages and CrossCultural Studies, and Art Departments,
Old Main was extensively remodeled in
1980, combining energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Oren Gateway Center
Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue
to serve as the "gateway" to campus. It
houses Alumni Relations, Parent and
Family Relations, Institutional
Advancement, Augsburg for Adults, the
Master of Business Administration program, the Master of Arts in Leadership
program, and the Step UP program. The
center also includes student residence
apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo
Cafe, classrooms , and thejohnson
Conference Center.
Science Hall
Kennedy Center
This three-story addition to Melby
Hall features a wrestling training facility, classroom space, locker-room and
fitness facilities, as well as hospitality
and meeting rooms, classrooms, and
office space.
Melby Hall
This complex provides facilities for the
health and physical education program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness
Center, and serves as the College's general auditorium.
Augsburg is accredited by:
• The Higher Learning Commission of
the North Central Association of
Colleges and Schools
Music Hall
Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom
facilities, two rehearsal halls, music
libraries, practice studios, and offices
for the music faculty.
Food Services
A variety of food options are available
both in the Christensen Center and in
Oren Gateway Center.
ACCREDITATION, APPROVALS,
AND MEMBERSHIPS
• National Council for the Accreditation of Teacher Education
• Accreditation Review Commission
on Education for the Physician
Assistant (ARC-PA)
• Commission on Collegiate Nursing
Education (CCNE)
• Council on Social Work Education
( CSWE) (bachelor's and master's
degrees)
Augsburg's programs are approved by:
• American Chemical Society
• Minnesota Board of Teaching
• National Accrediting Agency for
Clinical Laboratory Sciences (NAACLS)
• National Association of Schools of
Music
Augsburg College is an institutional
member of:
• American Association of Colleges
and Universities (AACU)
• American Association of Colleges of
Teacher Education (AACTE)
Classrooms, science laboratories, a
medium-sized auditorium, faculty
offices, and Finance and Administration offices are found in Science Hall.
• American Association of Higher
Education (AAHE)
Sverdrup Hall
• Campus Compact
The Enrollment Center, classrooms,
and faculty offices are located in Sverdrup Hall.
• Council of Independent Colleges
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the president's office,
Human Resources, and other administrative and faculty offices.
• Physician Assistant Education Association (PAEA)
(CIC)
• Lutheran Education Council in
North America (LECNA)
• National American Music Therapy
Association, Inc.
• National Association of Schools of
Music (NASM)
3
• National Society for Experiential
Education (NSEE)
• Associated Colleges of the Twin
Cities (ACTC),
• Higher Education Consortium for
Urban Affairs (HECUA)
• Minnesota Private College Council
(MPCC)
• Twin Cities Adult Education Alliance
(TCAEA)
See individual graduate program sections for additional accreditation and
affiliation citations.
Augsburg College is registered as a private institution with the Minnesota
Office of Higher Education pursuant to
sections 136A.61to136A.71. Credits
earned at the institution may not transfer to all other institutions.
• Calendar year-Weekend/evening
trimesters and weekday semesters,
varying by the graduate program
• Majors-More than 50 majors in 35
departments and programs with two
five-year degrees (BA in accounting
with MAL, and BS/MSW in social
work). Six master's degree programs.
• Off-campus programs-The Office
of International Programs offers programs through Augsburg's Center for
Global Education and International
Partners programs for short- and
longer-term study abroad, for both
undergraduate and graduate students.
• Athletic affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate
Athletic Association (NCAA), Division Ill.
CLERY ACT INFORMATION
AUGSBURG COLLEGE FACTS AND
FIGURES
• Location-Augsburg College was
founded in 1869 in Marshall, Wis.
The College moved to Minneapolis
in 1872.
• Religious affiliation-The Evangelical Lutheran Church in America
(ELCA). Although a strong plurality
of students are Lutheran, 15 percent
are Roman Catholic, and 1 7 percent
represent other denominations and
religions.
• Enrollment (fall 2008)-3,948 students from 40 countries. Graduate
student enrollment is 842.
• Alumni-Appox. 25,000 alumni
from 1870 through August 2008,
including over 1,200 graduate program alumni.
• Student/Faculty ratio-14 to 1
• Campus-17 major buildings. Major
renovations to classrooms in 2007.
• Accessibility-Augsburg is one of
the most accessible campuses in the
region. A skyway/tunnel/elevator
system provides inside access to 12
major buildings.
• Degrees granted-BA, BS, BM, MA,
MBA, MS, MSW
• Library-Over 180,000 items, direct
access to over 2.5 million through
CUC, the Twin Cities private college
library consortium.
4
The Clery Act Annual Report for Augsburg College contains statistics on
reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus
security and crime. The report is available online at www.augsburg.edu/dps/
security/report.html. For a printed
copy, contact Augsburg's Department of
Public Safety at 612-330-1717.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its
mission, does not discriminate on the
basis of race, color, creed, religion,
national or ethnic origin, age, gender,
sexual orientation, marital status, status with regard to public assistance, or
disability in its education policies,
admissions policies, scholarship and
loan programs, athletic and/or school
administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its
employees and students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the
Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside
Avenue, Minneapolis, MN 55454, or
612-330-1058.
Academic Programs and Policies
ACADEMIC CALENDARS
Most of our graduate programs meet
on a trimester calendar. Physician
Assistant Studies classes meet on a
semester day schedule.
The academic calendars for individual
programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change.
ACADEMIC POLICIES
The College and its faculty subscribe to
the Statement of Principles on Academic Freedom as promulgated by the
American Association of University
Professors and the Association of
American Colleges.
Academic Honesty
A college is a community of learners
whose relationship relies on trust.
Honesty is necessary to preserve the
integrity and credibility of scholarship
by the Augsburg College community.
Academic dishonesty, therefore, is not
tolerated. As a College requirement,
student course projects, papers, and
examinations may include a statement
by the student pledging to abide by the
College's academic honesty policies
and to uphold the highest standards of
academic integrity. (See Augsburg's
Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/)
Academic Evaluation
Evaluation of academic performance in
each program will be based on number
grades using a 4.0 point scale, where
4.0 achieves highest standards of excellence. See each program for details of
field study and special projects. Students must achieve a 3.0 GPA in order
to graduate; Physician Assistant students must consult the PA Program
Progression Standards Policy.
Withdrawn Status
W-Grade given when a student withdraws from a course after the deadline
without notation on the record
Incomplete (I) Grades
An incomplete grade (I) may be
awarded when the instructor gran ts
permission after determining that a
student emergency may delay completion of coursework. Students who
receive an incomplete grade should be
capable of passing the course if they
satisfactorily complete outstanding
course requirements. To receive an
incomplete grade, a student must file
an Application for incomplete Grade
form with the Office of the Registrar
that states the reasons for the request,
outlines the work required to complete
the course, and includes the course
instructor's signature. The instructor
may stipulate the terms and conditions
that apply to course completion; however, students may not attend the same
course (or a portion of the same
course) in a following term with an
incomplete grade. The student must
complete the outstanding work in
enough time to allow evaluation of the
work by the instructor and the filing of
a grade before the final day of the following academic term in the student's
program. If the work is not completed
by the specified date of the following
academic term, the grade for the course
becomes 0.0.
Academic Probation
Graduate students must maintain a 3.0
cumulative grade point average. If a
student falls below a 3.0 average, the
student will be placed on academic
probation for the following term. A 3.0
cumulative grade point average must
be restored in order for a student to be
removed from probation. Graduate students in the Physician Assistan must
consult the PA Program Progression
Standards Policy.
Attendance Policy
Class attendance is expected and
should be considered a responsibility,
not only to one's self, but to one's classmates and course instructor. Students
must notify the professor in advance
of any expected absence. In the case
of emergency, when prior notification
is not possible, students must notify
the professor of an absence as soon
as possible.
Continuation Policy for Thesis or
Final Project
Students enrolled in a thesis or final
project are subject to a continuation fee
schedule after the term in which tuition
was paid for the project. These continuation fees maintain a student's library,
AugNet, and parking privileges while
work on the final project is ongoing.
During this time of research and writing, students pay either a $10 campus
access fee or a $200 continuation fee
each term until the project is completed,
or until the time limit for project completion is reached. The schedule for
when each fee is applied varies among
programs.
Course credit and contact hours
A full credit course (1.0) is equal to
four semester credits or six quarter
credits. Each full course on the
trimester schedule meets for approximately 28 contact hours (MSW
trimesters meet for 32 hours, and the
PA weekday semester schedule is
approximately 45 hours) with the
expectation of substantial independent
and group study offered through the
web-based electronic course management system.
Degree Requirements
To be conferred the graduate degree, all
graduate students must achieve the following:
• Successful completion of all required
courses
• A cumulative GPA of 3.0; Physician
Assistant students must consult the
PA Program Progression Standards
Policy.
• Successful completion of all degree
requirements within the stipulated
period of matriculation or a signed
continuation agreement with Augsburg College.
Dismissal for Academic Performance
A student whose GPA falls below the
required GPA for his/her graduate program (3 .0 in most programs) in two or
more terms may be subject to probation
or dismissal. A plan for the student to
continue in the program may be worked
out with the program director.
5
Dismissal for Non-Professional
Behavior
Students may be dismissed for violation of standards of behavior defined
by their profession, their program, or
the College.
Dropping Courses or Withdrawing
Students who enroll in courses but
later decide not to attend must formally
drop their courses through the registrar's office prior to the start of classes
to avoid being charged for those
courses. Students who do not properly
drop courses will be responsible for the
tuition, regardless of non-attendance.
Courses may be dropped or withdrawn
online through AugNet Records and
Registration or in person at the Enrollment Center during hours of operation.
If you need assistance with this, contact your program faculty at least two
days in advance of the start of classes.
Independent Study
Students may request to complete an
independent study course as an addition to the required coursework. A faculty sponsor is required for an
independent study project, and project
proposals must be approved by the program director in order to receive credit.
Independent study may not be used as
a replacement for a standard course
offered in the curriculum, with the
exception of the general elective (if
approved). A special independent study
registration form is required and is
available at the Enrollment Center.
Terms of Non-attendance
Students who interrupt their program
enrollment for longer than one semester or three trimesters must readmit to
the College and program to resume
their degree program. For an absence
of any length, students should coordinate with their program director prior
to leaving. Due to a variety of program
schedules and cohorts for some
degrees, it is required that students
meet with their adviser and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program
director for transfer credit to apply to
program requirements. The transfer of
credit will be evaluated on an individual
basis. Students will be asked to provide
6
appropriate documentation regarding
previous coursework, including but not
limited to an official transcript, course
description, and syllabus. In order to be
considered for transfer, a course must
be from a regionally-accredited college
or university and graded 3.0/B or better.
Courses must have been taken at the
graduate level and course content must
be comparable to program requirements
at Augsburg.
The maximum number of course credits that can be transferred to these program is as follows:
Master of Arts in Education (2.0)
Master of Arts in Leadership (2.0)
the college community in regard to
their personal and professional concerns. However, times do occur in
which students think they have been
mistreated. This procedure is provided
in order to ensure that students are
aware of the way in which their problems with faculty members can be
resolved informally and to provide a
more formal conciliation process when
needed. Each student must be given
adequate opportunity to bring problems to the attention of the faculty with
the assurance that each will be given
fair treatment. The faculty member
must be fully informed of the allegations and given an opportunity to
respond to them in a fair and reasonable manner.
Master of Arts in Nursing (3.0)
Master of Business Administration ( 6.0)
Master of Science, Physician Assistant
Studies (Contact program coordinator)
Master of Social Work (8.0)
Augsburg course credits are equivalent
to four semester hours or six quarter
hours. Therefore, transfer credits that
are reported to Augsburg as semester or
quarter hours are converted to Augsburg course credits by dividing by four
or six respectively
Courses and credits that are accepted
in transfer are recorded on the student's
transcript. Grades and gradepoints
from other institutions are not transferred to Augsburg and are not
included in the student's cumulative
grade point average.
STUDENT RIGHTS
The College has adopted a statement of
student rights and responsibilities and
has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in
the Augsburg Student Guide, at
www.augsburg.edu/studentguide. Students have a right to experience education without discrimination.
Grievance Procedures Involving
Augsburg College Faculty Members
and Students
Part I-Introduction/Preface
Augsburg College is committed to a
policy of treating fairly all members of
Definition of Grievance
A grievance is defined as dissatisfaction
occurring when a student believes that
any conduct or condition affecting
her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a
violation, misinterpretation, or
inequitable application of an academic
rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation.
College policies and procedures that do
not come within the scope of the
Grievance Procedures are the sexual
harassment policy, the sexual violence
policy, the Committee on Financial
Petitions, Discipline Process, and Academic Standing.
Time Limits
Time limits will include only business
days (M-F) for the program in which
the student was enrolled. (Weekends,
and vacation days are not included;
summer may not be included depending on the student's program.)
Part II-Informal Process
It is always the student's responsibility
to know these procedures and timelines and to follow them.
A. Any time a student feels that she/he
has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem
and attempt to resolve it.
B. If no mutually satisfactory solution
can be reached with the faculty member or if, in unusual circumstances, the
student prefers not to confer with the
faculty member, the student should
discuss the problem with the department chairperson of the faculty
member and attempt resolution of
the problem.
C. If the problem cannot be resolved in
discussions with the faculty member or
department chairperson, or if the faculty member and the department
chairperson are the same individual,
the student may contact the vice president of academic affairs and dean of
the College.
D. The student must begin the Informal
Grievance process within 15 days of the
conduct giving rise to the grievance, by
submitting an Informal Grievance
Form to the vice president of academic
affairs and dean of the College.
• The time limit to begin the Informal
Grievance process for a grade appeal
will be 30 days from the last published finals date for the relevant
term. It is the responsibility of the
student to maintain a correct and current address on file with the registrar.
request for such extension before the
end of the time limit. If the vice president of academic affairs and dean of
the College thinks the extension is
warranted, the Dean will notify all
concerned persons in writing.
E. If the grievance has been resolved,
either by agreement or by expiration of
the time limits, a copy of the informal
grievance and statements of the resolution will be kept by the vice president
of academic affairs and dean of the
College for one year. Neither a copy of
nor any reference to the grievance will
be placed in the personnel file of the
respondent.
If these informal discussions do not
resolve the problem to the satisfaction
of the student, a more formal conciliation procedure is available in Part Ill of
this document. Note: A student must
file a written grievance, per below,
within five days after completion of the
informal process
Part III- Formal Process Preface
If a student has a grievance with a faculty member that has not been
resolved through the Informal Grievance Process described in Part II of this
document, the student may then seek
resolution through formal procedures.
• The vice president of academic
affairs and dean of the College and
the student must ensure the informal
process is completed in 20 days . (See
Part I for definition of time limits.)
• In unusual circumstances, the time
limit may be extended by the vice
president of academic affairs and
dean of the College . A grievant or
respondent must submit a written
In accordance with FERPA, you are
notified of the following:
Right to inspect and review education
records
You have the right to review and
inspect substantially all of your education records maintained by or at Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review
your records.
Right to request amendment of
education records
You have the right to seek to have corrected any parts of an education record
that you believe to be inaccurate, misleading, or otherwise in violation of
your right to privacy This includes the
right to a hearing to present evidence
that the record should be changed if
Augsburg decides not to alter your
education records as you requested.
For a complete copy of the procedures,
contact the dean's office, Academic
Affairs.
Right to give permission for disclosure
of personally identifiable information
You have the right to be asked and to
give Augsburg your permission to disclose personally identifiable information contained in your education
records, except to the extent that
FERPA and the regulations regarding
FERPA authorize disclosure without
your permission.
FER PA
The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended,
provides certain rights to students
regarding their education records. Augsburg College understands that no information other than "directory
information" can be released without
the written permission of the student.
Students must give permission in writing for educational information to be
released to anyone outside of the official
personnel (faculty and administration)
at Augsburg. For example, this means
that faculty or others cannot write letters of support/recommendation or
nominate students for awards unless
explicit written permission is given by
the student to release non-"directory
information." It is not sufficient to ask
for letters of recommendation. (See
One exception which permits disclosure
without consent is disclosure to school
officials with legitimate education interests. A school official is a person
employed by the College in an administrative, supervisory, academic or
research, or support staff position
(including law enforcement unit personnel and health stafD; person or company with whom the College has
contracted (such as an attorney, auditor,
or collection agent); a person serving on
the Board of Trustees, or a student serving on an official committee, such as a
disciplinary or grievance committee, or
assisting another school official performing his or her tasks. A school official has a legitimate educational interest
if the official needs to review an education record in order to fulfill his or her
professional responsibility
• If the student could not reasonably
be expected to be aware of the conduct when it occurred, the student
will have 15 days to file the grievance from the date on which the student could reasonably be expected to
be aware of the conduct or condition
that is the basis for the grievance . It
is the responsibility of the student to
establish the reasonableness of such
non-awareness. The vice president
of academic affairs and dean of the
College will determine if this paragraph applies to a grievant.
Physician Assistant Studies for details of
its program policy)
7
Right to withhold disclosure of
"directory information"
FERPA uses the term "Directory Information" to refer to those categories of
personally identifiable information that
may be released for any purpose at the
discretion of Augsburg College without
notification of the request or disclosure
to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider very carefully the consequences
of any decision by you to withhold
directory information. Should you
decide to inform Augsburg College not
to release Directory Information, any
future request for such information
from persons or organizations outside
of Augsburg College will be refused.
"Directory information" includes the
following:
• The student's name;
• The student's address;
• The student's telephone number;
• The student's e-mail address;
• The student's date and place of birth;
• The student's major and minor field
of study;
• The student's academic class level;
• The student's enrollment status
(FT/HT/LHT);
• The student's participation in officially recognized activities and
sports;
• The student's degrees and awards
received;
• The weight and height of members of
athletic teams;
• The student's dates of attendance;
• The most recent previous educational
agency or institution attended by the
student; and
• The student's photograph.
Augsburg College will honor your
request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent
permission to release it. Augsburg
assumes no liability for honoring your
instructions that such information be
withheld. The Office of the Registrar
8
must be notified in writing of your
intent to withhold your Directory
Information. If the notice is not
received by the registrar prior to Sept.
15 (or within 10 school days of the
start of a subsequent term for a new
student), it will be assumed that all
Directory Information may be disclosed for the remainder of the current
academic year. A new notice for withholding disclosure must be completed
each academic year.
Right to complain to FERPA Office
You have the right to file a complaint
with the Family Educational Rights
and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave.
S.W, Washington, D.C., 20202-4605,
concerning Augsburg's failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested
in writing and explicitly indicate
what information may be reported in
the letter.
GRADUATE ADMISSIONS
Admission to Augsburg College
All graduate programs require
students to have a bachelor's degree
from a regionally-accredited four-year
institution.
All graduate students must submit
completed application forms that can
be downloaded from each individual
program's web page, as listed below.
Each graduate program also has additional program requirements, which
may include coursework, professional
experience, testing, etc. See the program sections for these additional
requirements.
MA, Education-p. 24
www.augsburg.edu/mae
MA, Leadership-p. 33
www.augsburg.edu/mal
MA, Nursing,-p. 42
www.augsburg.edu/ma_nursing
MBA-p. 49
www.augsburg.edu/mba
MS , PA Studies-p. 57
www.augsburg.edu/pa
MSW-p. 69
www.augsburg.edu/msw
READMISSION TO THE COLLEGE
tion in the United States that has been
designated by the Department of Homeland Security (DHS) to offer courses of
study to such students, and has been
enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using
form 1-20, issued by a DBS-approved
school through SEVIS. Status is
acquired in one of two ways: 1) if the
student is abroad, by entering the
United States with the I-20 and an F-1
visa obtained at a U.S . consulate
(although citizens of some countries
are exempt from the visa requirement);
or 2) if the student is already in the
United States and not currently in F-1
status, by sending the 1-20 to USCIS
(United States Citizenship and Immigration Services) with an application
for change of nonimmigrant status.
A student who is maintaining valid F-1
status may transfer from another DHSapproved school to Augsburg by following the transfer procedures set forth in
the F-1 regulations. Simply transferring
academically from another school to
Augsburg does not transfer a student's
F-1 status unless the student and a Designated School Official (DSO) from
Augsburg follow these procedures.
The last day to receive approval for
readmission to the College and register
for classes is one business day prior to
the start of the term. Pending approval
by the graduate program, students who
left on probation or who were dismissed from the College must have
their readmission application and file
reviewed by the program director.
(Please consult with individual programs for information regarding readmission process).
In addition to fulfilling all general
admission requirements for a particular
graduate program, prospective F-1
students must also comply with the
following:
ADMISSION OF INTERNATIONAL
STUDENTS
To fulfill this requirement Augsburg
graduate programs require international applicants to submit an official
score report from the Test of English as
a Foreign Language (TOEFL) with a
minimum score of 100 (iBT), 250
(CBT) or 600 (PBT).
Augsburg College graduate programs
encourage qualified applicants from
other countries to apply.
An F-1 student is a nonimmigrant who
is pursuing a "full course of study" to
achieve a specific educational or professional objective at an academic institu-
U.S. institution with a minimum of two
years of successful academic work
completed in the U.S. (seven or more
courses) .
B. Foreign Credential Evaluation
Augsburg requires foreign credential
evaluation for any transcript(s) from
an institution outside of the United
States. This evaluation should include
the following:
• Analysis of credentials-to determine if your degree is equivalent to
an accredited U.S. bachelor's degree.
Course-by-course evaluation-to
show your complete course listing
with credit values and grades
received for each course.
• Calculation of grade point averageto demonstrate your cumulative
grade point average using the standard U.S. grading system, i.e., A=4.0,
B=3.0, C=2.0, D=l.0, F=O.O.
• Translation to English (if applicable)
The evaluation report must be sent
directly to Augsburg's Adult and Graduate Admissions Office.
Augsburg accepts foreign credential
evaluations only from the following
organization:
World Education Services, Inc.
www.wes.org
A. Proof of English Competency
C. Proof of Financial Support
In order to receive an F-1 visa, the U.S.
Department of State (DOS) regulations
require international applicants to be
sufficiently proficient in English to pursue a full course of study.
International applicants must provide
reliable documentation that they have
financial resources adequate to meet
expenses for the duration of their academic program, which include tuition
and fees, books and supplies, room and
board, health insurance, personal
expenses , and living expenses for
dependents (if applicable).
The TOEFL is waived for applicants
who have a four-year degree from a
Funds may come from any dependable
source, including scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student's family. Documentation of scholarships and
fellowships may be in the form of an
9
Applicants for graduate study must
submit the Free Application for Federal
Student Aid (FAFSA). To complete and
submit the FAFSA electronically, go to
www.augsburg.edu/enroll.
For further information, contact the
Enrollment Center, 612-330-1046,
1-800-458-1721, enroll@augsburg.edu,
or www.augsburg.edu/enroll.
If a student is selected for verification,
additional documents will be needed.
Students in this situation will be contacted by the Enrollment Center.
FINANCIAL POLICIES
Refund Schedule
Students who withdraw from Augsburg
College may be eligible for a refund of
a portion of their charges based on the
appropriate refund schedule (except
for the minimum charge of $100 to
cover administrative costs). Financial
aid may also be adjusted for those students who withdraw from the College
or drop one or more courses and
receive financial assistance.
[NOTE: Tuition refunds and financial
aid adjustments are not necessarily
made on a one-to-one basis. For example, you could receive a 60% tuition
refund but have 80% of your financial
aid returned. Be sure you understand
the financial consequences of making
adjustments to your registration.]
Students are responsible for canceling
courses through the Enrollment Center
in order to be eligible for any refund.
Students who unofficially withdraw
(stop attending) but do not complete
the drop/add form are responsible for
all charges. Financial aid may be
adjusted based on the student's last
recorded date of attendance. Refund
calculations are based on the date that
the drop/add form is processed.
The refund schedule is effective
whether or not a student has attended
classes. All refunds of charges will be
applied to the student account and all
adjustments for aid, loans, fines,
deposits, etc. will be made before eligibility for a cash refund of any resulting
credit balance is determined . Allow
two weeks for a refund.
The refund is a percentage of the full
tuition charged, not a percentage of
any deposit paid toward tuition, e.g.
deposits made under the employer
reimbursement payment plan.
12
CONTAICTTMiE
ENROLLMENT C:ENTE'R
For info·rm:atlon on
eost~
pa~tne11\ts1 flnamli'al
aid, tuition
disc·ounts, and rr-e~f.uad:s :
13
Master of Arts in Education
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long
history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We
know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and
here's why.
OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional: from
classroom decision-maker to educational leader-suggests the expectations we have that our students will leave
our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department
mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and
well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building
relationships, embracing diversity, reflecting critically, and collaborating effectively."
Our urban setting provides yet another dimension to our programs through course content, field experiences,
and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable,
collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion.
OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct
instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in
K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and
field experience supervision, volunteer work, and/or in-service education. We understand the importance of
what we do and what you hope to do . We value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY. We realize that although teaching is your dream, your reality most likely includes
work, family, and personal responsibilities. Because we understand the demands adult students face, we offer
flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends
to allow you to manage these responsibilities while pursuing your goals.
As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself
among interesting students and dedicated professors who believe that all children deserve a good, highly
qualified teacher-the teacher you can become.
Vicki Olson, PhD
Director, Master of Arts in Education
PROGRAMS
ELEMENTARY EDUCATION
The Education Department offers initial licenses as well as
endorsements for already-licensed teachers that also lead to
a master's degree. The range of licenses available is
described below.
The K-6 elementary with a middle school specialty license
allows you to teach in grades K-6 and in your specialty area
of math, science, social studies, or language arts in middle
school. As an alternative to the middle school specialty,
MAE elementary licensure students can pursue a prekindergarten specialty. Licensure requirements are offered at
both the undergraduate and graduate level. That means
classes will include both undergraduate and graduate students, with graduate students having additional course
responsibilities. Graduate courses are taken at the 500 level.
Elementary education specialty areas in math, communication arts, and social studies are available through weekend
and weekday evening courses. The science specialty area is
available through a combination of weekday, weekday
evening, and weekend courses.
Secondary education licensure is available through weekend
and weekday evening courses in social studies, communication arts/literature, and K-12 visual arts. Licenses in other
majors, including biology, chemistry, health education,
mathematics, music education, physical education, and
physics can be completed through a combination of weekend, weekday evening, and weekday courses.
All of the following courses must be taken for licensure, and
four to six of them may be taken at the graduate (500) level
and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
Teachers who are already licensed can work towards the
MAE degree through the following four licensure options:
EDC 410/544 Learners with Special Needs (1.0)*
Pre-K specialty area endorsement
EED 320/520 K-6 Methods: Reading (1.0)*
EDC 490/580 School and Society (1.0)
K-12 special education: emotional and behavioral disabilities
K-12 special education: learning disabilities
K-12 reading endorsement
Education Department Mission
To complete the license, you will also need to complete the
following requirements at the undergraduate level:
HPE 115 Chemical Dependency (.5)
EDC 220 Educational Technology (.5)
The Augsburg College Education Department commits itself
to developing future educational leaders who foster student
learning and well-being by becoming knowledgeable in content, competent in pedagogy, and ethical in practice, and by
building relationships, embracing diversity, reflecting critically, and collaborating effectively.
EED 311 K-6 Methods: Health (.25)
Master of Arts in Education Conceptual Framework
EED 350 K-6 Methods: Math (1.0) *
Teacher leadership is the theme that threads through our
graduate licensure and degree completion programs. The
Augsburg Education Department believes that teachers are
leaders in their classrooms and should be leaders in their
institutions and communities.
EED 360 K-6 Methods: Science (l.O)*
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing
graduate students the chance to exercise leadership as well as
extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are
required to include at least two graduate-level courses from
our Master of Arts in Leadership (MAL) program. This provides students the chance to study aspects of leadership as
part of their degree program. Third, the final project-be it an
action research or a leadership application project-gives students the opportunity to define an issue of concern and, supported by research, take on a leadership role in addressing it.
EED 312 K-6 Methods: Physical Education (.25)
EED 330 K-6 Methods: Children's Lit/Language Arts (1.0)
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 370 K-6 Methods: Social Studies (.5)
EED 380 Kindergarten Methods (.5)*
EED 481,483 Student Teaching (2.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in the classroom and educationrelated settings is required prior to student teaching. Students spend approximately 20 hours per term in field
experiences. These experiences occur in K-8 classrooms
during the weekday.
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for
licensure depends upon the courses completed as part of the
bachelor's degree and/or other coursework Requirements are
determined by Minnesota licensure standards for specific
college-level coursework in math, biology, physics, and earth
science for all students seeking elementary licensure. Specific
requirements are on file in the Education Department.
Minnesota licensure standards in a specialty area for middle
school: subject area specialties are offered in communication arts/literature, social studies, math, and science. The
pre-K specialty is also available. Specific requirements are
on file in the Education Department.
Previous coursework can be accepted into the licensure program if i.t meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the
content area departments determine the courses that are
accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are
older than seven years are judged on a case-by-case basis.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree.
EOC 490/580 School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional
development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department)
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EEO 312 K~6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for
physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
Elementary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be
done for the abuser. Includes information about school
health education and services.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that
comprise Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
EOC 310/533 Learning and Development in an
Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EED 320/520 K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admissions to department)
EEO 330 K-6 Methods: Language Arts/Children's
Literature
Examination and preparation of materials and resources for
children's literature and language arts at the kindergarten
and elementary levels. (Prereq.: PPST and admission to
department)
EED 331 Middle School Methods: Communication
Arts/Literature - Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: PPST and admission to department)
EED 341 K-6 Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 34 2 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EED 350 K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
EED 370 K-6 Methods: Social Studies/Thematic Studies
(.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.:
PPST and admission to department)
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom
experience. Required for licensure. Occurs upon satisfactory
completion of licensure and/or degree program and program
portfolio.
Preprimary Specialty for Elementary Licensure
ECE 345/545 Foundations of Preprimary Education
Students gain an understanding of philosophical, theoretical,
historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the
efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children
and to work in partnership with parents and social service
agencies. Field experience (20 hours) is a critical part of this
course. (Prereq.: PSY 105, 250,or their equivalents)
SECONDARY EDUCATION
K-12 and 5-12 licensures in several content areas are offered
weekends and weekday evenings through a combination of
graduate and undergraduate coursework. Additional content
areas are available through the weekday program. K-12
licenses allow you to teach your content area across elementary, middle school, and high school. Licenses for grades 512 allow you to teach at the middle and high school levels.
Graduate-level licensure coursework (500 and above) is
available to people who already hold a bachelor's degree and
meet MAE admissions criteria.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four to six also may be taken at the graduate level
and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity I Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
ECE 346/546 Learning Environments for Preprimary
Aged Children
Students gain an understanding of how to recognize and
construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course
readings and experience and students experience working
with current teachers in site based field experience. Field
experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545)
ECE 347154 7 Immersion and Teaching Competence
Students gain an understanding of how to deliver developmentally appropriate instruction and assess learning appropriately for preprimary children. Students gain experience
taking the perspective of families and communicating with
them. A reflective practitioner's skills are developed through
self-evaluation of curriculum planning. Field experience
(20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents;
ECE 345, 346)
ECE 488 Student Teaching in a Pre-Kindergarten
Classroom
PSY 250 Child Development (Prereq.: PSY 105 or
equivalent)
SOC 231 Family Systems
OR
SPE 490/540 Parent and Professional Planning
(Graduate students using the Preprimary endorsement must
take SPE 540.)
ESE 300/500 Reading and Writing in Content Area (1.0)
To complete the license, students also will need to complete
the following requirements at the undergraduate level:
HPE 115 Chemical Dependency (.5)
EDC 220 Educational Technology (.5)
ESE 325 Creating Learning Environments (1.0)*
ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)*
ESE 481, 483, 485 Student Teaching (2.0-3.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings is required prior to student teaching. Students
spend approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in a content area is required for K12 and 5-12 licensure. Students who have majored in a field
in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional content area coursework tied to licensure standards is
generally required, even with a completed academic major.
The following majors are offered almost entirely on weekends
and weekday evenings: communication arts/literature, history
or economics or psychology or sociology (all for social studies), art. Students seeking 5-12 licensure in social studies
must complete a broad-based core of courses in the social
studies in addition to a social science major.
The following majors are offered primarily or entirely through
the weekday program: biology, chemistry; physics, health,
physical education, music, and mathematics. Students seek-
ing licensure in any of these areas will likely need to take
additional content courses in the weekday schedule. Students
can obtain a 9-12 license in physics, chemistry, or biology
and have the option of adding the 5-8 general science to the
9-12 license. Students also can obtain the 5-8 general science
license without the 9-12 license.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards
and if a grade of C or better was achieved. Coursework older
than seven years is judged on a case-by-case basis. Education
Department policy requires that a minimum of two content
area courses be taken at Augsburg. Specific course requirements for each content area are on file in the Education
Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE
degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is Minnesota
Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language,
and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EDC 480/580 School and Society
Emphasis on points of view about the role of school in
modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 300/500 Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. (Prereq.: PPST and admission to
department. Note: Students seeking 5-12 Communication
Arts/Literature licensure do not take this course).
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis on creating
environments conducive to learning. Fieldwork experience.
(Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not take
this course).
ESE 310 K-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required for
elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5
course). Fieldwork experience. (Prereq.: PPST and admission
to department)
ESE 330 K-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for
elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5
course). Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 340 K-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion
required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science
(.5 course). Fieldwork experience. (Prereq.: PPST and
admission to department)
ESE 350 K-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the
middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary
concentration in communication arts/literature and for
communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department.)
ESE 351 K-12 Methods: Speaking and Listening
(.5 course)
Introduction to the teaching of speaking and listening in
middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to
department)
Licensure Requirements
Emotional/Behavioral Disabilities Core
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure, and up to six also may be taken at the graduate
level and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (LO)*
ESE 352 K-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle
school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to
department)
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EED 320/520 K-6 Methods: Reading (1.0)*
SPE 315 Special Education Critical Issues Seminar (.5)
ESE 360 K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools.
Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 370 K-12 Methods: Music
Introduction to the teaching of music in the schools.
Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two
courses. K-12 licenses require two to three courses. Student
teaching occurs upon satisfactory completion of licensure
program and program portfolio.
SPECIAL EDUCATION
The MAE program with licensure in special education is
based on an innovative internship model that allows coursework and experience to occur simultaneously. In addition to
student teaching, students must complete two 40-hour field
placements where they will gain experience working with
students from age groups different from their internship site.
There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities (EBD), and
learning disabilities (LD). Both programs qualify you to
teach in special education programs and positions; many
students get licensure in both.
SPE 400/500 Teaching Students with Emotional/Behavioral
Disabilities (LO)**
SPE 410/510 Implementing Assessment Strategies (1.0)**
SPE 420/520 Planning, Design, and Delivery (1.0) **
SPE 430/530 Instructional and Behavioral Practices (1.0)**
SPE 490/540 Parent and Professional Planning (l.O) **
Learning Disabilities Core
Students wishing to earn learning disabilities licensure in
addition to emotional/behavioral licensure will take the
above courses in the emotional/behavioral core and two
additional specialty courses:
SPE 424/524 Etiology and Origins of Learning Disabilities
(1.0)**
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a learning disabilities license
would take all of the above courses with the exception of
SPE 430/530 Instructional and Behavioral Practices.
To complete either license students will also need to complete certain requirements at the undergraduate level:
EDC 220 Education Technology (.5)
HPE 115 Chemical Dependency (.5)
EED 330 Children's Lit./Language Arts
and
Also available is the Naadamaadiwin Tribal Special Education Cohort-This graduate hcensure program in Special
Education: EBD/LD is designed and taught from an American Indian perspective. It is being offered in collaboration
with the University of Minnesota-Duluth as a hybrid (partly
face-to-face; partly online) cohort program. The licensure
courses can be applied towards the MAE degree . See the
Education Department and www.augsburg!edu/
mae/academics/ais_focus.html for more information.
EED 350 K-6 Methods: Math*
EED 360 K-6 Methods: Science* (see course descriptions
under Elementary Education).
*Ten to 20 hours of field experience required as part of this
course. Students currently working in schools can often use
their school employment for their field experience.
**These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD
is required. The ideal situation for the internship year is to
be working in a K-12 setting with these students. Students
not currently employed in schools must be available for
extensive volunteer field placements during the internship
year. (Minimum 10 hours/week).
EED 320/520 K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admission to department)
Eligibility: To be eligible to apply to the special education
program at the graduate level, students must have a degree
and be currently employed in a K-12 setting as a paraprofessional or licensed teacher, and/or have experience working
with students who are labeled with emotional, behavioral,
or learning disabilities, as well as considerable time available for volunteer field placements.
EED 330 K-6 Methods: Language Arts/Children's
Literature
See course description on page 17.
This program is built on an inclusive education model. Under
this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special
education students into the regular education classroom.
Special Education Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
Minnesota Standard of Effective Practice 3.G: Understand
the cultural content, worldview, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
See course description on page 17.
EDC 310/533 Learning and Development in an
Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EED 350 K-6 Methods: Mathematics
See course description on page 17.
EED 360 K-6 Methods: Science
See course description on page 17.
SPE 315 Critical Issues: Special Education Seminar
(.5 course)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are
the focus of the course. The department portfolio is completed as a part of this course.
SPE 400/500 Teaching Students with Emotional/
Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It
addresses the historical and philosophical aspects of the
EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives
and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department)
SPE 410/510 Implementing Assessment Strategies
This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence
student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq:
PPST and admission to the epartment)
SPE 420/520 Planning, Desigu, and Delivery
This course provides students with skills to write and
implement individual program plans and to create effective
learning environments for students labeled EBD. Particular
attention is paid to inclusion models, diversity of student
need, and forming partnerships with key school personnel.
(Prereq: PPST and admission to the department)
SPE 424/524 Etiology and Origins of Learning
Disabilities
This course will focus on the history and context of learning
disabilities, which includes the medical and sociological
aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: PPST and admission to the department).
SPE 4 30/530 Instructional and Behavioral Practices
This course examines behavioral support options used with
students who are labeled EBD. It emphasizes the use of
reflective, proactive, and non-aversive approaches drawn
from current best practices and including positive behavioral
supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department)
ESE 300/500 Reading/Writing in the Content Areas*
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Should be taken at the graduate
level for the reading endorsement. Field experience required
for K-12 reading endorsement. (Prereq.: PPST and admission to the department)
SPE 4 34/534 Teaching Content Areas to Students with
Learning Disabilities
This course will teach students how to identify, adapt, and
implement developmentally appropriate instruction and
strategies that support the learning of students identified as
having learning disabilities. The specific focus will be on the
areas of reading, writing, and listening comprehension; and
math, reasoning, and problem solving skills. (Prereq: PPST
and admission to the department).
EDC 505 Literature in the Classroom (.5 course)
The study and use of literature in the K-12 classroom.
SPE 490/540 Parent and Professional Planning
This course examines the role of families of students with
special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and
applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and
admission to department).
EDC 510 Clinical and Reading Program Leadership
The study of effective leadership and professional development strategies for individual schools and school districts,
reading standards, state and federal reading legislation, and
fiscal and budgetary operations. The focused implementation
of knowledge and skills gained in reading licensure coursework. Field experience required. (Taken concurrently with
EDC 508)
EDC 508 K-12 Reading Assessment and Evaluation
The study of student reading development, the knowledge
and use of gathering and analyzing data of students' reading,
and designing and applying appropriate reading curriculum
based on this information. Field experience required.
(Taken concurrently with EDC 510)
SPE 481, 483, 485, 487 Student Teaching (1.0-2.0)
READING ENDORSEMENT PROGRAM
Augsburg College offers a K-12 Reading Endorsement program. This endorsement has been established to provide
teachers with existing teaching licenses an opportunity to
expand their knowledge and practices in the area of reading
instruction.
Candidates for this license will complete 4.5 credits of
coursework that have been designed to meet the requirements established for this license by the Minnesota Board of
Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree.
These courses include:
EED 520 K-6 Methods: Reading (1.0)*
ESE 500 Reading/Writing in the Content Areas (1.0)*
*The courses EED 320/520 and ESE 300/500 are offered to
both undergraduate and graduate students: EED 320/520 is
part of the elementary and special education initial licensure
programs; ESE 300/500 is part of the secondary initial licensure program. The rigor of the courses is increased at the
graduate level.
Reading license candidates who have already received their
initial teaching license and who are graduates of Augsburg
College within the past seven years will not be required to
retake the entire version of EED 320/520 or ESE 300/500.
However, they will be expected to complete the requirements for the graduate portion of the course they have
already taken within the context of a half-credit independent study. If the graduate course was taken as a part of initial
licensure (EED 520 or ESE 500) students do not need to
repeat the course; however, if ESE 500 was taken without a
field experience, 20 hours in a high school or middle school
reading setting must be completed.
EDC 505 K-12 Literature in the Classroom (.5)
EDC 508 K-12 Reading Assessment and Evaluation (1.0)*
EDC 510 Clinical and Reading Program Leadership (1.0)*
Reading license candidates who already have received their
initial K-8 teaching licensure and who are graduates of Augsburg College, but not within the past seven years, will be
required to take EED 520 or ESE 500 at the graduate level.
*Field experience required
Reading Endorsement Course Descriptions
EED 320/520 K-6 Methods: Reading*
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Should be taken at the graduate level
for the reading endorsement. (Prereq.: PPST and admission
to the department)
Reading license candidates who have already received their
initial teaching licensure and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500.
STUDENT TEACHING
Education students are required to complete student teaching in their content area. In the MAE program, student
teaching is generally completed before finishing the degree.
Students can apply for licensure at this point.
Student teaching for elementary and secondary initial
licenses lasts 12-14 weeks, depending on licensure scope.
During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching
and meet at Augsburg College for a student teaching seminar several times during the term. Most student teaching
placements are in the Minneapolis/St. Paul metropolitan
area and Rochester. However, students do have the opportunity to student teach abroad, where students do half of the
student teaching experience in the metro area and the
remaining portion in another country. Opportunities to
teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. Additional information is available through the
Education Department.
Student teaching for special education is completed as part
of the internship year if students are working in a licensure
appropriate setting. If not, student teaching is carried out
after completing the special education coursework.
A supervised practicum for the reading endorsement is
completed as part of EDC 510 Clinical and Reading Program Leadership. No further student teaching is required
for this endorsement.
GRADUATE DEGREE COMPLETION
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education core, with between four to six Augsburg graduatelevel licensure courses fulfilling master's requirements.
To earn a master's degree beyond the core of education
classes, students will need to successfully complete a minimum of three additional graduate-level courses:
• a research methods course, typically ML 514
• an elective course chosen from leadership-focused courses
in the Master of Arts in Leadership (MAL) program
The goal for the graduate degree completion component is
to foster the development of teachers as leaders within the
institution and community as in line with our program
theme and department mission statement.
Graduate Degree Completion Course Descriptions
Research Methods Course
All students seeking the Master of Arts in Education degree
must complete a graduate-level research requirement.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
MAE Final Project Options
Students have two options for fulfilling their Master of Arts
in Education final project: a leadership application project
(LAP) or action research. This project serves as the capstone
of the master's program.
EDC 585 Leadership Application Project
The leadership application project (LAP) is a research-based
study that links issues of leadership and education with the
degree candidate's personal interests. The character of the
project will vary with the nature of the investigation and the
materials involved, but will always be application oriented.
The central component of the LAP is the demonstration of
leadership ability through a concrete project appropriate to
the candidate's workplace or place of service.
EDC 586 Action Research in Education (.5 course)
This course will introduce students to action research, a
form of research that simultaneously contributes to the
practical concerns of people while furthering the goals of
social science. It requires active self-reflective inquiry and
collaboration. Action research is used in real situations, and
is aimed at solving real problems. The goal of action
research is to gain better knowledge of one's practice while
improving the situation in which the practice is conducted.
This is the first of a two-trimester course.
• a research- or leadership-based final project
Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional
leadership or education graduate courses to reach the total
of nine required courses. A minimum of four graduate-level
licensure courses are required for the MAE degree.
The research methods course will help prepare students to
evaluate and document research for use in their final project
or paper. This course examines both qualitative and quantitative research methods. The leadership elective courses
allow students to examine issues of leadership at a personal
or ins ti tu tional level.
Students have two options for fulfilling their Master of Arts
in Education final project, which serves as the capstone of
the master's program: a leadership application project (LAP)
or action research course sequence and project.
EDC 587 Action Research (.5 course)
The second term of this course involves intensive data
analysis, writing, and sharing of the degree candidate's
research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in
which student work will be presented in a public forum.
MAL Elective Courses
At least one elective must be taken from the Master of Arts
in Leadership courses. The following are recommended, but
others may also be used.
ML 510 Visions of Leadership: A Historical and Literary
Journey
ML 511 Creativity and the Problem-Solving Process
ML 520 Self-Identity, Values, and Personal Growth
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 545 Decision Making and Leadership
Credit Evaluation: An official transfer credit evaluation of
your previous academic work will be completed as part of
the admissions process.
ML 550 Communication, Decision Making, and Technology
ML 560 Developing a Multicultural Perspective
Advising and Registration: You are able to participate in
ML 565 Women and Leadership
academic advising and the registration process after you
have been accepted.
ML 599 Special Topics (as appropriate)
ADMISSION REQUIREMENTS
Students admitted into the MAE program must have
completed:
• a bachelor's degree from a regionally-accredited four-year
institution, and can obtain licensure at the graduate level
• cumulative grade point average of 3.0 or higher (required
for full admission for the graduate licensure option and
degree program). Students with a cumulative grade point
average of 2.5-3.0 may be admitted conditionally into the
graduate licensure program. They can apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Minimum Grade Policy and Academic Probation
Students who fail to maintain a cumulative 3.0 GPA in a
given term in graduate course work are notified that they
are on academic probation and have one term to raise their
GPA to the required level. Failure to do so could mean dismissal from the program. Students who receive below a 2.0
in any course required for licensure-undergraduate or
graduate-are notified that they are on academic probation
and must repeat that course as soon as possible and raise it
to the appropriate level. Failure to do so could mean dismissal from the program. Students who receive a 2.0 in a
graduate course may use that course for licensure purposes,
but it will not be counted towards degree completion.
Application Checklist
The following items must be sent to the Augsburg Adult and
Graduate Admissions Office:
• Completed application form-www.augsburg.edu/mae
• $35 non-refundable application fee
• Personal summary outlining your tentative educational
objectives and reasons for wanting to attend Augsburg
• Official academic transcripts from all previously attended
post-secondary institutions (including colleges, universities, and vocational/technical schools) sent directly to the
admissions office.
Applying to the Education Department: Once accepted to
the College, students may take designated courses in education and content areas. Students initially admitted at the
graduate level may register for courses at the graduate level.
Prior to taking EDC 310/533 and above, students must be
admitted to the Education Department. This admissions
process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available
through the Education Department.
MAE IN ROCHESTER
In step with Augsburg College's excellent reputation in the
field of education, the licensure portion of the Master of
Arts in Education program is now offered in Rochester*.
Licenses are available in elementary education and special
education: EBD and LD. Classes primarily meet weekday
evenings at Bethel Lutheran Church in Rochester.
*Some licensure and content classes will be held in Minneapolis for students taking the Elementary Education
licensure.
Elementary education: The K-8 elementary with a middle
school specialty license allows you to teach in grades K-8
and in your specialty area of math, science, social studies, or
language arts in middle school. Augsburg College offers this
license to people who already hold a bachelor's degree and
meet admissions requirements.
Special education: Emotional Behavioral Disorder/Learning Disability: This program is designed for those currently
working with or planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in
special education with a specialty in emotional/behavioral
disabilities and/or learning disabilities. All courses for these
licenses are available in Rochester.
MAE degree completion courses are currently held in
Minneapolis.
ACCREDITATIONS AND APPROVALS
Augsburg is accredited by:
Admission as an international student
• The Higher Learning Commission of the North Central
Association of Colleges and Schools
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 9.
• National Council for the Accreditation of Teacher Education
Augsburg is approved by: Minnesota Board of Teaching
Acceptance: You will be notified of the Admission Committee's decision usually within one to two weeks after your
application file is complete and has been evaluated by the
committee.
For additional accreditations, approvals, and membership,
seep. 3
MAE FACULTY
Elizabeth M. Ankeny , Associate Professor of Education.
BA, Augustana College; MAT, Morningside College; PhD,
Colorado State University.
Jeannie Uhlenkamp , Instructor of Education, BA, University of Minnesota; MSE, University of Wisconsin-River Falls.
Diane C. Vodicka, Assistant Professor of Education. BEd,
North Park College; MEd, Georgia Southwestern College.
Jacquylynn Brickman , Instructor of Education. BA, Augsburg College; MEd, St. Mary's University.
Christopher R. Brown, Field Experience Coordinator/
Charter School Liaison, Instructor of Education. BS, Bemidji
State University; MEd , University of Sydney, Australia.
Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Jeanine Gregoire , Associate Professor of Education. BS,
MA, PhD, University of Minnesota.
Cheryl Gresczyk, Instructor of Education. BA, University of
Minnesota; MA, College of St. Thomas.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD,
National-Louis University.
Anne Kaufman , Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Mary Beth Kelley , Instructor of Education. BS, University
of Wisconsin-Eau Claire; MEd , Bethel College.
Gregory Krueger, Instructor of Education. BA, Southwest
Minnesota State University; MA, Hamline University.
Lynn Lindow, Associate Professor of Education. BS,
Mankato State University; MS, North Dakota State University; PhD, University of Minnesota.
Susan O'Connor, Associate Professor of Education. BS,
University of Minnesota; MS, PhD , Syracuse University.
Vicki L. Olson, Professor of Education and Director of the
MAE Program. BS, MA, PhD, University of Minnesota.
Donna Patterson , Assistant Professor of Education. BA,
MEd, University of Minnesota.
Christina Peper, Instructor of Education. BA, University of
Minnesota; MEd, Southeastern Louisiana University.
Ronald Petrich , Assistant Professor of Education. BA,
Augsburg College; MS, University of Minnesota.
Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas.
Dana L. Wagner, Assistant Professor of Education. BA, St.
Olaf College; MEd, PhD, University of Minnesota.
Barbara West , Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University
Master of Arts in Leadership
Master of-Arts in 'Leadership
Welcome to the Master of Arts in Leadership (MAL), a program that has been a vital part of Augsburg College
since being founded in 1987.
The MAL program offers students an excellent opportunity to explore leadership within the context of the
liberal arts. The program design broadens the skills and mindset you need to improve your leadership
capabilities in your current and future positions, as well as in your life.
The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed
to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations
including business, health care, and the nonprofit sector. This diverse learning community provides a rich
environment for you to explore leadership beyond your own realm of expertise.
Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am
frequently told by students that the program has changed their lives, has sharpened their understanding of
themselves and others, and has opened doors that would otherwise have remained closed. To learn more about
the program, go to www.augsburg.edu/mal.
I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit
you. Contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing
you on campus soon!
Norma C. Noonan, PhD
Director, Master of Arts in Leadership
Mission Statement
The primary purpose of the Master of Arts in Leadership program is to develop leaders for organizations, the community,
and society Most organizations seek leaders who possess the
following qualities: an ethically and morally responsible
vision, an understanding of how change occurs and how it
can be managed, sensitivity to the complex problems of
organizations, and an ability to find solutions consistent with
their mission, cultural competence and sensitivity to the
needs of a diverse population, and the ability to inspire and
motivate people to work toward a common goal.
Introduction
The Master of Arts in Leadership is based on a liberal arts
approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical
approaches to situations, issues, and problems relevant to
organizational leaders. Augsburg's program recognizes that
today's leaders need a broad spectrum of abilities to provide
them with a more comprehensive understanding of their
world. Designed for working adults, the program offers
courses primarily on alternate Saturdays.
The Master of Arts in Leadership (MAL) is the core program
of Augsburg's Center for Leadership Studies (CLS). The
MAL program, launched in 1987, responds to the leadership
development needs of both for-profit and not-for-profit
organizations. While different in structure and purpose,
most organizations seek leaders with the following qualities:
a vision that is ethically and morally responsible, extending
beyond immediate concerns; an understanding of how
change occurs and affects the immediate environment; a
sensitivity to the complex problems organizations face and
an ability to achieve solutions consistent with an organization's mission; the ability to motivate and inspire individuals
and groups to work toward a common goal; and the ability
to effectively represent the organization both internally and
externally. The MAL program provides a means by which
individuals may discover and refine these and other abilities
fundamental to effective leadership.
Leadership studies is a growing field in American higher
education, and the MAL program has significantly developed and modified its curriculum in response to new trends
in the field. The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical
approaches to leadership that can be applied in the workplace and society.
incorporate some online work into their agenda. MAL students may take up to seven courses during the calendar
year. It is possible to complete the degree within two years if
a student takes two courses each trimester.
Community of Learners
Essential to the goals of the MAL program is participation in
a community of learners gathered on the Augsburg campus.
This community is enriched by the students, who have a
variety of work and life experiences. To facilitate community
interaction, students are encouraged to make use of the
Augsburg library, computer labs, and Christensen Center.
The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement
the coursework of the master's program.
A sample class schedule in the MAL program
Period I
Period II
Saturday
Saturday
8 a.m. to noon
1 to 5 p.m.
Note: Each class taken commits a student to either Period I
or Period II, an average of two meetings a month. An occasional course is taught on an immersion model which features fewer but longer sessions. A few courses are held on
Sunday afternoons, from 1 to 5 p.m.
Augsburg College has a summer session. The MAL program
usually offers at least two classes during the summer. The
courses are five weeks in duration, meeting normally two
nights a week, except for special immersion courses.
LEADERSHIP DEVELOPMENT MODEL
Leadership Development Model-Augsburg College
The MAL program promotes leadership as a process that
inspires cooperation among people who must compete for
limited resources, promotes productivity within and beyond
the organization, and works toward progress for the individual and the organization. To accomplish this, individuals
aspiring to positions of leadership must possess three key
attributes: a sense of vision, the ability to persuade, and the
ability to direct action. Underlying these attributes are abilities and awareness, outlined in the leadership development
model, that serve as specific outcomes for the MAL program. Augsburg's model of leadership development is
designed to assess, promote, enhance, and refine these capabilities within the individual.
CURRICULUM DESIGN
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working
adults, the MAL program is based on the assumption that
the students who enroll are career-oriented, self-disciplined,
and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study
Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year,
classes meet on alternate Saturdays for four hours. A few
courses are taught by the immersion model, which has
fewer sessions but longer meeting times. Most courses
Each MAL course normally includes two or more liberal arts
disciplines, encourages pursuit of the designated outcomes,
and uses a variety of learning techniques appropriate to adult
learners. Instructional techniques include case studies, discussion, written and oral presentations, and group activity.
These techniques develop targeted leadership abilities and
understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content
areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with
it successfully requires well-developed integrative abilities.
LEADERSHIP DEVELOPMENT MODEL
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
• Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Final project options
There are three ways to complete the MAL degree. In the
Thesis/Leadership Application Project (Thesis/LAP) Option
(Plan A), students complete a thesis or a major leadership
application project and 11 credits. In the Non-Thesis
Option (Plan B), students must complete 11 credits, two
papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 credits,
including the comprehensive exam seminar.
Plan A: Thesis/LAP Option
Students who select the Thesis/LAP Option are required to
develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This researchbased study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying orientation.
A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both
require similar rigor and preparation. For either alternative,
the student must register for ML 592 and 593.
For more information regarding the Thesis/LAP Option,
refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students who do not complete their thesis or leadership application project within two years are required to
pay a continuation fee each trimester.*
Effective listener
Effective speaker
rnective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of Individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage connict
Plan 8: Non-Thesis Option
One alternative to the thesis is the successful completion of
two major papers. The first of these papers will be written in
conjunction with ML 580. The second paper will be written
while enrolled in ML 597 Non-Thesis Independent Project.
The independent research projects approved each year will
be presented in an annual colloquium.
For more information regarding the Non-Thesis Option,
refer to the Thesis/LAP Project and Non-Thesis Project
Guidelines booklet. Students who do not complete their
independent project within a year of registering for ML 597
are required to pay a continuation fee each trimester.*
*Both Plans A and Bare governed by Augsburg College's
policy on continuation. A student taking Plan A has a maximum of seven trimesters (including the one in which registration initially occurred) to complete a thesis or LAP. After
that the student may continue with permission but will pay
a fee each trimester. A student taking Plan B has a maximum of four trimesters (including the one in which registration initially occurred to complete the Plan B final
project. After that the student may continue with permission but will pay a fee each trimester. The fee is a continuation fee and is separate from any parking permits or other
incidental fees.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in
conjunction with ML 580 (as in Plan B) and a Comprehen-
ML 574 Strategic Leadership
The course develops students' ability to think strategically
and lead organizations through planning and implementation; application of models and concepts to examples and
cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations.
ML 577 Universal Responsibility and Leadership:
A Nicaraguan Experience
The exploration of universal responsibility, conceptually and
experientially. Course consists of a seminar in Minneapolis
and approximately two weeks in Nicaragua. The Nicaraguan
portion includes a home stay, meetings with leaders in various venues, and visits to multiple sites and organizations.
Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy; the arts, business, foreign
investment, and relations with the U.S. government and
nonprofit organizations are explored.
ML 580 Colloquium on Contemporary Theories of
Leadership
Selected contemporary theories of leadership presented by
instructors who participate in the seminar. Emphasis on
critical thinking, discussion, written analysis. Prereq.: oneyear coursework in MAL program and ML 510)
ML 589 Comprehensive Exam Seminar (PIN}
This course is a completion option for the Master of Arts in
Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings,
and critical analysis in the seminar. It must be the final
course taken in the program. No other course may be taken
at the same time.
ML 592 Thesis/LAP Consultation I (PIN)
Independent final research project supervised by an academic adviser.
*A student may count only ML 597 or ML 598 for credit
toward the MAL degree, except with permission of the MAL
program director.
Post-Master's Certificate in Leadership Studies
Graduate students who already possess a master's degree in
any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of
five Augsburg MAL courses in leadership (which were not
previously applied to any other degree). The student may
choose any five MAL courses or may wish to focus on a specific area such as ethics and leadership, global leadership,
organizational leadership, communications, or leadership
development. This option is attractive for people who want
to continue their professional studies but not necessarily
undertake a full degree program. The normal application
process is used for students who wish to pursue the postmaster's certificate.
Joint BA in Accounting and Master of Arts in
Leadership
A BA in accounting and an MA in Leadership (MAL) can be
earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a master's
degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in
accounting and an MA in Leadership and will have fulfilled
the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on
a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings and the accounting program coordinator for a detailed academic plan.
It is recommended that students meet with an accounting
adviser to create an effective plan for successful completion
of the five-year program.
General requirements for the accounting/MAL program
ML 593 Thesis/LAP Consultation II (PIN)
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597 Non-Thesis Independent Project*
Major written project in an area of the student's choice; to
be completed in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option.
Accounting students planning to pursue the five-year degree
must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
• completed application form
• three letters of recommendation (two from professors and
one from an employer)
• personal statement
• example of their writing in an academic paper
ML 598 Independent Study*
Provides directed independent study in an area of the student's choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must
complete a Proposal for Independent Study and have it
signed by the supervising professor. Proposals must be
approved by the MAL program director prior to registration
for the course.
ML 599 Special Topics
Study of selected topics in leadership that are not treated
extensively through current course offerings. Specific topics
will be published prior to registration.
• GPA of at least 3.30
• interview with a three-person panel from the MAL program
Students must also have faculty endorsement from the
accounting program. Students must complete at least one
year of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program coordinator: Stu Stoller
ADMISSION REQUIREMENTS
Admission as an International Student
Applicants to the program must have:
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on
page 9.
• Bachelor's degree from a regionally-accredited four-year
college or university
• Minimum cumulative undergraduate grade point average
(GPA) of 3.0 (on a scale of A=4.0) and a minimum cumulative GPA of 3.0 for graduate courses completed at an
accredited college or university:
• Three years of experience (or equivalent) with one or
more organizations in a position of leadership or position
demonstrating leadership potential.
Applicants holding a master's or other advanced degrees
from accredited colleges or universities are admissible.
Should an applicant not meet the minimum admission
requirements, a conditional admission may be possible as
decided on a case-by-case basis.
Decisions about admission to the program will be made on
an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to
the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the
beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of the
following items for each applicant:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
Application Checklist
The following items must be submitted to the Adult and
Graduate Admissions Office:
ACADEMIC POLICIES
Academic Evaluation
Courses not offered on the numbered grading system are
noted in the course descriptions in this catalog as being
graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the
degree. No more than two courses with a grade of or below
2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average. In order
to graduate a student must have a GPA of 3.0 or above. All
required courses and the final projects must be successfully
completed. A student registered for final projects (ML 589,
ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a diploma until
all courses and projects are successfully completed.
MAL Program Enrollment Policy
Students may take either one or two courses per trimester.
Enrolling in two courses per trimester enables a student to
complete the coursework in the program within two years.
All students are required to complete all components of the
program within five years. Extensions beyond five years will
be considered on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more than
one trimester must request a leave of absence in writing
from the MAL program. A leave of absence may be granted
for one calendar year. Students who return to the program
after a leave of one year or more must fill out an Application
for Readmission form and submit to the Office of the Registrar. Time spent on an official MAL-approved leave of
absence will not count toward the five-year deadline for
degree completion.
ACCREDITATION AND AFFILIATIONS
• Completed application form-www.augsburg.edu/mal
• $35 nonrefundable application fee
• A 1-3 page statement relating the applicant's career and
life goals to leadership aspirations
• Recommendation letter and checklist from an immediate
supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work
style and leadership potential
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MAL FACULTY
Andrew Aoki , Professor of Political Science. BA, University
of Oregon; MA, PhD, University of Wisconsin.
John Benson , Professor Emeritus of Religion. BA, Augsburg
• Official transcripts from all undergraduate institutions
attended, listing all courses taken and any degree(s) conferred.
College; BD, Luther Theological Seminary; MA, PhD,
Columbia University.
• Official transcripts from all graduate institutions attended,
listing courses taken and degree(s) conferred, if any
Thomas Berl<as, Instructor of Leadership Studies. BCE,
PhD, University of Minnesota. Graduate Faculty in Organizational Management, Concordia University, St. Paul.
Applicants may be asked to participate in an interview with
graduate program faculty and/or staff members.
Larry Crockett, Professor of Computer Science. BA, MA,
Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota.
Cass Dalglish , Associate Professor of English. BA, College
of St. Catherine; MFA, Vermont College; PhD, The Union
Institute.
Curtis Paulsen , Associate Professor of Social Work. BA, St.
Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Diane Pike , Professor of Sociology and Director of the Center for Teaching and Learning. BA, Connecticut College;
PhD, Yale University.
John Schmit, Associate Professor of English. BS, St. John's
Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther Northwestern Theological
Seminary; PhD, University of Minnesota.
John Furia, Assistant Professor of Business Administration.
University; MA, University of New Orleans; PhD, The University of Texas-Austin.
Kathryn Swanson , Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
BA, Rhode Island College; MPA, University of Rhode Island.
Joseph Volker, Instructor of Leadership Studies. BA, UniverDaniel S. Hanson , Assistant Professor of Communication
sity of California-Irvine; MA, PhD, University of Minnesota.
Studies. BA, Augsburg College; MA, University of Minnesota.
Garry Hesser, Professor of Sociology, Director of MetroUrban Studies, and Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
David Lapakko, Associate Professor of Communication
Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Velma Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University;
EdD, West Virginia University:
Rosemary J. Link, Professor of Social Work and Associate
Vice President for Academic Affairs and Dean of Graduate
Studies. BA, University of Southampton; Postgraduate
diploma and CQSW, University of London; PhD, University
of Minnesota.
Steven Manderscheid , Instructor of Leadership Studies.
BS, St. Cloud State University; MS, University of Minnesota;
EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Thomas Morgan , Professor of Business Administration and
Executive Director, Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan , Professor of Political Science, and
Director of the Center for Leadership Studies and the MAL
Program. BA, University of Pennsylvania; MA, PhD, Indiana
University.
Magdalena Paleczny-Zapp , Associate Professor of Business
Administration. BA, MS, PhD, Academy of Economics,
Krakow, Poland.
Catherine Paulsen , Instructor. BA, St. Olaf College; MA,
Lone Mountain College.
STAFF
Patty Park, Program Coordinator
Master of Arts in Nursing
Master of Arts in Nursing
We are excited about the educational opportunities, engaging practicum experiences and wealth of transcultural
nursing knowledge offered in the Master of Arts in Nursing program at Augsburg College. We are also proud of
our students who come from a wide range of diverse cultural, educational, and experiential backgrounds. Some
master's degree candidates enter directly from college, others are making mid-life career changes, and some are
returning to college after raising a family. The career options in nursing are more variable and more rewarding
than ever before.
As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and
competence. The master's program prepares nurses for leadership across care systems, population groups,
cultures, and settings, with particular emphasis on addressing global and local health inequities. Graduates of
our master's program are practicing in acute care, community and public health, education, nursing
administration, and emerging care settings that are responsive to the needs of culturally diverse and underserved
populations. Many of our graduates are creating innovative practice models that demonstrate interdisciplinary
leadership and economically feasible solutions to health inequities within communities.
Students can choose between two tracks of study in the master's curriculum: Transcultural Nursing in
Community or Transformational Nursing Leadership and Management. Classes are offered at the Augsburg
campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minnesota. Video conferencing
is used for most classes and allows for "real time" connections between students in the two sites. Program
faculty and staff are available at both sites and eager to assist students in expanding their nursing practice and
advancing their career options while exploring together how we transform our unique gifts and interests into
personal and professional service in the world.
Sincerely,
Cheryl Leuning, PhD
Chair, Department of Nursing
Director, Master of Arts in Nursing
Master of Arts in Nursing Mission
Within the framework of a Christian liberal arts education,
the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis
on addressing health inequities.
TRANSCULTURAL NURSING IN COMMUNITY
The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare
nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in
nursing science, public health principles, theory-guided
practice, and transcultural care. The program of study
focuses on reaching populations that are underserved by
traditional care systems and who exist outside of the social
mainstream. As such, the program provides rich alternative
teaching and learning opportunities for graduate students
locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for
certification in Advanced Transcultural Nursing through the
International Transcultural Nursing Society. Also, graduates
completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification
in Advanced Community Health Nursing.
A total of 10 courses plus a thesis or graduate project are
required. Three courses in the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, five
courses from the Transcultural Nursing in Community
Track, and two electives make up the coursework for the
program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nursing
Practice
NUR 520
Research Methods in Nursing
NUR 523
Theory, Research, and Practice Seminar
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care
NUR 503
Transcultural Health, Families, and the Life
Cycle, and
NUR 515
Managing Nursing Effectiveness within Care
Systems
OR
The Politics of Health Care
NUR 541
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I
NUR 511
Advanced Community Health Nursing II
NUR 530
The Power of Ritual and Ceremony for
Transformation
NUR 532
Transcultural Healing Practices
ELECTIVES-two graduate elective courses, which may
include the following:
ECO 520
Economics of Health Care in a Global
Community
Visions of Leadership
ML510
ML511
ML530
ML531
ML560
NUR 530
NUR532
NUR562
Creativity and the Problem-Solving Process
Ethics in Communication
The Dynamics of Change
Developing a Multicultural Perspective
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
Note: Academic advisers can inform students about other
possible electives.
*Students seeking certification in Advanced Community
Health Nursing from the American Nurses Credentialing
Center (ANCC) must complete 500 hours of clinical
practicum work and select NUR 510 and NUR 511; students
seeking certification from the International Transcultural
Nursing Society may select NUR 530 and NUR 532. Clinical
practicum hours are integrated into several courses in the
curriculum.
Thesis or Graduate Project-students are required to
complete either a thesis or a graduate project, which is
equivalent to one course.
NUR 525
Graduate Field Project
NUR 535
Integrative Master's Thesis
TRANSFORMATIONAL LEADERSHIP AND
MANAGEMENT
The Transformational Leadership and Management track
unites the liberal arts with nursing science and practice.
This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be
able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across
care settings. Participation in nursing leadership practica
and classroom dialogue provides opportunities for students
to apply knowledge and gain experience partnering with
diverse care providers, populations, and communities to
address health inequities in creative and relevant ways. Specialty electives build on students' competencies and goals.
Courses are offered by the Department of Nursing faculty as
well as faculty teaching in the Master of Arts in Leadership
and Master of Business Administration programs.
Students take a total of 10 courses, plus a thesis or graduate
project. Three courses in the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, five
courses in the Transformational Leadership and Management Track, and two elective courses make up the course
work for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nurs
ing Practice
Research Methods in Nursing
NUR 520
NUR 523
Theory, Research, and Practice Seminar
Transformational Nursing Leadership Track (five courses)*
NUR 500
Transcultural Health Care
NUR 521
Transformational Nursing Leadership
BUS 520
Management of the Healthcare Organization
Two of the following courses:
ML 511
Creativity and the Problem-Solving Process
ML 527
Spirituality and Leadership in the Workplace
ML 535
Organizational Theory and Leadership
ML 565
Women and Leadership
Electives-two graduate elective courses, which may
include:
ECO 520
Economics of Health Care in a Global
Community
ML510
Visions of Leadership
Creativity and the Problem-Solving Process
ML511
Ethics in Communication
ML530
ML531
The Dynamics of Change
ML560
Developing a Multicultural Perspective
NUR530
The Power of Ritual and Ceremony for
Transformation
NUR532
Transcultural Healing Practices
NUR562
Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
Note: Academic advisers can inform students about other
possible electives.
*Upon graduation from the program and completion of the
Transformational Leadership and Management track, students are eligible to apply for certification in Advanced
Nursing Administration from the American Nurses Credentialing Center (ANCC).
Thesis or Graduate Project
Students have two options for fulfilling their Master of Arts
in Nursing final project, which serves as the capstone of the
master's program: a graduate field project, or an integrative
master's thesis.
The graduate field project, NUR 525, is based on a selfselected issue relevant to transcultural nursing in community or transformational nursing leadership. The student
will focus primarily on the application and integration of
knowledge. Working with an adviser, the student will
design and/or implement and evaluate a model of advanced
practice nursing applied to health inequities in a selected
community, or a nursing leadership issue.
The integrative thesis option, NUR 535, expands upon
and/or extends theoretical foundations or concepts identified in transcultural nursing, community health nursing,
and/or nursing leadership literature. The thesis project
demonstrates the student's ability to do independent
research involving the exposition of primary and secondary
literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for
advanced practice nursing.
Students register for their final project, with their adviser's
permission, near the end of the program. Students must
complete all coursework and defend the project within two
years after registration. After two years, students must pay a
continuation fee of $200 per term in order to retain student
status in the graduate program, including library privileges,
AugNet access, and parking privileges.
Please refer to the "Graduate Field Project or Integrative
Thesis Procedures and Policies" booklet available in the
Nursing Department for additional information.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the
Transcultural Nursing in Community track will have
enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing
through the American Nurses Credentialing Center. Nursing
practice with diverse populations will also provide students
with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica all students practice primarily in nontraditional settings with
persons underserved or excluded from mainstream health
care. Emphasis is on cultural diversity and health inequities
across health care settings. Students in the Transformational
Leadership and Management track have practice experience
in several courses with preceptors in leadership positions in
a variety of care settings.
A unique opportunity offered for practica at Augsburg is
provided by the Augsburg Central Nursing Center. The
Nursing Center provides services for persons struggling
with poverty and homelessness in the city of Minneapolis.
People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide
many opportunities for students to explore advanced nursing roles and new models and forms of practice.
Study Abroad and Off-campus Opportunities
The Nursing Department works closely with cultural
guides, nurse mentors, and Augsburg's Center for Global
Education in developing study abroad opportunities. The
following study abroad and away opportunities are four
examples of existing practicum experiences.
Students may travel to Namibia in southwest Africa to
spend two weeks exploring health and healthcare challenges
within a rapidly developing country. Practical experience
with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum.
Week-long immersion courses and practica are taught on
the Pine Ridge Indian Reservation in western South Dakota.
These courses and experiences offer students the opportunity to live on the reservation and participate with public
health nurses providing health services. They also interact
with tribal leaders and experience cultural events relevant to
the Lakota people of Pine Ridge.
Ten-day courses and practica are available in Mexico and
Guatemala as well. Students explore the relationships of
indigenous and Western health care, the connection
between social justice and health, and interact with local
indigenous healers.
Students may apply all these study abroad options to
requirements in the Master of Arts in Nursing program.
COURSE DESCRIPTIONS
NUR 500 Transcultural Health Care
This course explores meanings and expressions of health,
illness, caring, and healing transculturally. Focus is on
understanding and developing professional competence in
caring for individuals, families, groups, and communities
with diverse cultural backgrounds. Culture is examined as a
pervasive, determining "blueprint" for thought and action
throughout the human health experience. Patterns of
human interaction that foster health and quality of life are
analyzed, and health destroying patterns of interaction, e.g.,
stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36
hours of practice experience)
NUR 501 Transcultural Care Systems
In this course, organizations are viewed as cultural systems
that are complex and adaptive, where continuous change
and unpredictability rule the development and course of
evolution. The importance of relationships, the role of selforganization, the processes of emergence and co-evolution
are explored via readings and discussions. Attendance at a
local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of
transcultural healthcare organizations are expected.
NUR 503 Transcultural Health, Families, and the Life
Cycle
The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the
function of individuals living in families and in communities
is explored. Content about systems, communication, small
group, and nursing theories is applied to family constellation.
The influence of the multigenerational family is examined in
terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture
are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience)
NUR 505 Theoretical Foundations for Advanced Nursing
Practice
This course focuses on nursing science and nursing theory
as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and
research traditions in nursing are compared and related to
the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing
knowledge. (36 hours of practice experience)
NUR 510 Advanced Community Health Nursing I
This course focuses on persons, families and groups living
in relationship. Emphasis is on applying the core functions
of community/public health - assessment, policy development and assurance. Principles of epidemiology, population
demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures
within dominant social systems are analyzed and critiqued
with regard to resource access and distribution among
underserved populations. (36 hours of practice experience)
NUR 511 Advanced Community Health Nursing II
Emphasis is on the application of public/community health
theory and research in providing health care to populations
and communities. Essential public health services are
assessed for adequacy in meeting community health needs
and addressing transcultural health goals. The impact of
diversity, privilege, resource limits, and globalization add
depth and reality to local and global community health concerns, patterns of health, suffering, and healthcare provisioning. Prerequisite: NUR 510. (72 hours of practice
experience)
NUR 515 Managing Nursing Effectiveness within Care
Systems
In planning and implementing nursing activities, healthcare
organizations are considered subcultures of society, which
entail particular issues of access and utilization for marginalized people. Strategies for negotiating structures of privilege
and professional control will be explored. Working with
marginalized populations, students will identify and support
the agency or persons who are seeking help from these systems. Nursing action will focus on mediating subcultures of
clients with the subculture of healthcare systems. Major
emphasis will be placed on mutuality with clients in planning actions and evaluating outcomes. (72 hours of practice
experience)
NUR 520 Research Methods in Nursing
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class
topics will include formulating study questions to explore
collective foundations of meaning and explanation in health
and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. Prerequisite: a college-level statistics course.
(36 hours of practice experience)
NUR 521 Transformational Nursing Leadership
This course emphasizes transformational nursing leadership
and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care
systems. Opportunities for students to engage in designing
relevant models of care delivery are woven into clinical
practica. (72 hours of practice experience)
NUR 523 Theory, Research, and Practice Seminar
The conceptualization, investigation, and application of
nursing knowledge will be critiqued with particular focus
on its contribution to developing practice in transcultural
community health care. Through reflection and dialogue,
which includes professional experience of practice contexts,
as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (36 hours
of practice experience)
NUR 525 Graduate Field Project
This course focuses on the application and integration of
knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. Working
with a nursing faculty adviser, students design and/or implement and evaluate a theory-based model of advanced practice nursing. Relevant coursework is integrated into the
project and the final written report. Plans for disseminating
the report for public and professional use are encouraged.
Students will defend the project to their graduate committee
(major faculty adviser and two readers) and invited guests
at the time of completion.
NUR 530 The Power of Ritual and Ceremony for
Transformation
In this course, the student will explore ritual and ceremony
from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions,
and in the modern American medical system that sustains
its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony
and healing. In modern American culture, the perceived
division between the mind, body, and spirit has led to ritual
and ceremony being considered adjunctive to the scientific
approach to healing. Students will have an opportunity to
interact with persons who integrate ritual and ceremony
into their lives and healthcare practices. Students will also
discuss the meaning of ritual and ceremony to their own
lives and professional practice.
NUR 532 Transcultural Healing Practices
This course will introduce students to complementary healing practices including the historical and cultural contexts
in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies:
music therapy, traditional Chinese medicine, mind-body
healing, spiritual and faith practices, energy healing practices , movement therapies, homeopathy, manual therapies,
and nutrition and nutritional supplements.
NUR 535 Integrative Master's Thesis
The integrative thesis expands upon or extends the theoretical foundations in the literature of Transcultural Nursing in
Community or Transformational Leadership and Management. It demonstrates the student's ability to do independent research that integrates past and current literature
appropriate to the topic, the collection and analysis of
empirical data, and the articulation of implications for
advanced nursing practice or leadership in nursing organizations. Students will defend the project to their selected
graduate committee (comprised of the student's faculty
adviser and two readers) and invited guests. Plans for disseminating the report for public and professional use are
encouraged.
NUR 541 The Politics of Health Care
This course will explore how health and illness are related
to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the
course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social
inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of
healing resources in the population, and what strategies the
poor and powerless employ to gain access to healthcare
resources. This course will include an optional study abroad
experience in Guatemala. (72 hours of practice experience)
NUR 562 Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
This broad-based interdisciplinary course explores the influence of culture and gender on the HIV/AIDS pandemic in
sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological, and political responses to the disease are
examined. Women's collective and individual efforts to preserve the health of their families and communities are highlighted as hopeful and positive responses to the HIV/AIDS
crisis in sub-Saharan Africa.
NUR 599 Topics
Study of selected topics that are not treated extensively
through current course offerings. Specific topics will be
published prior to registration.
BUS 520 Management of the Healthcare Organization
This course provides an overview of the key organizational
and behavioral concepts which underlie effective management practices in healthcare organizations. It addresses both
the theory and practice of effective management. The course
will emphasize the importance of addressing the expectations, needs, and performances of people in organizations,
and recognizes the role of the internal, external, and global
cultures that impact organizational structure, behavior, and
change.
ECO 520 Economics of Health Care in a Global
Community
At the end of the class, students will be better able to apply
economic concepts to the health systems of both the United
States and other parts of the world. The focus will be on the
public policy aspects of the healthcare system, e.g. , issues of
access and cost.
ML 510 Visions of Leadership: A Historical and Literary
journey
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program.
This course views the nature and purpose of leadership
from a variety of disciplines and perspectives.
ML 511 Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
ML 52 7 Spirituality and Leadership in the Workplace
The wide-ranging spirituality movement in the workplace is
a notable feature of contemporary life. This course explores
the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
ADMISSIONS REQUIREMENTS
Applicants into the Master of Arts in Nursing program
must have:
• Bachelor's degree in nursing from a regionally-accredited
four-year college or university, or must have an Associate
of Science degree in nursing in addition to a non-nursing
bachelor's degree.
• Cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework
• Experience as a registered nurse
• Professional liability insurance
ML 530 Ethics in Communication
Interdisciplinary study of ethics and communication
through the investigation of a variety of ethical perspectives
within human communication. This course places particular
attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
ML 531 The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs.
Ways of achieving well-being may be viewed differently by
leaders in public and private domains and across cultures.
The course explores these various perspectives, including
areas of conflict and opportunities for leadership in social
and organizational change. Sociological, human development, and economic theories are applied to contemporary
public and private sector issues for social change.
• Current nursing license
• All required immunizations
A college-level statistics course is required for progression in
the program, but is not necessary for admission.
Decisions about admission to the program will be made on
an individual basis by the Graduate Admissions Committee.
Admissions are handled throughout the year, with students
being admitted at the beginning of the fall (September),
winter Uanuary), and spring (April) terms.
Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:
• Previous college record and GPA
• Letters of recommendation
• Professional experience
ML 535 Organizational Theory and Leadership
In-depth exploration of organizational theory plus related
concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in
order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
ML 560 Developing a Multicultural Perspective
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. It offers an
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past
and present. The course is intended to enhance the analytical and leadership skills of the participants.
• Written statement describing professional and
educational goals
Application Checklist
The following items must be sent to the Adult and Graduate
Admissions Office:
• Completed application formwww.augsburg.edu/ma_nursing
• $35 nonrefundable application fee
• A 2-3 page typed statement describing the applicant's professional and educational goals
• Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study.
(Two of these recommendations must be from professional colleagues.)
• Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations
• Official transcripts from all undergraduate and graduate
institutions attended, listing all courses taken and any
degree(s) conferred
An interview with graduate program faculty and/or staff
members may be requested.
Admission as an international student
International applicants must submit the required application materials listed above . Refer to the additional requirements outlined in Admission of International Students on
page 9.
ACCREDITATION AND AFFILIATIONS
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
DEPARTMENT OF NURSING FACULTY
Magdeline Aagard , Associate Professor of Nursing. BA,
Augustana College; MBA, PhD, University of St. Thomas.
Marty Alemc\n, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College.
Katherine Baumgartner, Assistant Professor of Nursing.
BSN, Minnesota State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC).
BA, St. Olaf College; MS, PhD, University of Minnesota.
I
Linda Holt, Instructor of Nursing, Co-Coordinator of the
Augsburg Central Nursing Center (ACNC) . BSN, University
of Minnesota; MSN, University of Washington-Seattle.
Cheryl Leuning , Professor of Nursing, Chair of the Department of Nursing, and Director of the MAN program. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miiier, Assistant Professor of Nursing. ADN,
Rochester State junior College; BSN , Augsburg College; MA,
Augsburg College.
Susan Nash , Associate Professor of Nursing. BSN, MSN,
EdD, University of Minnesota.
Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St.
Mary's College Graduate Center; MS, University of Minnesota; PhD, University of Colorado.
Pauline Utesch , Assistant Professor of Nursing. BSN,
Winona State University; MA, Augsburg College.
Master of Business Administration
Master of Business Administration
We are certain that you will make an excellent decision by choosing Augsburg to develop your skills,
knowledge, and capabilities. We believe our program will give you an opportunity to challenge yourself by
engaging in classes, projects, and studies that will help form and refine your ability to think critically, analyze
problems, and align your decisions with ethical values and beliefs-while gaining valuable, relevant, and
contemporary business acumen and skills.
Today's business world offers great opportunities to not only realize traditional business goals of increasing
shareholder or owner value but also offers individuals a unique opportunity to serve their communities,
stakeholders, and associates by exercising good decision-making in the areas of corporate social responsibility,
sustainability, and diversity. Our increasingly global and virtual economies call for new knowledge, new
perspectives, and new competencies. Graduates of our MBA program are qualified to take their place as
leaders in their organizations, their communities, and the global economy.
Our unique summative course, the Management Consulting Project, gives students the challenging
opportunity to work on real business issues with actual businesses and organizations in the Twin Cities and
Rochester. Guided and coached by expert faculty with significant business experience, students work in small
consulting teams and bring together the business disciplines they have studied in the program to perform an
accurate analysis and recommendation to the client organization.
Students in the Augsburg MBA program can choose among a growing number of alternatives that include
completion of a core curriculum general MBA, a healthcare management-focused MBA, or additional
concentrations in finance, marketing, human resources, international business, or project management. We
believe we have the structure and design to promote learning and retain rigor, integrity, and quality in an
accelerated degree program. The Augsburg MBA is organized into cohorts, taught by experienced and highly
qualified faculty, and aided by excellent facilities, multiple locations, and the latest in technology, From the
first day of orientation to the day you walk across the stage at Commencement, we promise to offer you an
exciting, challenging, reflective educational experience that will increase your confidence, reinforce your
concepts of vocation, and enable you to seek greater roles of responsibility and impact in your career.
Sincerely,
4-- ~~
Steven M. Zitnick
Director, MBA Program
The Master of Business Administration MissionTo prepare students for professional careers in business by
developing their decision-making skills and judgment, and
by transforming them into effective managers and leaders.
The program aspires to provide an outstanding student-centered education that produces graduates who are critically
astute, technically proficient, and who understand the moral
and ethical consequences of their decisions on their organization and on the world.
Master of Business Administration Program Overview
Todays business leader must be able to quickly analyze situations and information and then critically think through the
alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this fast-evolving business culture.
The curriculum of the MBA gives students the ability to think
critically and ethically as they face the increased challenges of
a global business environment. Quality, individual initiative,
ethics, and teamwork are hallmarks of the Augsburg MBA.
We have a commitment to continually improve the students'
experience and learning in the program. Our faculty is
uniquely qualified to bridge theory and real world application, giving the MBA student the opportunity to acquire skills
and knowledge in a variety of disciplines.
The Augsburg MBA can be completed in fewer than 24
months.
Cohorts
Augsburg's MBA program is organized around small groups,
or cohorts. Students in a cohort program model stay
together as a group through the sequence of classes for the
duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a
cohesive learning community where students not only learn
from one another, but mentor each other and peer coach.
You'll share diverse professional expertise and experience as
you work in teams on projects, case studies, presentations,
and simulations, both inside and outside of class.
Working individually and in small groups enables you to
enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together
as a community you will build personal, social, and academic abilities.
Adult learners bring a wealth of work and personal life
experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and
relationships you build with fellow students and faculty will
extend into an important and valuable network as you take
your career to new levels.
Locations and Schedules
Classes are offered at four locations: Augsburg's Minneapolis
campus, Thrivent Financial in downtown Minneapolis,
Augsbsurg's Rochester campus, and at St. Stephen Lutheran
Church in Bloomington. Cohorts begin three times per academic year: fall term (September), winter term Qanuary),
and spring term (April) . Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the
beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Adult and
Graduate Admissions Office at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is composed of both active and
retired senior business leaders from global, regional, and
entrepreneurial organizations. The board meets several
times yearly to review the program's progress, offer advice,
and provide insight into contemporary business issues that
influence curriculum development or modification. Additionally, the board is invited to participate in student and
alumni events throughout the year.
COURSE DESCRIPTIONS
MBA 592 Leadership: Ethics, Service, and Transformation
This course will provide learners with well-rounded, comprehensive leadership skills that will enhance personal and
organizational effectiveness. Leadership skills and abilities
have long been viewed as important contributors to success
in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of
management and leadership, relationship building, servant
leadership, leadership communication, and self-awareness
and discovery of leadership styles, traits, and abilities.
MBA 520 Accounting for Business Managers
Concepts of Generally Accepted Accounting Principles
(GAAP) for preparing financial statements. Students will
learn to analyze income statements, balance sheets, and
annual reports, and to budget using projected sales, fixed
and variable expenses, breakeven calculation, and capital
budgeting.
MBA 545 Organizational Development
Theory and application of organizational development (OD)
of human resources within organizations. Topics include
strategies and tactics for developing human resources to
support organizational cultural changes (such as total quality management), team building, collaboration with other
teams, training, the impact of diversity, and evaluation of
OD strategies.
MBA 570 Quantitative Decision-Making for Managers
Extracting actionable information from data, interpreting
data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large
databases, and using simulation and modeling in business
decisions.
MBA 575 Strategic Technology
Making strategic technology decisions most favorable to
organization and culture, interaction with customers and
suppliers, and future growth of the organization. Students
will come to understand the impact of the Internet and electronic commerce on the traditional business model, the
effect on employees, and the ethical and societal results of
given technology choices.
MBA 510 Managerial Economics
Application of economic tools in solving managerial problems . Topics include markets and organizations, demand
and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and
ethics and the organizational architecture. Students develop
critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to
help business students become architects of business strategy rather than simply middle managers plodding along the
beaten path of others.
MBA 550 Marketing Management
Applying marketing theory and practice to real-li.fe marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the
relationship between price and demand, brand management, and marketing plans and strategy. Students gain
hands-on experience with marketing in cross-functional
organization strategies.
MBA 580 Management Consulting Project
Working in teams with a local organization, students
develop expertise in an area related to their vocation, using
communication, leadership and collaboration skills, and
academic knowledge to research, analyze, and make recommendations. The management consulting project culminates
in a presentation to the client and the faculty adviser.
MBA 530 Managerial Finance
Understanding the foundations of financial management
including markets, institutions, interest rates, risk and
return, and the time value of money. Included are security
valuation, corporate valuation, strategic investment and
financing decisions, working capital management, mergers
and acquisitions, derivatives, bankruptcy; and multinational
implications.
MBA 540 Business and Professional Ethics
This course provides students with an understanding of the
ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems
helps the student determine how decisions will affect people
positively or negatively This course conveys a model of
analysis of ethical problems to allow students the ability to
make better judgments about what is right and fair. The
course also allows students to gain confidence in their
understanding and their proposed solutions for ethical
issues, thus being able to forcefully and reasonably defend
their point of view.
MBA 560 Communication Issues in Management
An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of
participants shape communication. Students will use case
studies and their own workplace experiences to examine
effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values.
MBA 565 Managing in a Global Environment
Explores the reasons, conditions, processes, and challenges
of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
MBA 595 Strategic Management
Organizations that survive over time generally meet customer needs more effectively than the customer's alternatives. These organizations adapt to a constantly changing
environment, usually coordinating change in a variety of
different functional areas. Strategy matches the organization's capabilities to its market position, facilitates resource
allocation, and provides guidance for decision-making. This
course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management.
THE AUGSBURG MBA WITH A HEALTHCARE MANAGEMENT CONCENTRATION
This program includes the following courses from the MBA
core program, followed by the Healthcare Management
Concentration.
MBA 592
MBA 520
MBA 510
MBA 570
MBA 530
MBA 560
MBA 545
MBA 575
MBA 550
MBA 595
Leadership: Ethics, Service, and Transformation
Accounting for Business Managers
Managerial Economics
Quantitative Decision-Making for Managers
Managerial Finance
Communication Issues in Management
Organizational Development in Healthcare
Management
Strategic Technology in Healthcare Management
Marketing in Healthcare Management
Strategic Management for Healthcare
Management
MBH 597 Integrated Health Delivery Systems (Required)
This course is focused on the health-related industries that
comprise the healthcare system in the United States. Critical
success factors for the medical care, hospital care, long-term
care, mental health care, medical equipment, pharmaceutical, health insurance, and managed care industries are
examined. The course also considers the influences of
demographics, consumer expectations, and government
policies on healthcare system performance.
MBH 542 Legal and Ethical Considerations in Health
Care (Required)
This course covers the laws affecting administration of hospitals and other healthcare organizations: administrative law,
corporate and business law, labor law, civil liability, and taxrelated issues. The course also considers the ethical issues
underlying financing, organization, and delivery of healthcare services as well as addresses the numerous ethical issues
raised by advances in technology, changing societal values,
decreased resources, and increasing professional liability.
MBH 53 7 Healthcare Financing (Required)
This course focuses on a variety of public and private third
party mechanisms for financing healthcare services. A
review is made of the various trends and constraints associated with each mechanism. Particular attention is paid to
the role of private health insurance and government reimbursement mechanisms for health services. Prerequisite:
MBA 530 Managerial Finance
MBH 546 Human Resource Issues in Health Care
(Elective or required, depending on location)
This course provides complete coverage of relevant human
resource issues in healthcare management, as well as a solid
foundation in both HR and healthcare administrative practices. It offers a comprehensive, focused approach to the
demands of the current human resources role. This practical, hands-on course introduces human resources to those
who are preparing to work in any area of health care or
health services. Written for practitioners and students in all
disciplines related to health, this course covers important
topics such as recruitment, training, termination, legal
issues, labor unions, design and analysis safety, employee
relations, healthcare compensation practices, and the challenges facing healthcare management today.
MBH 593 Healthcare Operations Management (Elective)
This course analyzes the operations of healthcare organizations to improve quality and productivity. Quality improvement models including Six Sigma are reviewed for
usefulness and effectiveness within healthcare delivery or
manufacturing environments related to health care. Management information systems (MIS) are evaluated as aids to the
quality process. A course project is a key element in applying strategic concepts and processes.
MBH 562 Global Healthcare Issues (Required)
Governments bear significant responsibilities for assuring
the health of their people. As our understanding of the
social determinants of health has improved, exercising this
responsibility calls for national policies that include planning for the personal healthcare system, addressing broader
issues of population health services and links to policies
that affect education, economic development, the environment, among other areas. All nations, especially developing
countries and those in transition, face challenges to their
national health strategies from the effects of globalization
and global decision-making on issues that affect health.
MBH 572 Information Technology in Health Care
(Elective)
The course focuses on managing information as a strategic
resource within healthcare organizations; designing information systems to capture, combine, and transform information
to measure processes and outcomes of care, support collaborative clinical decision-making, support management decisions, empower patients, and improve healthcare operations.
CONCENTRATIONS
Master of Business Administration students may choose a
concentration in one of several disciplines following com-
pletion of the core curriculum. A concentration allows students to become competitive in a specific career field or, in
some cases, assists the student in achieving a professional
certification or accreditation.
Graduate Certificates
The following concentrations are also available as graduate
certificate programs. Students who seek advanced skills and
knowledge in a specific business discipline, but either
already possess an MBA or are not interested in pursuing a
degree at this time, may enroll in any concentration as a certificate student. These courses are transcribed and "for
credit." In most cases, (depending on employer policies)
they will be accepted for tuition reimbursement. Contact
the MBA Office at 612-330-1778 or the Adult and Graduate
Admissions Office at 612-330-1390 for more information.
Finance Concentration
Students prepare for careers in international banking,
finance, and investments by learning finance and investment theory and applications , and the operations of financial markets.
• Financial theory and applications
• Investment theory and portfolio management
• Financial markets
• Options and derivatives
• International finance
• Financial statement analysis
Marketing Concentration
Students receive solid exposure to major topic areas beyond
the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing.
• Marketing research
• Marketing communications
• Sales management
• Consumer behavior
• Technology and e-commerce
• International marketing
Human Resource Management Concentration
Students can prepare for careers in the field of human
resource management. Major topics cover a wide range of
HR functions including training and selection, compensation and benefits, and global issues in human resources. Students completing the certificate will be preparing for
certification as a human resource professional (PHR).
• Training, selection, and performance
• Industrial/Labor relations
• Compensation and benefits management
• Organizational effectiveness
• Global human resources
• Strategic human resources
Healthcare Management Concentration
The Master of Business Administration with a concentration
in healthcare management (MBA/HCM) is designed to provide students with leadership as well as the management
knowledge and skills needed to be successful in today's
healthcare organizations. The MBA/HCM emphasizes the
identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and
decision models that will support the variety of management
roles that can be seen in today's healthcare environment.
• Legal and ethical considerations in healthcare
management
• Official GMAT score report (school code 6014)-not
required for certificate applicants
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission oflnternational Students on
page 9.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
• Integrated health delivery systems
• Healthcare financing
• Cross-cultural issues in health care
• Global healthcare issues
• Healthcare operations management (elective)
Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 6.) Students
must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg
College.
GMAT Waiver Policy
International Business Concentration
Students develop a specialized toolkit to deal with the global
economy with its massive increases in international trade,
foreign direct investment, multinational companies, and
international financial transactions.
• Business English
• International marketing
• International managerial finance
• International business negotiations
• International logistics
As a general policy, the Augsburg MBA program requires the
GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The
GMAT is used both to evaluate the candidate's opportunity
for success as well as indicate areas where remedial work
may be necessary. However, the Admissions Committee will
consider, on a case-by-case basis, GMAT waiver requests for
the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should
grant a GMAT waiver. Current occupation or undergraduate
disciplines are not specific grounds for a GMAT waiver.
• Legal aspects of international business
ELIGIBILITY
Project Management Concentration-coming in 2009
ADMISSION REQUIREMENTS
Applicants to the MBA program must have:
• bachelor's degree from a regionally accredited four-year
institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checl<list
The following materials must be submitted to the Adult and
Graduate Admissions Office:
• completed application-Apply online at
www.augsburg.edu/mba/admissions/application.html
• $35 application fee
• Two personal statements
• Official undergraduate/graduate transcripts sent directly
to the Augsburg Adult and Graduate Admissions Office
• Current resume of work history
• Two confidential letters of recommendation
GMAT waivers may be offered to:
Those candidates who have been enrolled in a graduate
degree program in a technical or quantitatively rigorous
discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing
with an overall grade point average of 3.0 or better (or the
equivalent of a B average under the system used by that
institution). Students should have completed at least four
academic courses within this curriculum to qualify. It is
important to note that employment history and current
assignment will be reviewed in addition to the degree
requirement.
• Those who hold the following graduate degrees from an
accredited college or university with an overall grade
point average of 3.0 or better (or the equivalent of a B
average under the system used by that institution.)
• Medical or dental degree (MD,DDS)
• Law degree QD)-depending on undergraduate major
• Master's or doctoral degree in an academic discipline
that included a significant quantitative, engineering,
mathematics, or statistics component or involved
research requiring significant quantitative skills.
• Any other quantitatively based graduate degree from
an accredited college or university that the Admissions
Committee believes has highly prepared the candidate
for rigorous graduate-level work
• Master's, PhD, EdD, or advanced degrees in disciplines
other than those identified, including those granted by
academic institutions outside the U.S. will be evaluated
by the Admissions Committee. (See grade requirement
above)
• Those who have completed a graduate program at
Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Current and active CPA designation. If the CPA designation has been inactive and not current for a period greater
than five years, the waiver will not be granted.
GMAT WAIVER CHECKLIST
Please submit the following documentation to the associate
director of the MBA program:
• One-page written request outlining reasons why the
Admissions Committee should grant a GMAT waiver
• Copies of transcripts for all work completed at any college
or university, whether or not a degree was granted (unless
previously submitted to the graduate admissions office)
• Current resume (unless previously submitted to the graduate admissions office)
• Any other information that you wish to submit to support
your request
Typically, GMAT waiver decisions are made within one week
of receipt of materials. For questions about this checklist or
the waiver policy, please contact either the Adult and Graduate Admissions Office or the MBA program office.
ACADEMIC POLICIES
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort
and complete their MBA program as scheduled. All students
are required to complete all components of the program
within five years of matriculation. Extensions beyond five
years will be considered on the basis of petition to the MBA
director. Students who leave the program for more than one
trimester must request a leave of absence in writing from the
MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave
of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an
official MBA-approved leave of absence will not count toward
the five-year deadline for degree completion.
Last Day to Withdraw from Class
For information regarding the last date on which students
may withdraw from a class and receive a "W" on their
records, please contact the MBA office.
Academic Evaluation
Evaluation of academic performance in the MBA program
will be based on number grades using a 4.0-scale as defined
below:
4.0
Achieves highest standards of excellence
3.5
3.0
Meets acceptable standards
2.5
2.0
Meets minimum standards
Unacceptable performance (no credit - course must
be repeated)
1.5-0.0 Unacceptable performance (no credit - course must
be repeated)
W
Grade assigned when a student withdraws from a
course after the deadline, "Without notation on the
record." Students can only withdraw from the same
class two times. If a student withdraws from the
same course a third time, he or she must meet with
the director of the MBA program to discuss continued participation in the MBA program.
An incomplete grade (I) may be awarded when the
instructor grants permission after determining that
a student emergency may delay completion of
coursework. Students who receive an incomplete
grade should be capable of passing the course if
they satisfactorily complete outstanding course
requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade
form with the Office of the Registrar that states the
reasons for the request, outlines the work required
to complete the course, and includes the course
instructor's signature. The instructor may stipulate
the terms and conditions that apply to course completion; however, students may not attend the same
course (or a portion of the same course) in a following term with an incomplete grade. The student
must complete the outstanding work in enough
time to allow evaluation of the work by the instructor and the filing of a grade before the final day of
the following academic term in the student's program. If the work is not completed by the specified
date of the following academic term, the grade for
the course becomes 0.0.
Degree Requirements
To be conferred the MBA degree, students must achieve the
following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below,
and with a cumulative GPA of 3.0 or higher
• Successful completion and submission of the management
consulting project
Students who successfully complete Augsburg's MBA program will receive a Master of Business Administration degree.
ACCREDITATION AND AFFILIATIONS
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MBA FACULTY
William Arden , Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University;
MBA, Boston University.
David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego.
Lori Peterson, Assistant Professor of Business Administration. BSB, Carlson School, University of Minnesota; PhD, University of Minnesota.
Larry Sallee , Instructor, Business Administration. BS, University of Wisconsin-Superior; MBA, University of WisconsinLaCrosse; DBA, U.S. International University; Certified Public
Accountant (CPA), Certified Management Accountant.
Nora Braun , Associate Professor of Business Administration.
BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota.
John Schmit, Associate Professor of English. BS, St. john's
Thomas Burns, Instructor, Business Administration. BA, Iona
David Schwain , Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University.
College; MBA, University of St. Thomas.
C. Lee Clarke , Assistant Professor of Business Administration.
BA, Capital University; MDiv, Trinity Lutheran Seminary;
MBA, University of St. Thomas.
University; MA, University of New Orleans; PhD, University
of Texas.
Joanne Smith , Instructor, Business Administration. BA, Smith
College; MA, University of Minnesota.
David Conrad , Assistant Professor of Business Administration.
Peter Stark, Assistant Professor of Business Administration.
BS, Northwestern University; MBA, EdD, Pepperdine University:
BA, Winona State University; MA, EdD, St. Mary's University
of Minnesota.
John Stein, Instructor, of Economics. BS, University of
Detroit; MA, University of Illinois.
Stella Hofrenning , Assistant Professor of Economics. BS,
University of Maryland; PhD, University of Illinois.
Stuart Stoller, Professor of Business Administration. BS, MS,
Long Island University; Certified Public Accountant (CPA).
Mark Isaacson , Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Steven Zitnick, Assistant Professor of Business Administra-
Ashok Kapoor , Associate Professor of Business Administra-
tion and Director of the MBA program. BA, Shimer College;
MS, University of Utah.
tion. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Laura Lazar, Assistant Professor of Business Administration.
BA, MLS, Valparaiso University; MBA, PhD, Indiana University:
Edward Lotterman , Assistant Professor of Economics. BA,
MS, University of Minnesota.
Steven Lukas, Instructor, Business Administration. BS, MA,
University of Nebraska; EdD, University of St. Thomas.
Roseanne Malevich , Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison.
Marc Mcintosh , Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University:
Michael Mcllhon, Instructor, Business Administration. BBA,
MA, University of Iowa.
John Molloy, Assistant Professor ofBusiness Administration.
BBA, MS, University of Wisconsin, Madison.
Magdalena Paleczny-Zapp, Associate Professor of Business
Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Master of Science in Physician .Assistant ·studies
Master of Science in Physician Assistant Studies
Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the
information included in this catalog helpful as you make the decision to pursue your graduate degree in
physician assistant studies.
Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent
with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and
backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed
in current medical theory and practice, and graduates are encouraged to work in primary care settings. The
program promotes dedication to excellence in performance, with the highest standards of ethics and integrity;
and commitment to lifelong personal and professional development.
Your education here will be guided by a group of faculty who are committed to the physician assistant
profession and to seeing you achieve success as a graduate of the program. With a PA degree from Augsburg
College, you will stand out as a person who cares about changing the world one person at a time, and who is
willing to risk becoming different by building on your strengths.
Since its founding in 1995, our program graduates have achieved many successes, some of which include:
• The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the
National Board Exam.
• 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try.
• ALL graduates seeking employment in the PA field have been employed within six months of graduation.
We believe that this success is due in part to the quality of the education and preparation that the student
receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working,
committed individuals dedicated to their goal of becoming a physician assistant.
Choosing the PA Program at Augsburg College will require you to move beyond current comforts and
assumptions. You will likely encounter people of different backgrounds, and learn from their experiences to
transform yourself into a competent and caring healthcare provider. Here you will begin your lifelong
commitment to the care and well being of people.
Dawn B. Ludwig, PhD, PA-C
Director, Physician Assistant Studies Program
student has been in for the required rotations, or may be
elsewhere in the state.
The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare
providers. Each student is evaluated by the physician preceptor for the designated rotation. Nine times during the
clinical phase students will return to Augsburg for testing as
well as didactic and clinical skill workshops.
CLINICAL PHASE DESCRIPTIONS
PA 600 Family Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of family medicine. Inclusion of proper data collection
through history and physical examination, formulation of
accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine
as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 601 Internal Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of internal medicine. Inclusion of proper data collection
through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine
as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 602 General Surgery Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation
of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current
medical literature. Prerequisite: Clinical phase PA student
PA 603 Pediatric Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of pediatrics. Inclusion of proper data collection
through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine
as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 604 Women's Health Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of women's health. Inclusion of proper data callee-
tion through history and physical examination, formulation
of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current
medical literature. Prerequisite: Clinical phase PA student
PA 605 Emergency Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of emergency medicine. Inclusion of proper data
collection through history and physical examination, formulation of accurate problem lists, thorough investigation,
and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA
student
PA 606 Psychiatry Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical
practice of psychiatric medicine. Inclusion of proper data
collection through history and physical examination, formulation of accurate problem lists, thorough investigation,
and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA
student
PA 607 Elective Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of
medicine. Students are allowed to choose, in consultation
with the clinical coordinator, the area of medicine in which
they would like to study as their elective. Prerequisite: Clinical phase PA student
PA 620 or 621 or 622 Preceptorship
A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of
medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate
problem lists, thorough investigation, and development of
treatment plans incorporating evidence-based medicine as
determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty.
Prerequisite: PA 600-607
PA 690 Capstone
This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for
graduation and clinical practice. The student will demonstrate an understanding of the program's and profession's
principles. Prerequisite: PA 600-607
• Demonstration of a commitment to, and involvement
with, underserved communities.
ADMISSION REQUIREMENTS
Complete and current-year admission guidelines can be
found on our website at www.augsburg.edu/pa.
Note: The Graduate Record Exam (GRE) is not required.
Admission to any physician assistant program is a highly
competitive process. Augsburg College's graduate program
in physician assistant studies receives approximately 250
applications for each entering class of 28 students.
The Augsburg Physician Assistant Studies program has a
two-step application process-applying through CASPA and
to Augsburg's PA Studies Program.
Qualified applicants will have:
• Bachelor's degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0
• Completed the prerequisite courses listed below
PA Studies Application Process
The Augsburg PA Program participates in the Centralized
Application Service for Physician Assistants (CASPA) which
is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the
entering class must be processed through CASPA, following
all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online
at www.caspaonline.org.
Prerequisite Courses
To be an eligible applicant for the physician assistant studies
program, you must have completed the prerequisite courses
listed below. These courses must have been completed
within 10 years of the year you are applying for admission.
If you have already completed your undergraduate degree,
prerequisites must be completed by the end of fall semester
(no later than December 30) of the year you are applying. If
you are completing your first undergraduate degree, you
may complete prerequisite course work in the spring semester of the year you are applying; however, that coursework
must be completed prior to the start date of the program.
All course prerequisites must have been passed with a grade
of C (2.0) or higher. Meeting minimum prerequisites does
not guarantee admission into the program.
You will be considered an eligible applicant if you have a
minimum cumulative GPA of 3.0 (as calculated by CASPA),
if you have completed or will complete your undergraduate
degree prior to the start date of the program, and if you have
completed or will complete your prerequisite courses within
the timeline specified for your situation.
Augsburg's PA Program Supplemental Application can be
downloaded from www.augsburg.edu/pa. It is important for
the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the $25 supplemental application fee is non-refundable. You will be
required to print and sign the supplemental application and
mail it to the program by the application deadline. Since all
incoming students begin the course of study in late May, the
application is thus made approximately a year before
matriculation.
• one full course of general psychology
• one full course of developmental psychology (birth to
death lifespan)
• one full course of physiology* (human/vertebrate/organ)
• one full course of microbiology*
• one full course of biochemistry*
• one full course of general statistics
• one course of medical terminology
*Labs are recommended but not required.
Refer to our "Guide to Prerequisites" on our website to help
you with your prerequisite course selections.
The following are strongly recommended but not required:
• Minimum science GPA of 3.0
• Additional science courses such as anatomy, genetics,
immunology, other biology courses, and organic chemistry
• Clinical healthcare experience. Direct patient contact is
the best type of experience to obtain in order to
strengthen an application. Healthcare experience may be
full time or part time, paid or volunteer.
Selection Process
All complete files ( CASPA and Supplemental Applications
that meet requirements) will be reviewed by the admissions
committee. The admissions committee procedures utilize a
blind review, so applicant demographic data is unknown
(e.g., race, age, gender). Each file is reviewed by members of
the committee.
The selection committee looks for a balanced application by
reviewing many criteria including cumulative GPA, science
GPA, overall academic record, service to underserved
(meaning disadvantaged, minority; or under-represented
populations), direct patient contact experience, knowledge
of the profession, fit with the program goals and mission,
and recommendation letters.
Once the committee has completed the file review, a group
of candidates is selected for a telephone interview. The telephone interviews are generally conducted in mid- to lateJanuary. In addition, those selected for a telephone
interview are invited to a Candidate Information Session in
the program to meet faculty, staff, current students, and to
view the facilities. After telephone interviews are conducted,
the class of 28 students, as well as a list of alternates will be
selected. All applicants are notified of their status by midFebruary.
PA PROGRAM POLICIES
Technical Standards
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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.
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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-
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monary resuscitation, and application of pressure to control bleeding. These skills require coordination of both
gross and fine muscular movements, equilibrium, and
integrated use of the senses of touch and vision.
Cognitive: In order to effectively solve clinical problems,
candidates must be able to measure, evaluate, reason,
analyze, integrate, and synthesize in a timely fashion. In
addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures.
Social: Candidates must possess the emotional health
required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt
completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able
to tolerate physically taxing workloads and function
effectively under stress. They must be able to adapt to
changing environments, display flexibility, and learn to
function in the face of uncertainties inherent in the clinical problems of patients.
Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician
Assistant Program employs periodic examinations as an
essential component of the physician assistant curriculum. Successful completion of these examinations is
required of all candidates as a condition for continued
progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible.
Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and
curriculum progression of the candidates. Therefore, the
process of faculty evaluation of the clinical performance
of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be
made, participation in clinical experiences and the evaluation of that participation is required.
Experiential Learning Policy
The Augsburg Physician Assistant Program does not award
academic credit to an individual for experiential learning.
Applicants desiring admission to Augsburg's PA Program
must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during
admittance to the Augsburg PA Program will not substitute
for any part of the clinical year or preceptorship.
Employment while in the Program
Program faculty discourage outside employment while in
the Physician Assistant Program. Faculty recognize that
employment may be an issue that some students will face.
Given this recognition, realize that program obligations will
not be altered due to a student's work obligations. It is further expected that work obligations will not interfere with
the physician assistant students' learning progress or
responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program
may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter,
the student should ou tline the circumstances and reasons
for withdrawal. Students will be requested to conduct an
exit interview with the program director prior to leaving the
program. See page 5 for information on withdrawal.
Readmission
Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating
the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and
previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the
PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students
who submit letters will be reviewed by the program faculty.
Any student requesting readmission will be considered a
new applicant to the program and will be required to complete the program application process as a new applicant,
and may be required to repeat coursework.
Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student's
previous academic record and the request for readmission, a
decision will be made. Students may be required to repeat
selected coursework or meet new requirements of the Physician Assistant Program that became effective after the student's withdrawal. A decision will also be rendered as to
what program coursework will be considered for credit as
completed.
COSTS OF THE PA PROGRAM
For tuition information go to www.augsburg.edu/pa.
Payment Options
For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll.
FACULTY
Beth Alexander , Associate Professor of Physician Assistant
Studies. BS, PharmD, University of Minnesota.
Eric Barth , Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate,
Trevecca Nazarene University; MPAS, University of
Nebraska.
Heather Bidinger, Assistant Professor and Clinical Coordinator, Physician Assistant Studies. BA, University of St.
Thomas; MMS, PA Certification, St. Louis University.
Donna De Gracia, Assistant Professor of Physician Assistant
Studies. BA, Ohio State University; MPAS, University of
Nebraska; PA Certification, Bowman Gray School of Medicine.
Dawn Ludwig , Assistant Professor and Director, Physician
Assistant Studies. BA, MS, University of Colorado; PhD ,
Capella University; PA Certification, University of Colorado.
Patricia Marincic , Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University;
MS, Colorado State University; PhD, Utah State University.
Steven Nerheim , Instructor and Medical Director, Physician Assistant Studies. MD , University of Minnesota; MDiv,
Luther Seminary.
Brenda Talarico , Assistant Professor of Physician Assistant
Studies. BS, University of Minnesota; MPAS, University of
Nebraska; PA Certification, Augsburg College.
Master of Social Work
Master of Social Worl<
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect
of joining with others to respond to problems and develop opportunities that benefit individuals, families,
groups, and communities. The MSW degree prepares you for advanced professional practice in the field of
social work.
Augsburg's MSW program prepares you for agency-based practice with individuals, families, groups, and
communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of
our program share how they appreciated the opportunity to learn new ideas as well as learn more about
themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a
mentoring relationship with our faculty and staff. As a small program, we have high expectations for our
students but at the same time offer the flexibility to help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. If you are
interested in learning more about our program, I invite you to come to campus for an information session. In
that session, we will show you our tightly integrated curriculum, explain our cohort model, and introduce you
to some of our faculty and staff. We also invite you to meet individually with our faculty and staff, who are
available for appointments.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in
learning. The personal and professional growth necessary to become an advanced professional social worker is
challenging. We encourage you to take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
SWK 620 Research 2: Practice Evaluation
Building on the basic research skills developed in Research I,
this course offers a practice-oriented exploration of the range
of research methods used in social work practice evaluation.
There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers to "expand the knowledge
base" of social work The course emphasizes research as a
tool at all levels of social work and will be concerned with
strengthening the linkages between research, theory, and
practice evaluation. Students completing the thesis will have
additional assignments fitting the thesis.
SWK 625 Family Practice I
The family practice methods sequence builds upon the theoretical framework of systems theory, the problem-solving
model, and the strengths perspective from the foundation
year. This first course in the sequence introduces students
to the family level of need conceptual framework (Kilpatrick & Holland, 1999) as the foundation for choice of
models for assessment and intervention with diverse families in a variety of practice settings. Family level of need is
conceptualized as a hierarchy of needs ranging from basic
survival to issues of intimacy or self-actualization of family
members. Levels I (assessment and intervention models and
strategies directed at basic survival needs) and II (structure
and organization of families) will be taught. Presentation of
the models will be integrated with current research, family
policy; values, ethics, and global perspectives.
SWK 626 Family Practice 2
This second course in the family practice methods sequence
proceeds to Levels Ill and IV of the family level of need
framework (see above). These levels focus on boundaries,
conflict, and intimacy. Students will gain a working knowledge of strategies derived from these models. Presentation of
the models will be integrated with current research, family
policy, values, ethics, and global perspectives. Prerequisite:
SWK 625
SWK 627 Family Practice 3
This third course in the family practice methods sequence
offers students a selection of one course from two or more
special topics, such as Advanced Family Therapy or Mental
Health Practice. This will be an opportunity to tailor the
skills learned in Family Practice 1 and 2 to an area of specialization within practice with families. Prerequisite: SWK 626
SWK 630 Family Social Policy
This course explores the impact of social policies on diverse
families, including policies that relate to housing, income
maintenance, health, long-term care, education, and discrimination. This course has a dual purpose: to teach substantive
knowledge of child and family policy and to teach policy
practice skills. The diversity in families as well as ethnic ,
racial, cultural, and social class differences will be immersed
in all content areas. National and international political,
social, and economic systems will be a reference point.
SWK 634 Creative Problem Solving in Supervision
(.5 credit)
This course examines knowledge and skill building in the
administrative, educational, and supportive functions of
social work supervision. The interactional model, creative
problem solving, and strengths perspective are the frameworks for understanding and influencing the dynamics of
supervision in a variety of settings.
SWK 639 Topics in Family Practice: Ethics (.5 credit)
Social workers and other human service professionals are
often faced with ethical dilemmas and choices requiring ethical decision-making in all fields of practice. The purpose of
this course is to help students acquire the knowledge base
for ethical practice and to develop skills in identifying and
resolving ethical dilemmas. Also, the course will provide
students with tools required to make ethical decisions when
confronted with conflicting choices occurring within the
context of a profession with a specific values base and a
code of ethics addressing ethical principles and standards
related to clients, colleagues, employers, the profession of
social work, and society.
Program Development, Policy, and Administration
Concentration Courses
SWK 651 AND 652 Field Seminar 3 and 4: PDPA
(.5 credit each)
The goal of these two courses is to strengthen the connections between theory and practice with both taking on new
dimension and meaning for students. All students in field
placements must participate in the appropriate concurrent
Field Seminar. As part of this integrative function, the seminar also serves as a means for making connections among
course components and the expansion of classroom content-particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
SWK 65 7 AND 658 Diversity and Inequality I and 2:
PDPA (.5 credit each)
These courses explore diversity and social inequality related
to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and
perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy;
culturally competent supervision, administration, program
development, and advocacy.
SWK 660 Research 2: Program Evaluation
Building on the basic research skills developed in Research 1,
this course offers a program-oriented exploration of the range
of research methods used in social work There will be a particular focus on evaluative research, a critique of the role of
research in assessing efficiency and effectiveness in social
service delivery; and identification with the responsibility of
social workers "to expand the knowledge base" of social
work The course emphasizes research as a tool at all levels of
social work and will be concerned with strengthening the
linkages between research, theory, and program evaluation.
SWK 667 Organizations/Social Administrative Practice 1
This course examines organizational theory and strucLure,
processes of development, research, and evaluation, and
social work values and ethics in the workplace. The need to
work effectively within an organizational context means
that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an understanding of how organizations provide
practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to
become effective service providers or change agents in the
context of their work in social service organizations.
SWK 668 Organizations/Social Administrative Practice 2
This course builds on the theoretical knowledge base of
SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and
management. These skills are intended as a base for the
beginning administrator. This course expects the student to
develop specific skills in budgeting and personnel/human
resource functions (e.g., recruitment, selection, hiring,
training, and evaluation). Prerequisite: SWK 667
SWK 669 Organizations/Social Administrative Practice 3
This course explores strategies and methods for working
effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy
groups. Prerequisite: SWK 668
SWK 675 Planning and Policy Practice 1
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will
gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system
design, taking into account organizational, financial, and
technological dimensions within an analytical framework of
defined need and demand for service.
SWK 676 Planning and Policy Practice 2
This course examines theories, concepts, and analytical
frameworks for analyzing policy. lt addresses the role of economics, demographics, politics, values, and other relevant
factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed
policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax
policy including tax expenditures. Prerequisite: SWK 675
Both Concentrations
SWK 699 General Elective
Students in both concentrations complete at least one general elective credit for graduation. The following are examples of elective offerings that are rotated each year:
• Parent and Professional Planning
• Interdisciplinary Perspectives on Aging
• Child Welfare: History, Policy, and Practice
• Social Work with Involuntary Clients
• Spirituality in Social Work and Human Services
We also offer electives abroad:
Exploring Human Services in International Settings (Examples include England, Mexico , Norway, Portugal, Slovenia,
and Taiwan.)
SWK 698 Independent Study
Students may propose to complete an independent study
project. Such directed study projects provide the opportunity for a student to explore a particular area of social work
that is of interest to him or her. A faculty sponsor must be
secured and a proposal submitted to the Social Work
Department. On rare occasions, an independent study may
be used to satisfy the general elective requirement. Prior
approval is required. Courses that are part of the required
curriculum may not be taken as independent study.
FIELD WORK AND FIELD PLACEMENT
Social work education goes beyond the classroom. Through
the field experience, we expect that sLUdents will demonstrate skills to bridge theory and practice. Collaborative
efforts between the student, the field agency, and the MSW
program are essential to successful learning. The foundation
of the practice includes:
• ethical, competent professional practice
• problem solving within a systems framework and
strengths perspective
• use of advanced practice theories in Family Practice or Program Development, Policy, and Administration settings
• evaluation of the effecLiveness of program or practice
activities
• an understanding of, and respecL for, diverse peoples and
cultures
• responsibility and service to the local and global community in the interest of social justice
• a commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionallytrained, MSW-level, and program-approved field instructors,
students will spend a minimum of 920 hours in two field
practica. Each practicum is spread over at least two
trimesters (fall and winter) and is concurrent with enrollment in field work integrative seminars as well as other
MSW coursework.
The fieldwork education of the MSW program is divided
into two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts
emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours
and is completed by students admitted at the foundation
level. Students spend an average of 15 hours per week during the fall and winter terms in this practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced
practice skills and leadership qualities related to the chosen
concentration. It requires a minimum of 500 hours and is
completed by all students, including those admitted with
advanced standing. Students spend an average of 18 hours
per week during the fall and winter terms in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall. Selection begins the previous
spring in collaboration with two other Twin Cities MSW
programs. Students attend the student field orientation
before beginning their search. The opportunity is also provided to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work.
At this Field Fair, students are able to meet a large number
of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the
student, and a matching process conducted collaboratively
by the field coordinators at the three MSW programs in the
Twin Cities.
In some instances, students can petition to complete a field
practicum at an agency not on the approved list or at their
place of employment. Students work with the MSW field
coordinator for such proposals.
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victims of torture
faith-based social services
neighborhood services
legislation advocacy
housing services
employment services
community organizing
research centers
DUAL DEGREE IN SOCIAL WORK AND THEOLOGY
Augsburg College's Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology
(MSW/MA) or Master of Divinity (MSW/MDiv). The dual
degree has been approved by both institutions and by the
Council on Social Work Education. If you are interested in
combining a Master of Social Work with a Master of Arts in
Theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual
degree. For application information visit the Luther Seminary website at www.luthersem.edu/catalog/05_07/
dual_msw.asp.
Purpose
The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social
needs of families, individuals, and communities in both
rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the
pastoral and human service settings. This joint program is
ecumenical in its admission policies as well as its academic
outlook.
Objectives
Field Practicum Settings
Three primary objectives have been established:
The Augsburg field faculty are committed to the success of
each student in a stimulating and challenging field
practicum. Our current list of approved field sites includes
agencies in the following areas of practice:
• To educate practitioners in social work and ministry who
can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways.
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family and children
child welfare
mental health
crisis intervention
senior resources
family social policy
health and human services
corrections and probation
public and independent schools
youth services
hospitals
developmental disabilities
American Indian family services
chronic and persistent mental illness
chemical dependency
court services
immigrant, migrant, refugee services
• To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government
support for those in poverty.
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
Dual degree students enroll in Luther Seminary courses
first. Upon completion of this first year of courses, students
then enroll in Augsburg courses for a second and third year
(full-time). In the dual degree, Luther Seminary offers nine
courses which can be completed in one year if pursued fulltime. The remaining Luther Seminary course requirements
are waived and replaced by the Augsburg MSW curriculum.
At Augsburg, dual degree students complete the entire
MSW curriculum with the exception of the general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule
and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the
dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work
teams. The Luther Seminary program and the Augsburg
College program are both full-time; it is not feasible for students to do both programs simultaneously.
Summary of Dual Degree Requirements
Luther Seminary full courses: 9
Augsburg College full credits: 12-advanced standing,
17-foundation (elective is met at Luther)
MSW field practicum course credit hours: see guidelines
under field practicum
MSW Summative Evaluation Project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of
application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to
one institution does not guarantee admission to the other.
To request the catalog and application materials, you must
contact each program separately. Financial aid is also a separate process.
ADMISSION TO THE MSW PROGRAM
The Augsburg College MSW program promotes the widest
possible diversity within its student populatiop.. Therefore,
the admission policies ensure that educational opportunities
are provided to persons with a range of abilities, backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application
process. Refer to the MSW application documents for details
regarding specific application requirements.
Admission Requirements
• Bachelor's degree from a regionally-accredited college or
university
• Cumulative undergraduate GPA of 3.0 or higher
• Liberal arts coursework in the social sciences, humanities,
biology, and statistics
Application Checklist
The following materials must be submitted to Augsburg's
Adult and Graduate Admissions Office:
• Completed and signed application form-www.augsburg.edu/msw or call 612-330-1520.
The application completion deadline is January 15 each
year for entry in the following academic year. All applica-
tions and materials noted below are due by 5 p.m. on the
application completion deadline.
• $35 application fee
• One official transcript from each previously attended
postsecondary institution. This includes colleges, universities, and vocational/technical institutions.
• Liberal arts prerequisite coursework including four social
sciences, three humanities, one biology, and one statistics
course. These courses must be completed prior to
enrolhnent.
• Completed BSW course equivalency checklist (for
advanced standing applicants)
• Three completed and signed recommendation checklist
forms , with letters attached
• Typed, double-spaced personal statement responding to
the questions noted on the application form
• Results of the TOEFL language tests (for non-native
English speakers)
• Official international credit evaluation course-by-course
review (for degrees completed outside of the United
States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on
page 9.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to eight (8.0) transfer
credits. (See evaluation of Transfer Credit on p. 6.) Eligible
courses must be from a CSWE-accredited program and must
receive a grade of B (3.0) or higher. Students must complete
no fewer than 10 (10.0) courses at Augsburg in order to
receive their MSW degree from Augsburg College.
Admission with Advanced Standing
Advanced standing is an application category open to those
with a bachelor's degree in social work accredited by the
Council on Social Work Education (CSWE) . Advanced
standing applicants may seek waivers for up to eight of the
following MSW courses: Human Behavior and the Social
Environment, History of Social Welfare Policy, Practice
Methods 1 and 2, and Integrative Fieldwork Seminars 1 and
2, which include 420 field practicum hours. Advanced
standing applicants must offer an equivalent BSW course for
each with a grade of B (3 .0) or higher in order to receive a
waiver.
Admissions Q&A
What do I do if my cumulative GPA is below 3.0?
Our faculty are willing to review the application files of
applicants with a cumulative GPA below 3.0; however, the
comparative standard remains 3.0 or higher. A small percentage of applicants not meeting the GPA prerequisite may
be admitted, if otherwise qualified. If your GPA is below 3.0,
you must include a brief "Explanation of GPA" with your
application documents. You should address the following
questions:
• Were there limitations that affected your GPA? If so, what
is your plan to address these limitations?
• Were there extenuating circumstances contributing to the
GPA? If so , have those circumstances been resolved?
Is human service experience required?
Although it is not a requirement, strong preference is given
to those applicants with paid or volunteer experience in
human services, particularly experience that demonstrates
responsibility and leadership. Applicants are advised that
MSW field placement options may be limited for those who
lack prior human service experience.
What if my prerequisite coursework is not done?
We require nine prerequisite courses for admission to our
MSW program. These include four social science courses,
three humanities courses, one biology course, and one statistics course. We are willing to review an application if at
least seven of the nine prerequisites are finished at the time
of application. This means a maximum of two prerequisites
can be pending or unfinished at the time of application and
the file will still be reviewed. In the event an offer of admission is extended, it will be conditioned on completion of
any outstanding prerequisite courses before enrollment in
MSW courses.
What if my bachelor's degree is not yet finished when I
apply?
We are willing to review the application file of an applicant
who is lacking one semester or two trimesters of coursework (including practicum) at the time of application. This
means that when you apply to our program in January; if
you have just finished your final fall semester but still have
a final spring term to complete, you must ensure that your
fall grades have been posted to the official transcript before
having it sent to our office for your application. In the event
an offer of admission is extended, it will be conditional on
the completion of the bachelor's degree before enrollment in
MSW courses.
Is academic credit granted for life or work experience?
Although experience will make for a strong application file,
we are unable to waive any degree requirements for work or
life experience. This is the policy in all CSWE-accredited
programs.
May I seek course waivers for the MSW courses listed on
the BSSW Equivalency Checklist if I have taken these
equivalent courses at the undergraduate level, but did
not major in social work?
Unfortunately; no. We offer course waivers for certain MSW
courses only when the entire BSSW major (CSWE-accred-
ited) has been completed by an applicant and we can therefore assume the applicant has been adequately prepared as a
generalist social worker. For the particular MSW courses
open for waiver to these advanced standing applicants, we
expect a grade of B or higher in the BSSW equivalent course.
But it also is expected that the remaining BSSW courses
from the social work major were completed satisfactorily
and the applicant graduated with an accredited bachelor's
degree. If an equivalent course has been taken from another
MSW program, please ask us about our transfer of credit
procedure.
Who makes the admission decision on my
application file?
Each application file is reviewed by three full-time social
work faculty who each make a recommendation on the file.
These recommendations are taken to the Social Work
Admissions Committee which then renders a final admission decision.
How long should my personal statement be?
On average, MSW applicants submit a personal statement
between three and five pages (double spaced). Approximately one page per question is considered adequate. Fewer
than three pages is probably too brief, but more than eight is
probably too much.
May I visit to speak with someone for advice on putting
together the strongest possible MSW application?
Absolutely! You may contact our graduate admissions counselor at 612-330-1520 or e-mail to mswinfo@augsburg.edu
to schedule an advising appointment.
ACADEMIC POLICIES
Academic Achievement
Students must maintain at least a 3.0 cumulative grade
point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following
term. A 3.0 cumulative grade point average must be restored
in order for a student to be removed from probation. If the
cumulative grade point average again falls below 3.0, the
student may be dismissed from the program. Students are
retained in the program who can:
• maintain expected grade point average (3.0 or higher);
• complete course requirements of the program and field
placement in a timely manner;
• complete the program within four years;
• abide by the department's Standards for Social Work Education and the NASW Code of Ethics.
• No more than two courses with a grade of 2.0 or 2.5 will
count toward the degree. Courses with a grade below 2.0
must be repeated. No more than two courses can be
repeated. Only the credits and grades earned the second
time are counted in the grade point average. If a student
receives a grade of N in a field course the MSW director
will initiate a Level III review, as outlined in section 3.2 of
the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in
the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking
the field placement.
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Four-Year Limit
All students are required to finish the degree within four
years of matriculation. See page 5 for policy on Continutation of coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must
request a leave of absence through the MSW program in
order to maintain their admitted status. The request must be
made in writing. A leave of absence typically requires a full
year away from the program in order to return to classes in
sequence.
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from
ethnic groups of color. Applications due in May (go to
www.cswe.org).
Gosnell Scholarship Funds
Ten awards ($1 ,000-$4 ,000) offered to social work students
interested in working with American Indian/Alaska Native
and Hispanic/Latino populations or in public and voluntary
nonprofit agency settings. Applications due in August (see
www.naswfoundation.org) .
Prerequisite Courses
All foundation courses are prerequisite to the concentration
courses. Students may not enroll in the concentration
courses until successfully completing all foundation
courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students and can be found at
www.augsburg.edu/socialwork/msw/policies.html.
Graduate Scholarship Search Tips
Searching for grants and scholarships for graduate study can
be an arduous task. As you may know, graduate students do
not have access to many of the financial aid opportunities
open to undergraduates. Because of this, we strongly
encourage you to spend some time doing your own independent research into graduate funding available locally,
nationally; and globally.
The simplest way to begin a search for graduate funding is
to look online. There are many "free" scholarship search
engines on the Web. We suggest you start with these before
moving on to the fee-based ser vices. As with most free services, there is a draw-back-your e-mail address may be
shared with other organizations that may send you solicitations. You should always use caution when providing your
personal information via the Internet. Make sure the webpage you are using to enter a "profile" about yourself is protected by a security system. This is usually indicated by
your browser with a closed padlock icon in the lower right
corner. You should also check the fine print and know if
anything besides your e-mail address will be sold to other
organizations. Having said that, the following websites may
provide a good starting point for your search :
www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnsocialserviceassoc.org
www.fastweb.com
Vern Lyons Scholarship
One award ($2,000) offered to students interested in
health/mental health practice and a commitment to the
African American community. Applications due in August
(see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who
demonstrate excellence in preparation for clinical social
work practice. Applications due in March (see
www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American,
American Indian, Asian, GLBT, Hispanic and Immigrant
Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc .org).
Marjorie J. Carpenter Scholarship
One $1,500 award offered to students seeking education in
the human service field so they may enhance their professional and/or technical skill development. Applications due
injune (see www.mnsocialserviceassoc.org).
Resources in Academic Libraries
Most academic libraries have several directories to peruse if
you prefer using hard print. Examples in Augsburg's library
reference section:
Grants Register
Directory of Financial Aids for Women
Scholarships and Other Financial Aid for Minnesota Students
Financial Aid for Native Americans 1999-2000
(part of a series consisting of additional volumes for African
Americans, Hispanic Americans and Asian Americans .)
Augsburg Scholarships
Augsburg's Social Work Department offers several scholarships each year. These are available to second-year students
only. They range in amount from $300 to $3,000.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work
Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemning Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
AmeriCorps Tuition Discount
Augsburg offers a tuition discount to students who are or
have been AmeriCorps volunteers-25% off the tuition cost
of one course per trimester. This would apply to all
trimesters of your MSW program.
Military Discount (see page 11.)
Other Resources
There is a general guide on Augsburg's webpage that gives
advice to "seniors" about finding funding for graduate
school-go to www.augsburg.edu/gradstudy.
ACCREDITATIONS AND AFFILIATIONS
Augsburg College is accredited by the Higher Learning
Commission of the North Central Association of Colleges
and Schools.
The Augsburg Master of Social Work program is accredited
by the Council on Social Work Education ( CSWE).
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MSW FORUM
All MSW students are invited to participate in the studentrun organization, MSW Forum. The purpose of the forum is
to facilitate communication between social work students
and the social work department, as well as to provide the
opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social
Work department meetings via representatives.
The forum historically has been volunteer based. Any student may serve on the forum, provided he or she can make
a commitment to attend the meetings and share in the
efforts. The MSW director and MSW program coordinator
also serve on the forum. Other faculty may be invited as permanent members or as guests.
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects
FACULTY
Anthony Bibus, III, Professor of Social Work, Department
Chair. BA., College of St. Thomas; MA, University of Virginia; PhD , University of Minnesota.
Laura Boisen, Associate Professor of Social Work, MSW
Field Coordinator. BS, Wartburg College; MSSW, University
of Wisconsin; MPA, Iowa State University; PhD, University
of Minnesota.
Lois A. Bosch, Associate Professor of Social Work, MSW
Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign.
Francine Chakolis, Assistant Professor of Social Work. BS ,
Augsburg College; MSW, University of Minnesota.
Ankita Deka, Assistant Professor of Social Work. BA, Delhi
University; MSW, Tata Institute of Social Sciences.
Christina Erickson , Assistant Professor of Social Work. BS,
University of Minnesota; MSW, University of MinnesotaDuluth; PhD, University of Illinois-Chicago.
Annette Gerten, Assistant Professor of Social Work BA,
College of St. Catherine; MSW, University of Michigan;
PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work. BA ,
Knox College; MSW, Tulane University; PhD, Case Western
Reserve Universit.
Rosemary J. Link, Professor of Social Work and Associate
Vice President of Academic Affairs and Dean of Graduate
Studies. BA, Southampton University; CQSW, London University; PhD , University of Minnesota.
Curt Paulsen, Associate Professor of Social Work. BA, St.
Olaf College; MSW, University of Minnesota; PhD, The
Field Institute.
Past forum members established these guidelines:
Nancy Rodenborg , Associate Professor of Social Work. BA,
Indiana University; MSW, University of Minnesota; MIA,
School oflnternational Training; PhD, University of Arizona.
• provide an avenue for students to share and discuss ideas
and/or concerns related to the MSW educational experience with the Social Work Department
Glenda Dewberry Rooney , Professor of Social Work. BS,
University of North Texas; MSW, University of Illinois; PhD ,
University of Minnesota .
• encourage constructive dialogue among students, faculty,
and department and College administrators
• make recommendations to the department regarding program improvements
Michael Schock, Assistant Professor of Social Work. BA,
University of Washington; MSW, University of Minnesota;
PhD, University of Washington.
Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Ngoh-Tiong Tan, Professor of Social Work. BA, University
of Singapore; MSW, University of Pennsylvania; PhD, University of Minnesota.
STAFF
Emily Cronk, Administrative Assistant
Doran Edwards, BSSW Assistant Director
Holley Locher, MSW Program Coordinator
Stacy Myhre, Field Assistant
Augsburg College Map
Forest Lake
1. Center for Counseling and
Health Promotion
2. Weekend and Graduate Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic Field
and Seasonal Air Structure
5. Christensen Center and
Day Admissions
6. MBA Program
7. Foss, Lo beck, Miles, Center for
Worship, Drama and
Communication
8. Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Marketing and Communications
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Park
17. Music Hall
18. New Residence Hall
19. Old Main
20. Anderson Hall
21. Quad
22. Science Hall
23. Public Safety
Communications Center
24. Shipping and Receiving
25. Si Melby Hall
26. Sverdrup-Oftedal Memorial Hall
27. Urness Hall
28. Kennedy Center
29. Oren Gateway Center
74
Rochester
~
0
lJ
-I
:i:
6th Street S.
I\)
"'
:f
~Interstate 94 West
Interstate 94 East
===?-
Augsburg College Board of Regents 2008-2009
Andra Adolfson
Dan W. Anderson '65
Jackie Cherryhomes '76
Mark A. Eustis
Anthony Genia, MD '85
Alexander J. Gonzalez '90
Michael R.Good '71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
Rolf Jacobson
Rev. Craig E. Johnson, ex officio
Ruth E.Johnson, MD '74
Eric J. Jolly
Dean Kennedy
Dean C. Kopperud
Andre J. Lewis '73
Gloria Lewis
Jennifer H. Martin
Marie 0. McNeff
Paul S. Mueller, MD '84
Rev. Duane C. Pederson, ex officio
Stephen Sheppard
Marshall S. Stanton, MD
Philip Styrlund '79
Emily Anne Tuttle
Joan Volz '68
Rev. Norman W. Wahl '76
Bonnie Wallace
75
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Show less
2010-2011
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2010-2011
O... Show more
2010-2011
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2010-2011
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 Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or
telephone inquiries.
Published December 2010
www.augsburg.edu
A Greeting from the President
I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a
select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum,
a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy
and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership,
Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral
degree program—the Doctor in Nursing Practice program.
Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you, 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
Augsburg College I 3
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 economically-sustainable 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,
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
Graduate Catalog I 4
Lori A. Peterson
Assistant Vice President of Academic Affairs
and Dean of Graduate and Professional Studies
Table of Contents
Greeting from the President 3
Greeting from the Academic Affairs Office 4
Directory of Offices and Programs 6
About Augsburg College
Mission Statement 7
Degrees Offered 7
Minneapolis and Rochester Locations 7
Accreditation, Approvals, and Memberships 9
Facts and Figures 10
Academic Programs and Policies
Academic Calendars 12
Academic Policies 12
Evaluation of Transfer Credit 14
Student Rights 14
Graduate Admissions
Admission to Augsburg College 16
Readmission to the College 16
Admission of International Students 16
Foreign Credential Evaluation 16
Financing Your Education
Costs of Graduate Study 18
Payment Options 18
Sources of Financial Aid 18
Applying for Financial Aid 19
Refund Schedule 19
Graduate Programs
Master of Arts in Education 20
Master of Arts in Leadership 34
Post-Master’s Certificate in Leadership Studies 40
Dual degree—BA, Accounting/Master of Arts in Leadership 40
Master of Arts in Nursing 43
Doctor of Nursing Practice 49
Master of Business Administration 54
Concentrations and Certificates 57
Dual degree—Master of Social Work/MBA 58
Master of Science in Physician Assistant Studies 61
Master of Social Work 68
Dual Degree with Luther Seminary—MSW/MA, Theology 75
Dual degree—MSW/Master of Business Administration 76
College Information
Maps (Minneapolis and Rochester campuses) 81
Augsburg Board of Regents 82
Augsburg College I 5
Directory of Offices and Programs
Academic Affairs: 612-330-1024
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 Social Work and Master of Business
Administration (MSW/MBA)
Lois A. Bosch, MSW Director: 612-330-1633
Steven Zitnick, MBA Director: 612-330-1304
mbainfo@augsburg.edu
www.augsburg.edu/mba
Doctor of Nursing Practice (DNP)
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
Linden Gawboy, Administrative Assistant
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Department Chair and Director:
612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Work (MSW)
Lois A. Bosch, Director: 612-330-1633
Holley Locher-Stulen, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu/msw
Master of Social Work and Master of Arts
in Theology (MSW/MA)
Luther Seminary: 651-641-3521
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
nursing@augsburg.edu
www.augsburg.edu/dnp
Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
www.augsburg.edu/grad
Bookstore: 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
International Student Advising (ISA): 612-330-1686 or
http://www.augsburg.edu/isa/
Lindell Library: 612-330-1604 or www.augsburg.edu/library
Public Safety: 612-330-1717 or security@augsburg.edu
Registrar’s Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Welcome/Information Desk: 612-330-1000
Graduate Catalog I 6
About Augsburg College
About 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.
the following graduate programs:
Master of Arts in Education (MAE)—see p. 20
Master of Arts in Leadership (MAL)—see p. 34
Master of Arts in Nursing (MAN)—see p. 43
Master of Business Administration (MBA)—see p. 54
Master of Science in Physician Assistant Studies—see p. 61
Master of Social Work—see p. 68
Doctor of Nursing Practice—see p. 49
Mission Statement
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.
Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders.
The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work.
An Augsburg education is defined by excellence in the liberal
arts and professional studies, guided by the faith and values of
the Lutheran Church, and shaped by our urban and global
settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian
Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and
moved to Minneapolis in 1872. A short history of Augsburg
College can be found at www.augsburg.edu/about/history.html
Today, Augsburg continues to reflect the commitment and
dedication of its founders who believed:
• Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it;
• An Augsburg education should be preparation for service in
community and centers of faith;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the
phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a
complex global society.
Degrees Offered
Augsburg’s undergraduate program of liberal arts and sciences
is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers
Dual degrees:
BA in accounting/MAL—see p. 40
MSW/MBA—see p. 58 and 76
MSW/MA in theology, with Luther Seminary—see p. 75
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 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.
Minneapolis and Rochester Locations
Augsburg’s Minneapolis campus
Augsburg’s Minneapolis campus surrounds Murphy Square,
the oldest park in the city of Minneapolis. 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 Missis-
Augsburg College I 7
About Augsburg College
sippi River and the Seven Corners theatre district just a few
blocks away. Convenient bus routes run by the campus, and
two Hiawatha Line light rail stations are just blocks away.
In addition to its Minneapolis campus, Augsburg has a branch
campus in Rochester, Minn., located at Bethel Lutheran
Church. For maps, directions, and parking information, go to
www.augsburg.edu/about/map.
Augsburg established its branch campus in Rochester, Minn.,
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. For more information, go to www.augsburg.edu/rochester or call the
Graduate Admissions Office at 612-330-1101 or the Rochester
program office at 507-288-2886.
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 firstfloor 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.
Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here.
Food Services
A variety of food options are available both in the Christensen
Center and in Oren Gateway Center.
Augsburg’s Rochester campus
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.
On the Minneapolis Campus
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
The Graduate Admissions Office is located on the upper level
of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall.
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.
Augsburg for Adults Office
Kennedy Center
Admissions Offices
Augsburg for Adults focuses on adult-centered 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.
This three-story addition to Melby Hall features a wrestling
training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms,
and offices.
Augsburg Abroad
This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and
serves as the College’s general auditorium.
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.
Graduate Catalog I 8
Melby Hall
About Augsburg College
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.
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.
Old Main
Home for the Languages and Cross-Cultural 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 StepUP program. The center also includes student residence apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the
Johnson Conference Center.
Science Hall
Classrooms, science laboratories, a medium-sized auditorium,
faculty offices, and Finance and Administration offices are
found in Science Hall.
Sverdrup Hall
The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall.
ing the week and some weekend hours. Current hours are
posted on the website.
AugNet Account
All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a
secure network folder on the College’s network that is backed
up weekly. The folder is accessible from both on- and off-campus.
Computing
Students have access to over 250 on-campus computers with
their AugNet account. 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
technology- enhanced classrooms. The circulation desk in the
Lindell Library has 40 wireless laptops available for use in the
Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including
Microsoft Office, SPSS, and Internet browsers. Additionally, a
RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information.
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 using WiFi. All of the AugNet
online services and several of the Registrar’s student services
are available securely on the Inside Augsburg web page
http://inside.augsburg.edu to students on and off-campus.
Accreditation, Approvals, and Memberships
Augsburg is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the
president’s office, Human Resources, and other administrative
and faculty offices.
Student Technology Center/TechDesk
The Student Technology Center/TechDesk, located on the
ground floor of the Lindell Library, functions as the initial
point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for
computer and media support. Many questions can be answered by searching the TechDesk web page at
http://www.augsburg.edu/techdesk/ or by contacting them at
612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur-
• National Council for the Accreditation of Teacher Education
• Association of Collegiate Business Schools and Programs
(ACBSP) (Augsburg’s MBA is a candidate for accreditation)
• Accreditation Review Commission on Education for the
Physician Assistant (ARC-PA)
• Commission on Collegiate Nursing Education (CCNE)
(Augsburg’s master’s degree is full accredited; the doctoral
degree is a candidate for accreditation)
Augsburg College I 9
About Augsburg College
• 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)
• American Association of Higher Education (AAHE)
• American Music Therapy Association, Inc.
• Association of Collegiate Business Schools and Programs
(ACBSP)
• Campus Compact
• Council of Independent Colleges (CIC)
• Lutheran Education Council in North America (LECNA)
• National Association of Schools of Music (NASM)
• National Society for Experiential Education (NSEE)
• Physician Assistant Education Association (PAEA)
• 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.61 to 136A.71. 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 plurality of students are
Lutheran, 16 percent are Roman Catholic, and 25 percent
represent other denominations and religions.
• Enrollment (fall 2010)—4,109 students from 26 countries.
Graduate student enrollment is 920.
• Alumni—Appox. 24,000 alumni since 1870, including over
1,200 graduate program alumni.
• Student/Faculty ratio—13 to 1
• Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP
• Library—Over 190,000 items, direct access to more than
2.5 million through CLIC, the Twin Cities private college library consortium.
• 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 and one doctoral program, plus several dual degrees.
• 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 III.
Clery Act information
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 612330-1717.
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, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs,
athletic and/or school administered programs, except in those
instances where there is a bona fide occupational qualification
or to comply with state or federal law. Augsburg College is
committed to providing reasonable accommodations to its
employees and students. (See Physician Assistant Studies for
details of its program policy on page 66.)
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.
• Campus—18 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.
Graduate Catalog I 10
FERPA
The Family Educational Rights and Privacy Act (FERPA) of
1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands
About Augsburg College
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.
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.
You must request to review your education records in writing,
with your signature. The College will respond in a reasonable
time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an
education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the
record should be changed if Augsburg decides not to alter
your education records as you requested.
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.
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 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.
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
Augsburg College I 11
Academic Programs and Policies
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 official 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.
The numeric grade point definition for Graduate Studies is:
4.0 grade points
Achieves highest standards of excellence
3.5 grade points
Achieves above acceptable standards
3.0 grade points
Meets acceptable standards
2.5 grade points
Meets minimum standards
2.0–0.0 grade points Unacceptable performance
P
Represents work at 3.0 or higher (not counted in grade
point average)
N No credit (not counted in grade point average)
V Audit
W Withdrawn
I
Incomplete
X In progress, extended beyond term of registration
Withdrawn Status
W—Grade given when a student withdraws from a course
after the deadline without notation on the record
Graduate Catalog I 12
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.
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
Attendance and participation are critical to the success of any
course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students,
or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of
emergency, when prior notification is not possible, students
must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective
in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be automatically
registered for continuation course 999 each trimester for up to
15 trimesters or until a grade for the completion course is
submitted by the project adviser. Continuation course 999
maintains students’ active status in the graduate program, in-
Academic Programs and Policies
cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to
change as costs increase) per trimester.
Doctor of Nursing Practice—For information about course
credits and contact hours for the Doctor of Nursing program,
see p. 49.
Automatic registration will occur for up to five years or 15
terms. At the end of this time, the course grade will change
from X to N. Students who wish to complete the final project
after receiving a failing grade must meet with the program director to evaluate readmission to the College and program.
Students who are readmitted may need to complete additional
course work and will need to pay full tuition for all additional
courses and to repeat the final project course. If/when the
final project course is completed, the new grade would supersede the previous grade.
Degree Requirements
Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point
during the continuation period and receive a W notation on
the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program.
Students may be subject to additional coursework.
An accounts receivable hold will be placed on the student’s
account if a collegewide $250 unpaid threshold is reached.
The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold
amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student,
the program director, and coordinator that the student must
pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the
student and the faculty adviser and, if necessary, request that
the faculty adviser submit a grade change of N. The student
also may elect to withdraw from the College. If the grade
change has not been submitted within one term, the program
director will submit the grade change of N.
This policy is effective as of September 2010. Students will
sign a contract outlining the terms of the continuation policy,
which will be kept on file with the program and in the Office
of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35
per term. The Enrollment Center will work with students, as
needed, who are currently in the continuation phase and who
have accumulated a debt higher than the $250 threshold.
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.
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 from the College
A student whose GPA falls below the required GPA for his/her
graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the
student to continue in the program may be worked out with
the program director.
Students may also be dismissed for violation of standards of
behavior defined by their profession, their program, or the
College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the
College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate
negatively affected the outcome.
The student initiates the appeal process by submitting a hard
copy of the statement of appeal to the Assistant Vice President
of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must
identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be
the only basis of the student’s appeal. The AVP-Graduate
Studies must receive the student’s statement of appeal within
14 calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement
of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within
15 business days of the date that the statement was received
by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate
Studies. The AVP-Graduate Studies will send a copy of the
program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty
members (one from programs not named in the appeal: Social
Work, Education, Physician Assistant Studies, Nursing, Business, Leadership).
Augsburg College I 13
Academic Programs and Policies
The Program Dismissal Appeals Committee will schedule its
hearing within 15 business days of receipt of the program’s
statement of response. The Committee will meet with the student and a program representative to review the procedures
and ask questions of both the student and the program representative. The student and program representative may each
bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The
role of the third party representative is to provide support to
the student or the program representative, not to serve as an
advocate during the meeting.
Dropping 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. Normally, independent study may
not be used as a replacement for a standard course offered in
the curriculum, with the exception of the general elective (if
approved). A special independent study registration form is
required and is available 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 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.
Graduate Catalog I 14
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)
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 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.
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.
Academic Programs and Policies
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.
• 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
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 III 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.
For a complete copy of the procedures, contact the dean’s office, Academic Affairs.
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.
• 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.
• 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.)
Augsburg College I 15
Graduate Admissions
Graduate Admissions
Admission to Augsburg College
Readmission to the College
All graduate programs require students to have a bachelor’s
degree from a regionally-accredited four-year institution.
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).
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. 20
www.augsburg.edu/mae
MA, Leadership—p. 34
www.augsburg.edu/mal
MA, Nursing,—p. 43
www.augsburg.edu/ma_nursing
DNP—p. 49
www.augsburg/edu/dnp
MBA—p. 54
www.augsburg.edu/mba
MS, PA Studies—p. 61
www.augsburg.edu/pa
MSW—p. 68
www.augsburg.edu/msw
Proof of English Competency
The TOEFL (Test of English as a Foreign Language) is required for all students for whom English is a secondary language, except those who have a four-year degree from a U.S.
institution with a minimum of two years of successful academic work in the U.S. (seven or more courses).
In order to receive an F-1 visa, federal regulations require international applicants to be sufficiently proficient in English
to pursue a full course of study.
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).
The TOEFL is waived for applicants who have a four-year degree from a U.S. institution with a minimum of two years of
successful academic work completed in the U.S. (seven or
more courses).
Graduate Catalog I 16
Admission of International Students
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full
course of study” to achieve a specific educational or professional objective at an academic institution in the United States
that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and
has been enrolled in SEVIS (Student and Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a
DHS-approved school through SEVIS. Status is acquired in
one of two ways: 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, or 2) if the student is already in the United States
and not currently in F-1 status, by sending the I-20 to USCIS
(United States Citizenship and Immigration Services) with an
application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer
from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for
a particular graduate program, prospective F-1 students must
also comply with the following:
A. 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 average—to 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=1.0, F=0.0.
• Translation to English (if applicable)
Graduate Admissions
The evaluation report must be sent directly to Augsburg’s
Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation.
B. Proof of Financial Support
International applicants must provide reliable documentation
that they have financial resources adequate to meet expenses
for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for
dependents (if applicable).
Funds may come from any dependable source, including
scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student’s family. Documentation of
scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit.
Government Form I-134, Affidavit of Support, or Augsburg’s
Financial Sponsorship form can be used to document support
being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must
be dated within three months prior to the date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students
will be enrolled in the Augsburg international student plan
unless they fill out a waiver verifying proof of coverage
through an alternative provider for the same period.
Augsburg College I 17
Financing Your Education
Financing Your Education
Costs for Graduate Studies
Sponsored Scholarships
Each academic year the Augsburg Board of Regents reviews
costs and makes changes as required. The College reserves the
right to adjust charges should economic conditions necessitate.
Augsburg actively pursues non-Augsburg funding for special
scholarships. The availability of such scholarships may enable
the participation of individuals with limited financial means
as well as individuals working for volunteer agencies and
other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs
for more information.
For current academic year costs for graduate study, go to the
Enrollment Center webpage at www.augsburg.edu/enroll.
Financing Your Education
Financial assistance is available to graduate students who are
enrolled in a total of at least 1.0 course credit per term in any
of Augsburg’s graduate programs. Two full-credit courses per
term is considered full time. You may be eligible to finance
your education through loan programs from the State of Minnesota or the federal government. You may also select from a
variety of payment plans available each semester or trimester,
including a plan for those who receive company tuition assistance. Financial aid may be used for international programs
where credit is offered.
Payment Options
Various payment plans are available:
• Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply
toward any unpaid balance after the start of the term.
• Loans, grants, and/or scholarships: If you plan to use the
loans that you have been awarded, you must request the
funding. These loans include Stafford, PLUS,
Alternative/Private, etc. All loan requests (either paper or
online) must be received and approved by the lender and
certified by Augsburg’s financial aid office, on or before the
first day of the term.
Company Reimbursement
An application for the Employer Reimbursement Payment
Plan must be filed once each academic year. Students enrolled
in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is
non-refundable after the 100% drop date. Final payment on
any remaining balance is due 60 days after the end of the
course. Accounts not paid in full by the due date will receive a
monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the
employer does not pay for any reason.
Sources of Financial Aid
The Enrollment Center assists students in assessing financial
aid eligibility and identifying various sources of aid.
Graduate Catalog I 18
Military Discount
At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to
serve in the military. Augsburg offers a 10% military tuition
discount for the following:
• a member of the military currently serving full or part time
(any branch)
• veteran of any branch of the United States Armed Forces.
The military discount is available only to students in the
Augsburg for Adults undergraduate and graduate programs.
Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details.
AmeriCorps Scholarships
AmeriCorps scholarships are available to full-time graduate
students. Contact the Enrollment Center for more details.
Tribal and State Indian Scholarships
American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal
agency.
Federal and State Aid Programs
The Enrollment Center uses standard, nationally accepted
methodology to determine eligibility for federal and state financial aid programs.
Federal Stafford Loan Program
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to
$20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both
but cannot exceed the annual loan limits.
Repayment Terms: Repayment begins six months after you
cease to be enrolled at least half time in an eligible program
leading to a degree or certificate. Repayment may extend up
to 10 years.
Financing Your Education
Deferments: No interest accrues nor do payments need to be
made at any time you are enrolled at least half time or for
serving three years in the military, Peace Corps, or VISTA.
Contact the Enrollment Center if you think you are eligible
for a deferment.
For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or
www.augsburg.edu/enroll.
Supplemental Loans: If additional financing is needed, the
Enrollment Center can offer guidance in selecting the appropriate loan.
To Apply for Financial Aid
Financial aid information is available at
www.augsburg.edu/enroll Applicants must be admitted to
Augsburg as regular students or be returning students ingood
academic standing to be eligible for financial aid.
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
If a student is selected for verification, additional documents
will be needed. Students in this situation will be contacted by
the Enrollment Center.
Finanical 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.
Contact the Enrollment Center
For information on cost, payments, financial aid, tuition
discounts, and refunds:
612-330-1046 or 1-800-458-1721
enroll@augsburg.edu
www.augsburg.edu/enroll
Augsburg College I 19
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 themes include relationships, reflection and inquiry, diversity
and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to
highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our
programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the
school and community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers
committed to educating all learners in a diverse and changing world.
OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors,
all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime 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. You will need to be available during the weekday for the challenge and responsibility
of field experiences, but education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the
teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Graduate Catalog I 20
Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic
interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues,
and community partners by developing learning communities.
These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can
be considered. We model the kinds of learning communities
that we expect our graduates to create. We share with our students a learning model that connects content, theory, and
practice in an ongoing cycle. Students and their learning are
the focus for responsive teachers. Therefore we embrace and
foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages
intentional and thoughtful inquiry. Through field placements,
service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about
teaching and learning. Critical reflection allows us to examine
content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to
manage the many polarities inherent in the teaching and
learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work
to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful
ways. We continually reflect on what it means to be a “school
in the city.” We recognize that each student is unique, shaped
by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences,
learning style theory and teaching for understanding help us
differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn.
They also have a sense of efficacy and believe that they can
help all students learn.
Leadership
Responsive teachers recognize that becoming a learning leader
is a developmental process, which begins in pre-service edu-
cation and continues throughout one’s career. Teachers serve
as leaders within the classroom, and with experience, increased confidence, and professional development become
leaders within the school, the district, and the community.
Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation
rather than a job. Emerging teacher leaders keep student
learning at the center of their work while advocating for instructional innovation, constructivist curricular development,
and systemic change.
Master of Arts in Education Conceptual
Framework
Teacher leadership is the theme that threads through our
graduate licensure and degree completion programs. The
Augsburg Education Department believes that teachers are
leaders in their classrooms and should be leaders in their institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined
undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second,
in the degree completion component, students are required to
include coursework focused on leadership and study aspects
of leadership as part of their degree program. Third, the final
project—be it an action research, a leadership application
project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it.
Program Overview
The Master of Arts in Education (MAE) is designed to provide
a teaching license as part of a master’s degree program. K-12
initial teaching licenses offered at Augsburg include:
• Elementary education (K-6), with or without a middle
school specialty area endorsement in math, communication
arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license.
• Secondary education (5-12 and K-12) in social studies,
communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology,
chemistry, and physics.
• K-12 special education, emotional and behavioral disabilities
• K-12 special education, learning disabilities
Teachers who are already licensed can work towards the MAE
degree through the following four licensure endorsement options:
• Pre-Kindergarten endorsement
• K-12 special education: emotional and behavioral disabilities
• K-12 special education: learning disabilities
• K-12 reading endorsement (This program is under revision.
Consult the Education Department for current status.)
Augsburg College I 21
Master of Arts in Education
All teachers seeking licensure through Augsburg must take
and pass all tests required by the state of Minnesota for licensure.
The MAE degree is also available without a license but with
an education core.
Accreditations and Approvals
Augsburg College is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
• National Council for the Accreditation of Teacher Education
Augsburg College is approved by the Minnesota Board of
Teaching.
For a complete list of accreditations, approvals, and memberships, see page 9.
area endorsements, 5-12 social studies, 5-12 communication
arts, and K-12 art.
Additional licenses in the following areas are available
through a combination of weekday, weekday evening, and
weekend schedules: biology, chemistry, health, mathematics,
music, physical education, and physics. For these licenses, the
education and degree completion courses are taken during the
weekend and weekday evenings while some if not all of the
content area courses are taken during the weekday.
The weekend schedule is comprised of three trimesters spread
from early September through late June. In general, classes are
held every other weekend. The weekday schedule is comprised of two semesters spread from early September through
late April. Classes offered during the weekday meet two or
three times per week. Classes offered jointly between weekday
and weekend meet on a weekly basis in the evening. The official academic calendars can be found at
www.augsburg.edu/registrar.
Program Structure
The Master of Arts in Education (MAE) program is made up
of a core of education licensure courses coupled with a degree
completion option. Courses in the degree completion phase
are drawn from the Master of Arts in Leadership (MAL) and
graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program
plan. The MAE degree is also open to students who do not
want a teaching license but do want a background in education and leadership.
The MAE degree requires 9.0 or 10.0 Augsburg graduate level
courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required
for licensure. Only courses taken at the graduate level apply
towards the MAE degree.
Course Credit
A full-credit graduate or undergraduate course (1.0) is equal
to four semester credits or six quarter credits. Each full course
offered within the weekend schedule meets for 28 hours with
the expectation of substantial independent study outside of
class.
Schedule
The majority of the education courses in the MAE licensure
and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content
area courses are offered on a weekday evening schedule. The
MAL degree completion courses are offered primarily through
the weekend schedule. Summer session courses are offered
weekdays and weekday evenings.
The following teaching licenses are available entirely
through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty
Graduate Catalog I 22
Curriculum—Teaching Licenses
K-6 Elementary Education
This program is designed to prepare teachers for grades K-6.
Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts and in
pre-kindergarten can be pursued along with or separately
from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels
through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
All of the following courses must be taken for K-6 elementary
licensure. Up to six courses may be taken at the graduate
(500) level and applied toward the MAE degree.
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)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
EED 325/525 K-6 Literacy Methods (1.0)*
To complete the license, the following undergraduate requirements must be completed:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0)* (taken concurrently with EED 325/525)
EED 311
K-6 Methods: Health (.25)
EED 312
K-6 Methods: Physical Education (.25)
EED 336
Advanced Methods in Literacy (.5)*
EED 341
K-6 Methods: Visual Arts (.25)
Master of Arts in Education
EED 342
EED 350
EED 360
EED 370
EED 380
EED 386
EED 481,483
K-6 Methods: Music (.25)
K-6 Methods: Math (1.0)*
K-6 Methods: Science (1.0)*
K-6 Methods: Social Studies (.5)
Kindergarten Methods (.5)*
Children’s Literature (.5)
Student Teaching (2.0)
*Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences.
These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in
a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each
require a total of 40 hours).
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 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.
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for
licensure depends upon the courses completed as part of the
bachelor’s degree and/or other coursework. Requirements are
determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific
requirements are on file in the Education Department.
Minnesota licensure standards allow for optional subject area
endorsements in communication arts/literature, social studies,
math, and science. The optional pre-K endorsement is also
available. Specific requirements for these endorsements are on
file in the Education Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the content area departments determine the courses that are accepted.
Transcripts, course descriptions, and course syllabi are used to
make these determinations. Courses that are older than five
years are judged on a case-by-case basis. Graduate coursework
accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the
amount and type of courses that are accepted. Grades of B or
better are required for transfer consideration. See the MAE
program director for approval of graduate coursework accepted in transfer.
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.: 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.: Admission
to department or special permission of instructor)
EDC 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.: Admission to department)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate
theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the
knowledge and theory underlying those approaches.
Elementary Licensure Course Descriptions
HPE 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.
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.: Admission to department)
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.
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.: Admission to department)
Augsburg College I 23
Master of Arts in Education
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching
techniques and resources for literacy instruction, including
the diagnosis and correction of reading difficulties. (Prereq.:
Admission to department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the
opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over
the course of the trimester, students will begin to construct an
understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand
and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: 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.: Admission to department)
EED 336 Advanced Methods in Literacy (.5 course)
The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of
students, including students with learning difficulties and first
languages other than English. (Prereq: Admission to department and EED 225 and 325/525)
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.:
Admission to department)
EED 342 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.: 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.: Admission to department and
MPG 3. Math 137 prior to EED 350 is recommended.)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: 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.: Admission to department)
Graduate Catalog I 24
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department)
EED 386 Children’s Literature (.5 course)
The study of children’s literature and its uses in the elementary classroom. (Prereq: 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 Endorsement for Elementary Licensure
This endorsement can be added to a K-6 elementary license.
Required courses include the following:
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.)
ECE 345/545 Foundations of Preprimary Education
ECE 346/546 Learning environments for Preprimary Aged
Children
ECE 347/547 Immersion and Teaching Competence
ECE 488 Preprimary Student Teaching
Preprimary Endorsement Course Descriptions
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, and admission to
department)
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; admission to department)
ECE 347/547 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-eval-
Master of Arts in Education
uation 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
K-12 and 5-12 Secondary Education
K-12 and 5-12 licensures in several content areas are offered
through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area
across elementary, middle school, and high school. Licenses
for grades 5- 12 prepare teachers to teach at the middle and
high school levels. Graduate-level licensure coursework (500
and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
The following content area 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. Education courses for these licenses are also taken during weekends
and weekday evenings.
The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry,
physics, health, physical education, music, and mathematics.
Students seeking licensure in any of these areas 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. Education
courses for these licenses are taken during weekends and
weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate
level and applied toward the master’s degree in education.
EDC 200/522 Orientation to Education (1.0)*
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)*
EDC 490/580 School and Society (1.0)
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,
Student Teaching (2.0-3.0)
483, 485
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored
in a field in which we offer licensure must have their previous
coursework evaluated by the major department at Augsburg.
Two or more content area courses tied to Minnesota licensure
standards are generally required, even with a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards
and if a grade of C or better was achieved. Coursework older
than five years is judged on a case-by-case basis. Specific
course requirements for each content area are on file in the
Education Department.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree program. See
the MAE program director for approval to use graduate level
transfer courses in the degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EDC 490/580 School and Society
See course description on page 23.
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. Fieldwork experience. (Prereq.:
Admission to department).
Augsburg College I 25
Master of Arts in Education
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: 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. ESE 311 Middle School Methods:
Social Studies (.5) is taught concurrently with ESE 310 and is
required for the middle school social studies endorsement.
Fieldwork experience. (Prereq.: 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. ESE 331 Middle School Methods:
Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement.
Fieldwork experience. (Prereq.: 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. ESE 341 Middle School Methods:
Science is taught concurrently with ESE 340 and is required
for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department)
ESE 350 K–12 Methods: Literature and Media Literacy
Introduction to media literacy, adolescent literature, and the
teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience. (Prereq.: 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. (Prereq.: Admission to department)
ESE 360 K–12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: 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.: 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.
Graduate Catalog I 26
K–12 licenses require three courses. Student teaching occurs
upon satisfactory completion of licensure coursework.
Special Education
There are two licensure options in the K–12 Special Education
program: emotional/behavioral disabilities (EBD) and learning
disabilities (LD). Both programs qualify students to teach in
special education programs and positions; many students get
licensure in both.
The MAE program with licensure in special education is based
on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of
their special education field experience requirements while
they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in
special education settings. All must complete field placements
or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information
on field experience requirements is available from the Education Department.
Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American
Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face
and partly online) cohort program. The licensure courses can
be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html
for more information. The course descriptions are
included below.
The EBD/LD licensure programs are offered through the
weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule.
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
EDC 206/566
EDC 310/533
EDC 410/544
EED 325/525
SPE 315
SPE 400/500
SPE 410/510
SPE 420/520
SPE 430/530
SPE 490/540
Orientation to Education (1.0)*
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0)*
Learners with Special Needs (1.0)*
K–6 Literacy Methods (1.0)*
Special Education Critical Issues Seminar (.5)
Teaching Students with Emotional/Behavioral
Disabilities (1.0)**
Implementing Assessment Strategies (1.0)**
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices (1.0)**
Parent and Professional Planning (1.0)**
Master of Arts in Education
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 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0 course)* (taken
concurrently with EED 325/525)
EED 350
K–6 Methods: Math*
EED 360
K–6 Methods: Science*
SPE 481,483 Student Teaching (1.0-2.0)
485, 487
*Ten to 20 hours of field experience required as part of this
course.
**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.
This program is built on an inclusive education model.
Under this model, students learn how to work closely with
both special and general educators to facilitate inclusion
of special education students into the regular education
classroom.
Licensure Requirements—EBD/LD–Naadamaadiwin
Special Education Tribal Cohort
This program is available only at the graduate level. Courses
are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to
the special education tribal cohort program.
SPE 501
SPE 503
SPE 504
SPE 505
SPE 506
Historical and Contemporary Issues in American Indian Education
Assessment of American Indian Learners
Working with American Indian Families and
Communities
The Manifestation of Multigenerational Trauma
and Internalized Oppression
Indigenous Learners
SPE 507
Indigenous Methods of Instruction: Practical
Application
SPE 508
Professional Issues and Development (.5
course credit)
SPE 509
Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483, Student Teaching (1.0–2.0)
485, 487
Special Education Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EED 225 Foundations of Literacy
See course description on page 23.
EED 325/525 K-6 Literacy Methods
See course description on page 24.
EED 326 Literacy Field Experience (0.0)
Taken concurrently with EED 325/525. See course description
on page 24.
EED 350 K-6 Methods: Mathematics
See course description on page 24.
EED 360 K-6 Methods: Science
See course description on page 24.
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. (Prereq: Admission to department.)
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 ad-
Augsburg College I 27
Master of Arts in Education
dresses 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: Admission to department)
SPE 501 Historical and Contemporary Issues in American
Indian Education
This course examines foundational aspects of teaching and
learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and
learning. A major focus will be to examine past and present
educational experiences of American Indian people in the U.S.
Minnesota Board of Teaching (BOT) Standards and American
Indian Learner Outcomes (AILOS) will also be introduced.
(Prereq: Admission to the Naadamaadiwin program)
SPE 502 American Indians and Special Education
This course will explore disability awareness in traditional
and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and
focusing specifically on American Indian students in special
education. It will provide an overview of special education in
U.S. culture including relevant laws, theories, and sociological
concepts as they relate to disability. It will also examine the
high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological
and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program; admission to the department)
SPE 503 Assessment of American Indian Learners
This course will examine the cultural bias and discrimination
issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will
also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the
Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program: admission to department)
SPE 504 Working with American Indian Families and
Communities
This course will examine techniques appropriate for working
with American Indian families, extended families, professionals,
paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students
with special needs. Skills and strategies to build partnerships to
work within and among Native families and communities to
best meet the needs of the student will also be addressed. A
field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 505 The Manifestation of Multigenerational Trauma
and Internalized Oppression
This course will focus on how multigenerational trauma and
Graduate Catalog I 28
internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to
mitigate these effects. Disability categories such as Emotional
Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq:
Admission to the Naadamaadiwin program: admission to department)
SPE 506 Indigenous Learners
This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore
cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services
and diagnosis. A field component will accompany this course.
(Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 507 Indigenous Methods of Instruction: Practical Application
Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning,
and individualization. Various models of instruction for teaching students including the development of intervention plans
that are culturally, academically, and socially appropriate
based on assessment and observation to meet the needs of
American Indian special education students. A field component will accompany this course. (Prereq: Admission to the
Naadamaadiwin program: admission to department)
SPE 508 Professional Issues and Development (.5 course
credit)
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian
education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the
main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities
This course is designed to provide the special education
teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students
with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students.
In this course, we will study complex developmental behavior
influenced by factors such as phonemic awareness, words
analysis, vocabulary, fluency, comprehension, language, and
Master of Arts in Education
motivation. This course will also include investigation of best
practices in reading assessment and instruction for American
Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department)
K-12 Reading Teacher Endorsement
SPE 410/510 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: Admission
to department)
The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction.
SPE 420/520 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: Admission to 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:
Admission to department).
SPE 430/530 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:
Admission to department)
SPE 434/534 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: Admission to the
department).
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: Admission to department).
SPE 481, 483, 485, 487 Student Teaching (1.0–2.0)
The K-12 Reading Teacher Endorsement program is currently
under revision. The program described here is available only
to students beginning before September 1, 2010, and must be
completed by August 31, 2012.
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)*
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)*
*Field experience required
Students beginning in fall 2010 or later who are interested in a
K-12 Reading Endorsement should contact the Education Department.
Student Teaching
All 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 and finish the
degree later. 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,
depending on the license, and meet at Augsburg College for
student teaching seminars several times during the term. Most
student teaching placements are in the Minneapolis/St. Paul
metropolitan area and Rochester. However, students do have
the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area
and then complete another student teaching experience
abroad. Opportunities to teach abroad are available around
the world, and it is a wonderful way to build a global perspective in education. Additional information is available through
the Education Department.
Student teaching for special education is 12 weeks in length
for initial licenses and 7 weeks for those who already hold a
license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possi-
Augsburg College I 29
Master of Arts in Education
ble, pending district approval. Additional information is available through the Education Department.
Student teaching is required for the preprimary and middle
school content area endorsements. See the Education Department for more information.
A supervised practicum for the reading endorsement is completed as EDC 510 Reading Clinical. No further student teaching is required for this endorsement.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements.
Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional
Master of Arts in Leadership (ML) or education graduate
courses to reach the total number of required courses.
To complete the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: a Master of Arts in Leadership (ML) elective, EDC
592 Action Research 1, and EDC 593 Action Research 2. The
action research courses guide the student through completion
of a long-term action research project, typically conducted in
the student’s classroom and focused on a question or concern
identified by the student. The research is presented at an action research symposium and a formal written report of the
research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration.
Leadership Application Project (LAP) Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods (In limited cases
ML 513 Creating a Compelling Literature Review or EDC 592
Action Research 1 might also be appropriate. See MAE director for more information.), and EDC 585 Leadership Application Project. Students electing this degree completion option
do so because they are interested in developing an educational
product that meets an identified need or because they are interested in conducting an independent research project with
the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. Students
who leave the area and need to complete their final project at
a distance may find the LAP fits their needs. The goal for the
project varies, depending on the type of LAP. There are two
options within the LAP.
• The goal for those developing an educational product is to
identify an issue or problem related to their practice, and
Graduate Catalog I 30
after researching available literature, develop a solution to
the problem or issue. The solution might be developed in
the form of a curriculum, a workshop, a set of informational materials, a web site, an article for publication or
other appropriate educational product.
• The goal for those conducting independent research is also
to identify an issue or problem to investigate; but in this
case, the investigation is through an independent research
project. For those conducting independent research, it is
especially important to have a clear vision in mind for the
research and have an adviser who is willing to provide support throughout the project.
Both options are completed through a final oral presentation
and placement of the final paper in the Lindell Library.
Performance Assessment/Teacher Leadership Degree Completion
Option
(Currently under development; see MAE director for information.)
This degree completion option requires a minimum of the following 4.0 courses:
• Choose one ML leadership-focused course: ML 510 Visions
of Leadership when taught with an emphasis on leadership
rather than literature, ML 531 Dynamics of Change, ML
535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision
Making and Leadership, or ML 565 Women and Leadership
Additional courses, as developed, may also be used.
• EDC 5XX Teacher Leadership
• EDC/ML 514 Research Methods–Education focus. (ML 514
can be substituted if necessary)
• EDC 5XX Performance Assessment/Teacher Leadership
Students electing this degree completion option do so because
they are especially interested in considering leadership within
the context of education and themselves as potential change
agents.
Alternate Settings—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.
Elementary education
The K-6 elementary education license allows students to teach
in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree
and meet admissions requirements. Courses for this license
are available in Rochester.
Special education
The K–12 Emotional Behavioral Disorder/Learning Disability
program is designed for students currently working with or
Master of Arts in Education
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.
tative and quantitative tools will be discussed. EDC 514/ML
514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on
designing an independent research proposal.
MAL Elective Courses
MAE degree completion courses are currently held in Minneapolis.
Graduate Degree Completion Course Descriptions
EDC 5XX Teacher Leadership
This course will explore generative questions about leadership, change, and our own paradigms, visions, and values.
Questions like the following are at the heart of this course:
What does it mean to you to be a teacher leader? What do
teacher leaders do? How does one become a teacher leader?
What are the ways in which teachers can take leadership?
What are the skills and tools of teacher leadership? How do
we bring about change? Who am I as a leader?
EDC 585 Leadership Application Project (LAP)
The leadership application project is either a research-based
study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of
the investigation, but will always be application oriented. The
central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading.
EDC 592 Action Research 1
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.
EDC 593 Action Research 2
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. P/N grading.
EDC 5XX Performance Assessment/Teacher Leadership
This performance assessment course will require the students
to integrate their knowledge about leadership, their sense of
themselves as education leaders, and their understanding of a
specific teaching/learning problem into a solution to the problem and a process for change. P/N grading.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice. Quali-
At least one elective must be taken from the Master of Arts in
Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the
MAL portion of the graduate catalog.
ML 510
ML 511
ML 520
ML 530
ML 531
ML 545
ML 550
ML 560
ML 565
ML 599
Visions of Leadership: A Historical and Literary
Journey
Creativity and the Problem-Solving Process
Self-Identity, Values, and Personal Growth
Ethics in Communication
The Dynamics of Change
Decision Making and Leadership
Communication, Decision Making, and Technology
Developing a Multicultural Perspective
Women and Leadership
Special Topics (as appropriate)
Admission to MAE
Admission Requirements
Students admitted into the MAE program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• cumulative grade point average of 3.0 or higher (required
for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5–3.0 may be admitted conditionally into the
graduate licensure program. They may apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Application Checklist
The following items must be sent to the Augsburg Graduate
Admissions Office:
• Completed application form—
http://www.augsburg.edu/admissions/mae/admissions/
• $35 non-refundable application fee
• Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
• Official academic transcripts from all previously attended
post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions)
sent directly to the admissions office.
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Augsburg College I 31
Master of Arts in Education
Transfer Policy
Acceptance of previous education coursework done at institutions other than Augsburg College is limited. Most courses
that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as
part of one’s program at Augsburg. EDC 310/533 Learning
and Development, EDC 220 Education Technology, and ESE
3XX K–12/5–12 Special Methods in Content Area are courses
which may have a shorter acceptance time frame. Additional
information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of
previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the
Education Department. For secondary licenses, content area
coursework is evaluated by the content area department. This
process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content
area must be taken at Augsburg, even with an undergraduate
major in the field. In all cases, previous undergraduate
courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area
departments determine when courses are too old to be
counted towards licensure.
tion Department. This admissions process is outlined in the
EDC 200/522: Orientation to Education and in admissions
handbooks, which are available through the Education Department.
Academic Achievement
Conditionally-admitted MAE students are expected to achieve
a 3.0 or better GPA in a minimum of 2.0 courses. When this is
achieved, these students file a Change of Status form (available through the MAE coordinator) to become fully admitted
to the MAE program and eligible for the MAE degree as well
as licensure. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license
but are not eligible for the degree.
Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree
completion component of the MAE degree. Students who are
ready to begin the degree completion component must file an
Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed
courses that apply to the degree and the courses that remain.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants
are notified by the Graduate Admissions Office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 will not be admitted into the
MAE program; however, these applicants can be reconsidered
when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when
the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE
degree and licensure programs.
Advising and Registration
Admitted students are able to participate in academic advising
and the registration process. Typically, first-term registration
occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department
adviser early in the first trimester of courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students
may take designated courses in education and content areas.
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 Educa-
Graduate Catalog I 32
Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given
term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are notified that they must repeat the course as soon
as possible and raise it to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior
to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of
professional ethics. Dismissal occurs within the context of established department procedures described in the Education
Department Handbook available through the Education Department. Students have the right to appeal dismissal from the
licensure program on the grounds of procedural error, using
the College’s program dismissal appeals process. Information
about the program dismissal appeals process is available in the
Augsburg Student Guide.
Students may be dismissed from the MAE degree program for
failure to maintain an appropriate GPA. Students have the
right to use the College’s academic grievance procedure as
they feel necessary. The full academic grievance policy is
available in the Augsburg Student Guide.
Master of Arts in Education
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In
most cases, these experiences are conducted within a servicelearning framework, providing service to the school and classroom while also providing pre-service student opportunities
for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field
experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated
by their host K-12 teachers on the basis of criteria drawn from
the Minnesota Standards of Effective Practice. Evaluations are
kept in the students’ Education Department files and used in
decisions regarding progression through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for
three terms are withdrawn from the MAE program. To be
readmitted to the College and the MAE program, students file
a Readmission form through the registrar’s office.
Program Costs
In addition to tuition, students in this program can expect to
pay an extra per-course fee for student teaching, as well as liability insurance at the student rate during student teaching
and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel
courses have associated costs above and beyond the charge for
tuition.
MAE/Education Department
Full Time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA,
Augustana College; MAT, Morningside College; PhD, Colorado State University.
Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State
University; MEd, University of Sydney, Australia.
Shelley Burkhardt, Instructor of Education. BA, Valparaiso
University; MS, Mankato State University.
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.
Dennis Greseth, Instructor of Education. BA, MS, Winona
State University.
Ann Grugel, Assistant Professor of Education. BA, St. Olaf
College; MS, PhD,University of Wisconsin-Madison.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Anne Kaufman, Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
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.
Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd,
North Park College; MEd, Georgia Southwestern College.
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.
MAE/Education Department Adjunct Faculty
Kathy Acursso, Instructor of Education. BS, MS, Mankato
State University.
Jacquylynn Brickman, Instructor of Education. BA, Augsburg College; MEd, St. Mary’s University.
Steve Felton, Instructor of Education. BA, St. John’s University; BS, MS, Mankato State University.
Cheryl Gresczyk, Instructor of Education. BA, University of
Minnesota; MA, College of St. Thomas.
Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University.
Jennifer Plucker, Instructor of Education. BS, Moorhead State
University; MEd, St. Mary’s University-Winona.
Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas.
Melissa Sonnek, Instructor of Education.
Augsburg College I 33
Master of Arts in Leadership
Master of Arts in Leadership
Welcome to the Master of Arts in Leadership (MAL) program’s catalog. Launched in 1987, the program has been a vital part of
the Augsburg College curriculum ever since.
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. Students frequently tell
me 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 even more about the program, visit our website at
www.augsburg.edu/mal.
I would be happy to help you determine how Augsburg’s Master of Arts in Leadership program may benefit you. You may 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 Program
Graduate Catalog I 34
Master of Arts in Leadership
MAL Mission
The primary purpose of the Master of Arts in Leadership
(MAL) 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. The Augsburg leadership development model provides a framework
through which the program recruits its students and develops
their skills.
Program Overview
The Master of Arts in Leadership (MAL) is the core program
of Augsburg’s Center for Leadership Studies (CLS). The MAL
program, which was 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; 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.
Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working
adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and
well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for
discussion and dialogue. During the academic year, most
classes meet on alternate Saturdays for four hours. Some
classes meet on Monday evenings weekly from September
through May and two evenings a week in June.
Most courses incorporate some online work into their agenda.
A few courses have a customized schedule. In the Monday
night schedule, students take one course at a time; a course
usually meets for seven consecutive weeks except in June,
when a course may meet twice a week. Following this model,
students complete six courses during the academic year.
Community of Learners
Essential to the goals of the MAL program is participation in a
community of learners. 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 on the Minneapolis Campus
Period I
Saturday
8 a.m. to noon
Period II
Saturday
1 p.m. 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. A few courses
are taught on an immersion model, which features fewer but
longer sessions.
Augsburg College has a summer session. The MAL program
usually offers several classes during the summer; the courses
are five weeks in duration, meeting normally two nights a
week, except for special immersion courses.
Class Schedule in Bloomington, 2010-11
At the St. Stephen Campus in Bloomington, most courses
meet for seven consecutive weeks on Monday, 6–10 p.m.,
from September through May. Students take one course per
half term as they progress through the program. In June a
course is taught on an accelerated plan either two evenings a
week or one weekend day. The final course, ML 588, lasts a
full trimester.
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, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership
development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Augsburg College I 35
Master of Arts in Leadership
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
• Long-term perspective
• Flexibility
• Adaptability
• Innovativeness
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Curriculum
Augsburg uses a course system rather than a credit system in
its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each 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, debate, written and oral presentations, and group activity. These techniques develop targeted
leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary
and to view content areas as integrated. The program reflects
the view that the world in which we operate is complex, and
that dealing with it successfully requires well-developed integrative abilities.
In Plans A, B, and C, students take four core courses and have
a choice of seven electives from a large list of elective courses.
In the cohort program, students follow a sequenced list of required and elective courses.
Final project options
For non-cohort students there are three ways to complete the
final project option in the MAL degree (Plans A, B, and C).
Students in the cohort option must complete an action research final project (Plan D). All final projects are taken on a
Pass/No Pass basis.
In the Thesis/Leadership Application Project (Thesis/LAP)
Option (Plan A), students complete 11 courses, including a
Graduate Catalog I 36
Facility for
Persuasion
Communicative
• Effective listener
• Effective speaker
• Effective 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 conflict
thesis or a major leadership application project. In the NonThesis Option (Plan B), students must complete 11 courses,
two major papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete
11 courses, including the comprehensive exam seminar. In
the cohort program, students complete 11 courses, including
an action research final project seminar (Plan D).
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 research-based
study gives the student an 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 are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Master of Arts in Leadership
Plan B: 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 and Non-Thesis Project Guidelines booklet.
Students are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in
conjunction with ML 580 (as in Plan B) and a comprehensive
exam seminar (ML 589). This course must be taken as the last
course in the program. This course is taken on a pass/fail
basis, and when the course and the oral, written, and takehome examinations are successfully completed, the program
requirements will be satisfied.
Plan D: Final Project (Cohort Program)
The cohort option includes a final seminar in which one prepares an action research project during the course of one
trimester. This final project is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as
prerequisites to ML 588 Final Project Seminar: Action Research
Core courses for the thesis/LAP option (Plan A):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II
Core courses for non-thesis option (Plan B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 597
Non-Thesis Independent Project
Core courses for the comprehensive exam seminar
option (Plan C):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 589
Comprehensive Exam Seminar
Core courses for the cohort final project program
(Plan D)
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 588
Final Project Seminar: Action Research
In addition, a sequenced list of electives is prepared for each
cohort.
Elective courses for ALL options: Curriculum Electives
(at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0
course credit (4 semester credits):
ML 511
Creativity and the Problem-Solving Process
ML 513
Creating a Compelling Literature Review
ML 520
Self-Identity, Values, and Personal Growth
ML 525
Personality and Systems Theory: Perspectives
on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organization Theory and Leadership
ML 538
Communication Skills for Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 553
Design and Leadership
ML 557
Language of Leadership
ML 558
Leadership and Science
ML 560
Developing a Multicultural Perspective
ML 562
Global Multiculturalism, World Religions, and
Leadership
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 570
Negotiation
ML 574
Strategic Leadership
ML 577
Universal Responsibility and Leadership: A
Nicaraguan Experience
ML 580
ML 598
ML 599
Colloquium on Contemporary Theories of
Leadership (elective for Plan A)
Independent Study (special permission required)
Topics: special courses offered only once or
twice
Augsburg College I 37
Master of Arts in Leadership
Course Descriptions
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 513 Creating a Compelling Literature Review
As leadership scholars and practitioners, our work should be
evidence-based. The purpose of this course is to explore the
published literature to determine what credible evidence tells
us about effective leadership practices. Students will learn
how to read research critically, analyze and develop arguments, and recommend best practices.
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.
ML 520 Self-Identity, Values, and Personal Growth
Study of the concepts of self-identity, value formation, and
personal growth as they relate to professional life; factors that
influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies.
ML 525 Personality and Systems Theory: Perspectives on
Leadership
Study of leadership in the dual context of personality theory
and systems theory. Contributions of Jung, Fromm, Maslow,
May, and others to personality theory are considered, as are
the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings.
ML 527 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.
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.
Graduate Catalog I 38
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.
ML 535 Organization Theory and Leadership
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order
to function as a responsible, ethical participant within various
types of organizational structures and cultures.
ML 538 Communication Skills for Leadership
The course is designed to provide background in rhetoric as
well as practice in speaking, writing, and presentation skills.
A substantial performance component is included; evaluation
of student work is based on mastery and performance of these
skills. Students will perform communicative tasks in a variety
of genres and evaluate their own performances and those of
class members.
ML 539 Communicating a Self in the Modern Organization
Understanding through reading, reflecting, and dialogue of
the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in
a changing world. Supplementary reading packet, open dialogue, and individual projects.
ML 540 Political Leadership: Theory and Practice
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and
nonprofit organizations as well as to politics.
ML 545 Decision Making and Leadership
Review of the decision-making process—the setting, goals,
and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic
statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments,
explanations, and justification.
ML 548 Coaching and Consulting
The purpose of this course is to develop influence skills
through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will
read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client,
Master of Arts in Leadership
and reflect on these experiences to develop their own purpose, principles, and practices for influencing others.
ML 550 Communication, Decision Making, and
Technology
Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these
technologies. Students examine how they can engage and
manage these processes in their organizations.
ML 553 Design and Leadership
“Design thinking” has transcended the world of engineering
and architecture and is now a mainstream concern for most
industries. This course explores the impact of “design thinking” on leadership, especially in the business world.
ML 557 Language of Leadership
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about
rhetorical and stylistic strategies. Topics include the use of
language as an organizing principle for social interaction;
speech act theory; strategies for giving effective directives; the
creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for
maintaining personal relationships across hierarchical levels
in organizations.
ML 558 Leadership and Science
Explores the common methods of science and the issues that
science has encountered which affect the uses of science by
leaders in the public and private sectors. Case studies include
global warming and politics, psychology, and medicine.
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 562 Global Multiculturalism, World Religions, and
Leadership
In the global meeting of cultures, religion is a vital factor. This
course examines the nature of religion as an essential feature
of the cultures of the U.S. (Christianity), the Middle East
(Islam), India (Hinduism), China (Buddhism, Confucianism,
Taoism), and Japan (Shinto, Buddhism). Special emphasis is
put on leadership and religion in all these cultures.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics
include analysis of alternative approaches to leadership,
women and careers, and women in society past and present.
The course is intended to enhance the analytical and leadership skills of the participants.
ML 568 The Global Business Environment
Knowledge of the global business environment in the context
of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of
leadership.
ML 570 Negotiation
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A
special emphasis on the collective bargaining model with survey of examples of other types of negotiation.
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
The exploration of universal responsibility, conceptually and
experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Nicaragua. The Nicaraguan portion
includes meetings with leaders, a homestay in the two-week
option, and visits to multiple sites and organizations. Topics
such as Nicaraguan history, politics, indigenous cultures,
poverty, health care, literacy, the arts, business foreign investment, and relations with the U.S. government and nonprofit
organizations are explored. Special fees apply.
ML 580 Colloquium on Contemporary Theories of
Leadership
Selected contemporary theories of leadership plus a case study
on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework
in MAL and ML 510) Required for Plans B, C, and D.
ML 588 Final Project Seminar: Action Research (Plan D)
In this course students who are pursuing the cohort program
will have the opportunity to write their final project doing action research on their own organization. This course will span
two half-terms (one full trimester).
ML 589 Comprehensive Exam Seminar
This course is a completion option for the Master of Arts in
Leadership. Students prepare for the examination series—oral,
written, and take-home—through discussion, readings, and
critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the
same time.
ML 592 Thesis/LAP Consultation I
Independent research project supervised by an academic adviser.
Augsburg College I 39
Master of Arts in Leadership
ML 593 Thesis/LAP Consultation II
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.
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.
Students may not take more than one independent study
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.
Special Programs
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, leadership development,
or the liberal arts. 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 post-master’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 or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to 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.
Graduate Catalog I 40
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree
must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
• completed application form
• three letters of recommendation (two from professors and
one from an employer)
• personal statement
• example of their writing in an academic paper
• 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: Professor Stu Stoller.
Admission to MAL
Admission Requirements
Applicants to the program must have:
• Bachelor’s degree from a regionally-accredited four-year
college or university
• Minimum cumulative undergraduate grade point average of
3.0 (on a scale of A = 4.0) and a minimum cumulative
grade point average of 3.0 for graduate courses completed
at an accredited college or university. Should an applicant
not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-bycase basis.
• Applicants to the program must have 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.
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 each applicant’s:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
Application Checklist
The following materials must be submitted to the Graduate
Admissions Office:
• Completed application form
• $35 nonrefundable application fee
• A 1–3 page statement relating the applicant’s career and life
goals to leadership aspirations
Master of Arts in Leadership
• 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
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
• Official transcripts from all graduate institutions attended,
listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with
graduate program faculty and/or staff members.
For further information, contact: Graduate Admissions Office,
612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outline in Admission of International Students on page 16.
Academic Policies
Academic Evaluation
Courses not offered on the numbered grading system are
noted in the course descriptions in this catalog as being
graded on P/N basis. In order to receive a grade of P, a student
must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the degree.
No more than two courses with a grade of or below 2.5 can be
repeated. Only the credits and grades earned the second time
are counted in the grade point average. Any course with a
grade of 2.0 or lower will be transcribed as 0.0 academic
credit.
In order to graduate a student must have a G.P.A. of 3.0 or
above. All required courses and the final projects must be successfully completed. A student registered for the final projects
(ML 588, 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.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of N
or 0.0 in a course, the student must petition successfully with
the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would
be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the
MAL Advisory Committee. Students may also be dismissed by
the MAL Advisory Committee for behavior detrimental to the
program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only
after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per
trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two
years.
Students who are away from classes for one year or longer
must complete an Application for Readmission and submit it
to the Office of the Registrar. Students who have been out of
the program for three to five years must take one additional
course to refresh their understanding of the field. Students
who have been out of the program for five years or longer
must take two additional courses to refresh their understanding of the field of leadership studies.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
For a complete list of Augsburg’s accreditation, approvals, and
memberships, see page 9.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of
Oregon; MA, PhD, University of Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg
College; BD, Luther Theological Seminary; MA, PhD, Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Graduate
faculty member in organizational management, Concordia
University, St. Paul.
Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary;
PhD, University of Minnesota; Priest, Episcopal Diocese of
Minnesota.
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.
BA, Rhode Island College; MPA, University of Rhode Island.
Daniel S. Hanson, Assistant Professor of Communication
Studies. BA, Augsburg College; MA, University of Minnesota.
Garry Hesser, Sabo Professor of Citizenship and Learning.
BA, Phillips University; M.Div., Union Theological Seminary;
MA, PhD, University of Notre Dame.
Augsburg College I 41
Master of Arts in Leadership
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS,
Iowa State University; MS, Illinois State University; EdD, West
Virginia University.
Steven Manderscheid, Instructor of Leadership Studies. BS,
St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Thomas Morgan, Professor of Business Administration and
Executive Director, Augsburg 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, Academy of Economics, Warsaw;
PhD, Academy of Economics, Krakow, Poland.
Catherine Paulsen, Instructor. BA, St. Olaf College; MA,
Lone Mountain College.
Curtis Paulsen, Associate Professor Emeritus of Social Work.
BA, St. Olaf College; MSW, University of Minnesota; PhD,
Fielding Institute.
Diane Pike, Professor of Sociology. AB, Connecticut College;
PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College;
MA, PhD, University of Minnesota.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota.
Vice President and Practice Area Leader, MDA Leadership
Consulting Inc.
Staff
Patty Park, MA, Program Coordinator
Graduate Catalog I 42
Master of Arts in Nursing
Master of Arts in Nursing
Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice
and advance your careers.
The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts.
The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and
care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural
nursing in community or transformational nursing leadership tracks of study.
The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a
transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and
collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness.
In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in
transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College
mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards,
critical thinkers, and responsible leaders.
Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn.
Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can.
Cheryl J. Leuning
Chair, Department of Nursing
Director, Master of Arts in Nursing Program
and Doctor of Nursing Practice Program
Augsburg College I 43
Master of Arts in Nursing
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.
Curriculum
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 as an Advanced Public Health Nurse (APHN-BC).
Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all
master’s 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 (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care (36 practice hours)
NUR 503
Transcultural Health, Families, and the Life
Cycle (36 practice hours)
NUR 541
The Politics of Health Care (72 practice hours)
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I:
Health As Membership; Living in Community
(36 practice hours)
NUR 511
Advanced Community Health Nursing II:
Emerging Models of Care in Diverse Communities (72 practice hours)
Graduate Catalog I 44
or
NUR 530
NUR 532
The Power of Ritual and Ceremony for Transformation**
Transcultural Healing Practices**
Electives—two graduate elective courses from Nursing, MAL,
or another graduate program.
*Students seeking certification as an Advanced Public Health
Nurse 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.
**Course has 0 practice hours.
Graduate Project—students are required to complete a graduate project, which is equivalent to one course.
NUR 525
Graduate Field Project (144 practice hours)
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 transformational
leadership project course. Three courses in the advanced
nursing core, which all Master of Arts in Nursing students
must take, four courses in the Transformational Leadership
and Management Track, and three elective courses make up
the coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nurs
ing Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transformational Nursing Leadership Track (four
courses)*
NUR 501
Transcultural Care Systems (36 practice hours)
Master of Arts in Nursing
NUR 521
BUS 520
ML 541
Transformational Nursing Leadership (72 practice hours)
Management of the Healthcare Organization
The Politics of Health Care (72 practice hours)
Electives—three graduate elective courses from Nursing,
MAL, or another graduate program.
*Upon graduation from the program and completion of the
Transformational Leadership and Management track, students
have the educational preparation to be eligible to apply for
certification in Advanced Nursing Administration from the
American Nurses Credentialing Center (ANCC).
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.
Students will fulfill their Master of Arts in Nursing through a
final project, which serves as the capstone of the master’s program: a graduate field project or course.
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.
In the three core courses students will develop a plan for their
final field project, which will be completed in NUR 525.
Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program.
Practica
These practice experiences include fees for travel and education costs onsite in addition to course tuition. Fees vary by
practice site.
Graduate Project
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 healthcare 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 offer four examples of
existing practicum experiences.
Students may travel to Namibia in southwest Africa to spend
two weeks exploring health and healthcare challenges within
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 self-organization, 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
Augsburg College I 45
Master of Arts in Nursing
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: Health
As Membership; Living in Community
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: Emerging Models of Care in Diverse Communities
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. (Prereq.:
NUR 510) (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.
(Prereq.: college-level statistics course) (36 hours of practice
experience)
Graduate Catalog I 46
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.
(36 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. This course focuses on a written report of the student’s project that has been
developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for
disseminating the report for public and professional use are
encouraged. Students will defend the project to their graduate
committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice
experience)
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 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.
Master of Arts in Nursing
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 the
Millennium Development Goals (MDGs) in Sub-Saharan
Africa
This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development
Goals (MDGs) in sub-Saharan Africa. The social determinants
of health and illness—economic realities, education levels,
governmental policies, access to technology, and the competence of healthcare providers—are examined in relation to the
unequal burdens of suffering and disease evident in Africa.
Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied
through experiential practical learning activities.
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 that 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.
Admission to MAN
• Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework
• Experience as a registered nurse
• Current nursing license
• All required immunizations
• National Criminal Background check
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 (January), 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
• Written statement describing professional and educational
goals
Application Checklist
The following items must be sent to the Graduate Admissions
Office:
• Completed application form—
www.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 16.
Admission Requirements
Academic Policies
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.
Evaluation Standards
Evaluation of academic performance in the Master of Arts in
Nursing program will be based on number grades using a 4.0point scale. See detailed information on page 12.
Augsburg College I 47
Master of Arts in Nursing
Attendance Policy
Department of Nursing Faculty
Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and
course instructor.
Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas.
Academic Probation and Dismissal Policies
Pauline Abraham, Assistant Professor of Nursing. BSN,
Winona State University; MA, Augsburg College.
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of
2.0 or less in a course, the student must petition successfully
to the faculty of the Master of Arts in Nursing program before
being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second
grade of 2.0 or less is received, the student may be dismissed
from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of
college policy (as published in the Student Guide). Dismissal
would occur only after established procedures were followed.
Marty Alemán, 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.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD,
University of Utah.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty
for approval of any variation in the curriculum including the
transfer of credit. Transfer credits will be evaluated on an individual basis.
The only courses that will be considered for transfer credit are
those earned from accredited colleges and universities, whose
course content is comparable to those in the Master of Arts in
Nursing program. No more than three courses will be accepted for transfer credit.
Credit and Contact Hours
Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to
meet the needs of working adults, combining in-class and
web-based components. Clinical practica opportunities are included in selected courses.
Last Day to Withdraw from Class
The last date on which students may withdraw from a class
and receive a “W” on their records is available on the
Grad/Weekend College calendar:
www.augsburg.edu/enroll/calenders/index.html.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9.
Graduate Catalog I 48
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester
State Junior College; BS, 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.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Doctor of Nursing Practice
Doctor of Nursing Practice
The Doctor of Nursing Practice program prepares nurses to
envision new models of advanced practice in transcultural
nursing, community/public health, and advanced holistic
nursing. Emphasis is placed on maximizing health within
populations and communities through peaceful, collaborative
actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s
program, the DNP builds upon the strengths of the Master of
Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN),
Public Health Nursing (APPHN), and Holistic Nursing
(AHN).
Program Goals
Graduates of the Doctor of Nursing Practice program will
have advanced preparation to:
• Negotiate the complexity of multicultural care settings and
care systems to eliminate health inequities among populations and communities
• Challenge conventional knowledge about illness through
an ecological approach to social determinants of health
• Lead change through building coalitions with marginalized
people that are based on mutuality and common cause
Program Structure
The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time
basis as one didactic offering, one practicum, and one seminar
each term. As a part-time student, completion of the program
is expected to be 32 months, including completion of the capstone project.
The curriculum for the DNP combines didactic, practicum,
and seminar courses, with a capstone project to complete the
degree. As a practice doctorate, the emphasis is on building
skill in knowledge application among diverse cultural groups.
The goal is to improve health and decrease inequities that lead
to unnecessary morbidity and mortality in communities.
Didactic
A total of seven didactic courses constitute the DNP core,
with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry
0.5 course credits each (1.0 course credit equals 4.0 semester
credit hours) and are taught as an immersion one day a
month with a half-day for seminar on the subsequent day.
sions in a variety of cultural contexts led by nursing faculty or
that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits
range from 0.25 (36 hours per 12-week term) to 1.0 (144
hours per 12-week term). To achieve the DNP, students must
complete a total of 1,000 practicum hours in their MA and
DNP programs. Students will be allowed to transfer up to 600
practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are
computed as follows:
• (.25 course credits) 1 semester credit hour = 3 “clock”
hours of practicum time per week x 12 weeks = 3 “clock”
hours per week or 36 “clock” hours of practicum time per
semester
• (.50 course credits) 2 semester credit hours = 6 “clock”
hours of practicum time per week x 12 weeks = 72 “clock”
hours of practicum time per semester
• (.75 course credits) 3 semester credit hours = 9 “clock”
hours of practicum time per week x 12 weeks = 108
“clock” hours of practicum time per semester
• (1.00 course credits) 4 semester credit hours = 12 “clock”
hours of practicum time per week x 12 weeks = 144
“clock” hours of practicum time per semester
Seminars
Seminars focus on integration of conceptual learning with
field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and
spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a
group in the seminars in which they enroll each term. The
final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will
participate in a seminar (.25 course credits) every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact
on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to
existing nursing knowledge, and be suitable for presentation
or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of
scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the
DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser.
Curriculum
Practica
Didactic Courses
Practica are organized to give flexibility and individual choice
to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immer-
NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence:
The Dialectic Between Knowledge and Engagement
This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for
Augsburg College I 49
Doctor of Nursing Practice
acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience
based on context-specific (emic) positions and for rigor in
empirical procedures based in context-free (etic) perspectives.
Utilizing selected evidence suited to particular transcultural
issues, practice modes building on both local expertise and
professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to
concerns of people marginalized by dominant health systems.
NUR 802 Making Room at the Table: Applying Ethics to
Ending Hunger and Sharing Abundance
This course in applied ethics focuses on health as a human
right with emphasis on the development of skills in community building as citizen professionals. From the perspective
that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and
solidarity.
NUR 803 Transcultural Cosmologies and a Global
Perspective
This course explores the intersection of Western scientific
principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of
natural science. These interrelationships are then viewed
through the lens of nursing theory, research, and practice. A
wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive
to dverse cultural expressions of health and illness.
NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and
Health Care
This course focuses on communities as the foundation of
health by recognizing strength in community residents and
models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization
as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be
emphasized. Skill building in participatory action processes
will occur.
NUR 805 Ways of Knowing: Synthesizing Qualitative and
Quantitative Evidence
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative
and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the
data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant
knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Graduate Catalog I 50
NUR 806 Ecology of Human Suffering in a World of
Extremes
This course examines the cumulative illness-producing effects
of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither
coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that
strike population groups and communities unequally around
the world. Health status appraisal, risk analysis, and the levels
of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology.
NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among
indigenous peoples will be examined, including spiritual
forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be
compared to contemporary views of health and healing in bioscientific models of curing.
Practica
Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, selfdirected practice experiences mentored by faculty. All practica
are designed to develop students’ individual practice interests
and skills.
Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica
into a plan of study include the following:
• Practica will be completed incrementally throughout the
DNP program.
• Students may register for varying practica and credits each
term, including summer
• Practicum hours may be completed at the student’s job site,
if approved by a supervisor and the nursing faculty adviser,
but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP
program expected student outcomes.
• Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert
knowledge related to a particular phenomenon of interest
to the student.
• Students will develop objectives for practicum experiences
in collaboration with faculty advisers and keep a record of
practicum work in a professional portfolio.
• Students must register for enough post-baccalaureate
practicum credits to reach a total of 1,000 practicum hours
to earn the DNP degree. This will be evaluated when students are admitted to the DNP program.
Doctor of Nursing Practice
The following are examples of directed study practica and immersion practicum experiences developed and led by faculty
in the DNP program:
NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00
credits, 36-144 practicum hours)
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen
knowledge supporting expert nursing practice. In the practica
students will integrate and synthesize knowledge from emic
wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance
practice and/or systems management skills, including clinical
reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed
study practica are individualized to students’ specific areas of
interest and are planned by students in consultation with a
major faculty adviser, cultural guides, and other mentors in
the communities in which they wish to carry out the
practicum.
NUR 712 Culture Care on the Pine Ridge Reservation (0.5
course credits, 72 practicum hours)
In this practicum students live on the Pine Ridge Indian
Reservation in western, South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with
poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care
systems and beliefs about health and illness are compared and
contrasted with Western biomedical care and the politics of
health care provided through the Federal Government’s Indian Health Service (IHS) are examined.
NUR 742 Dia de los Muertos—Location: Mexico (0.5
course credits, 72 practicum hours)
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in
Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the
return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed.
NUR 723 Ancient Healing Practices—Location: England
(0.75 course credits, 108 practicum hours)
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The
importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton
Hospital in Hackney, London, exemplifies transcultural care
with a diverse population of immigrants and asylum seekers.
NUR 752 Health Care on the Mexican–U.S. Border (0.5
course credits 72 practicum hours)
This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the
context of displaced communities. Participants meet face to
face with immigrants, refugees, border patrol agents, factory
workers, and community leaders on both sides of the U.S.–
Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and
efforts to achieve social justice.
NUR 734 Health and Community Building—Location:
Guatemala (1.0 course credits, 144 practicum hours)
This practicum explores health as a human right. Analysis
will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is
based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health
and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language
school is an option in this practicum.
NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in Sub-Saharan Africa (.5
course credit, 72 practicum hours)
Students focus on the development of leadership skills that
promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage healthcare professionals and members of local communities in best practices for achieving MDG targets by 2015.
Structured lectures and discussions supplement practice and
encourage students to explore sociocultural determinants of
health and illness—economic realities, cultural values and
gender roles, education levels, governmental policies, access
to technology, and the competence of healthcare providers—
in relation to the unequal burdens of suffering and disease evident in Africa.
NUR 794 Culture Care in a World of Extreme—Location:
Republic of Namibia (1.0 course credits, 144 practicum
hours)
Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience
the challenges care systems face in providing health care
within geographically and economically extreme contexts
where isolation, poverty, and virulent disease are epidemic.
Participant-observation among Ju/’hoansi communities in the
Nyae Nyae Conservancy provide opportunities to collaborate
and practice with nurses and other healthcare professionals
striving to provide culturally safe and effective health care to
one of the world’s “first peoples.”
NUR 782 Poverty and Community Building in the Inner
City—Location: Minneapolis, Minn. (0.5 course credits,
72 practicum hours)
An immersion in the inner city of Minneapolis provides expe-
Augsburg College I 51
Doctor of Nursing Practice
rience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among
the community of people who visit the Augsburg Central
Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore
issues of health and social reality with cultural guides from
the inner city populations and with nurses who work effectively with them.
Seminars
NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final
Seminar (0.25 credits per term while enrolled in the DNP)
Students are required to register for a seminar each term they
are in the DNP program. The purpose of DNP seminars is to
integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty
and peers and receive relevant feedback and support. Through
dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar
(NUR 841) culminates in the successful completion of a
scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will
be completing and presenting their final doctoral project,
along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is
implementing.
Elective courses
Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses
(at the 500 level or above) to add depth and breadth to their
nursing specialty focus. These credits may be chosen from
within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by
Master of Arts in Leadership, Master of Social Work, Master of
Business Administration, Economics, and the Master of Arts
in Education. This allows students to take optimal advantage
of the richness and diversity of opportunities afforded through
Augsburg College graduate programs.
Admission to the DNP
Admission Requirements
Applicants to the Doctor of Nursing Practice program must
have:
• Earned master’s degree in nursing from a nationally accredited institution
• GPA of 3.2 on a 4.0 grading scale in master’s in nursing
program
• A current unencumbered RN license to practice in the U.S.
• Evidence of a completed graduate research course
• Evidence of up-to-date immunizations
• Satisfactory results of a certified federal criminal background check
Graduate Catalog I 52
Decisions about admission to the program will be made on an
individual basis. Selection of candidates will be made on the
basis of an evaluation of the following items for each applicant:
• A three-page typed, double-spaced essay demonstrating
ability to write in a thoughtful, coherent manner
• Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official
evaluation from World Educational Services.)
• Three professional references
• An interview with program faculty
The number of applicants admitted to the DNP program will
be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the
minimum admission criteria does not ensure that an applicant
will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of
Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to
forward their educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful
passing of the National Council Licensure Examination
(NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the
NCLEX, will be considered for admission and must meet the
same residency requirements expected of all students.
Applicants whose first language is not English must submit
evidence of earning a minimum score of 95 out of a possible
120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL).
Transfer of credits
Transcripts of students who have completed a master's degree
in nursing or other graduate work are required for admission
to the DNP. Doctoral credits may be transferred into the DNP
program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0
course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined
by the Department of Nursing faculty and the registrar. The
process of obtaining transfer credit must be initiated by the
student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of
course content will be needed to initiate transfer of courses
into the DNP program.
To qualify for credit the practicum hours must be officially
documented from the master’s degree program.
Doctor of Nursing Practice
Students may transfer up to 600 practicum hours that were
earned and documented in their master’s degree program.
These 600 hours will be counted toward the 1,000 hours required for the DNP degree.
Program Staff
Sharon Wade, Administrative Coordinator, BA, Augsburg
College.
Accreditation
Linden Gawboy, Administrative Assistant
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
Patricia Park, Program Coordinator, MA, Augsburg College.
The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in
Nursing and the Bachelor of Science in Nursing programs at
Augsburg. An accreditation site visit by CCNE is scheduled
for March 2011.
For a complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas.
Pauline Abraham, Assistant Professor. BSN, Winona State
University; MA, Augsburg College.
Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College
Katherine Baumgartner, Assistant Professor. BSN, Minnesota
State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS,
PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College.
Susan Nash, Associate Professor. BSN, MSN, EdD, University
of Minnesota.
Joyce Perkins, Assistant Professor. 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.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Augsburg College I 53
Master of Business Administration
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA provides students a
unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a demanding and proven accelerated program focusing on practical skills, knowledge, and teamwork
built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates
to bring a new and expanded focus through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni.
Steven M. Zitnick
Director, Master of Business Administration Program
Graduate Catalog I 54
Master of Business Administration
MBA Mission
To 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.
MBA Program Overview
groups enables you to enhance your strengths, build your
skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal,
social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and
relationships you build with fellow students and faculty will
extend into an important and valuable network as you take
your career to new levels.
Today’s business leader must be able to quickly analyze situations and information and critically think through 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 students’ experiences
and learning in the program. Our faculty is uniquely qualified
to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the
flexibility of completing a general MBA or a specialized MBA
with a concentration that matches their interests and career
goals.
Course Credit
Accreditation
Full-credit MBA courses consist of seven four-hour sessions.
Classes meet one night each week with an occasional Saturday
session.
The Augsburg MBA is a candidate for accreditation with the
Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Plan of Study
The Augsburg MBA is an accelerated, part-time program that
allows working professionals to complete an MBA degree in
fewer than 24 months. This is accomplished by using a cohort
model in which students follow a predetermined schedule
with classes meeting one night a week.
Students in a cohort program model stay together as a group
through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning
process. The cohort environment fosters a cohesive learning
community where students learn from each another, mentor
each other, and peer coach. You’ll share diverse professional
expertise and experience as you work in teams on projects,
case studies, presentations, and simulations, both inside and
outside of class. Working both individually and in small
Augsburg College uses a course-credit system. A full course
credit (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 with the expectation of substantial independent and group study offered through the
web-based electronic course management system.
Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals. The general
Augsburg MBA consists of 13 courses that can be completed
in fewer than 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and six additional
courses that focus on their chosen area of interest. An MBA
with a concentration can be completed in 28 months.
Academic Calendar
Currently, the Augsburg MBA uses the trimester schedule as
well as a summer session. As of fall 2011, the Augsburg MBA
will follow the semester schedule, including summer sessions.
Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The
program is designed to have students take at least two fullcredit courses per term.
Official academic calendars and the MBA registration policies
can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA
department.
The Augsburg MBA
The 13 required courses of the general Augsburg MBA are as
follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
Augsburg College I 55
Master of Business Administration
MBA 550
MBA 560
MBA 565
MBA 570
MBA 575
MBA 592
MBA 595
MBA 580
Marketing Management
Communication Issues in Management
Managing in a Global Environment
Quantitative Decision Making for Managers
Strategic Technology
Leadership: Ethics, Service, and Transformation
Strategic Management
Management Consulting Project (Capstone)
MBA Course Descriptions
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 following the path of others.
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 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
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 545 Organizational Development/Behavior
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.
Graduate Catalog I 56
MBA 550 Marketing Management
Applying marketing theory and practice to real-life marketing
situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship
between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience
with marketing in cross-functional organization strategies.
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 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 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 592 Leadership: Ethics, Service, and Transformation
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed
as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and
distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership
communication, and self-awareness and discovery of leadership styles, traits, and abilities.
Master of Business Administration
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.
Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses.
Students may choose one of five concentrations: finance, marketing, international business, human resources management,
or health care. A concentration may allow students to become
competitive in a specific career field or, in some cases, it may
assist students in achieving professional certification or accreditation.
The nine required core courses are as follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
MBA 550
Marketing Management
MBA 570
Quantitative Decision Making for Managers
MBA 580
Management Consulting Project (Capstone)
MBA 592
Leadership: Ethics, Service, and Transformation
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
Strategies in global marketing
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.
• International business: strategies, trade agreements, and
policies
• International finance
• Negotiations in a global environment
• Strategies in global marketing
• Global supply chain management
• Legal aspects of international business
Human Resource Management Concentration
The certificate in human resource management prepares
human resource professionals for a variety of human resource
positions. Successful completion of the certificate program as
well as passing the examination and meeting job experience
requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in
Human Resources (SPHR).
•
•
•
•
•
Global human resources
Organizational effectiveness
Training, selection, and performance
Compensation and benefits management
Industrial labor relations
Healthcare Management Concentration
The 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 in today’s healthcare environment.
•
•
•
•
•
•
Legal and ethical considerations in healthcare management
Integrated health delivery systems
Healthcare financing
Crosscultural issues in health care
Global healthcare issues
Healthcare operations management (elective)
Concentrations as Graduate Certificate Programs
For 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, the five
concentrations are available as graduate certificate programs.
These courses are transcribed as “for credit.” In most cases
(depending on employer policies), they will be accepted for
tuition reimbursement. Contact the MBA office at 612-3301778 or the Graduate Admissions Office at 612-330-1390 for
more information.
Augsburg College I 57
Master of Business Administration
MSW/MBA Dual Degree
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA degree
enables graduates to function in a workplace that demands
the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to
MSW students who elect the Program Development, Policy,
and Administration (PDPA) concentration.
MSW/MBA students will spend their first two years taking
Master of Social Work courses followed by approximately 15
months of MBA courses. For more information regarding the
Program Development, Policy, and Administration (PDPA)
coursework required for the MSW/MBA dual degree, refer to
p. 76 in the MSW section in this catalog. MSW students who
graduated after June 2002 are required to complete the following eight MBA courses:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 545
Organizational Development
MBA 550
Marketing Management
MBA 560
Communication Issues for Managers
MBA 575
Strategic Technology
MBA 595
Strategic Management
MSW students who graduated prior to 2002 are required to
complete nine MBA courses. This includes the eight MBA
courses listed above as well as MBA 592 Leadership: Ethics,
Service, and Transformation.
MSW students may also be required to adjust their summative
evaluation project to meet the requirements of the MSW and
MBA programs.
Students interested in the MSW/MBA program must apply to
both programs. See the application guidelines listed under
each individual program.
NOTE: Admission to one program does not guarantee admission to the other.
Locations and Schedules
MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three
times per academic year: fall term (September), winter term
(January), and spring term (April).
Orientation for new cohorts is generally scheduled for one-totwo weeks in advance of the beginning of classes. For more
information on class schedules, go to www.augsburg.edu/mba
or call the Graduate Admissions Office at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is comprised of both active and re-
Graduate Catalog I 58
tired 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.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a
committee decision. The committee may include MBA program staff, Business Administration Department faculty, and
Graduate Admissions Office staff.
Admission Requirements
Applicants to the MBA program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the 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 Graduate Admissions Office
• Current résumé of work history
• Two confidential letters of recommendation
• 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 of International Students on page 16.
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 six (6.0) transfer credits.
(See Evaluation of Transfer Credit on p. 14.) Students must
complete no fewer than seven (7.0) courses at Augsburg in
order to receive their MBA degree from Augsburg College. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
GMAT Waiver Policy
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
Master of Business Administration
success as well as to 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.
• Current résumé (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, contact either the Graduate Admissions Office or the MBA program office.
Eligibility for GMAT Waivers
GMAT waivers may be offered to:
• Candidates with an appropriate and current GRE score.
• 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.
• Candidates 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)
• 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. These will be evaluated
by the Admissions Committee. (See grade requirement
above)
• Candidates who have completed a graduate program at
Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Candidates with current and active CPA designation. If the
CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted.
GMAT Waiver Checklist
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)
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort
and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of
the MBA program director.
All students are required to complete all components of the
program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to
the MBA director. Students who leave the program for more
than one 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.
Academic Evaluation
Evaluation of academic performance in the MBA program will
be based on number grades using a 4.0-scale. For complete information, see p. 12.
Withdrawal from Class
For information regarding the last date on which students
may withdraw from a class and receive a “W” on their records,
refer to the course information on Records and Registration.
Attendance Policies
Student attendance at scheduled class meetings is a priority
and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities
who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem
is immediate. When the student knows in advance of a class
date where a potential conflict exists, they must discuss the
proposed missed class with the faculty member prior to the
date of the class. Students are responsible for the work covered during that class session and for making appropriate
arrangements for obtaining handouts, lecture content, or
other materials. Faculty members may assign appropriate independent work to insure that the student understands the
material covered during the class session.
Augsburg College I 59
Master of Business Administration
If appropriate and acceptable coordination is carried out by
the student, there need not be any grade reduction for a single
missed class session. This may be dependent on assignments
due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two
missed class sessions, unexcused or excused, may be grounds
for directing the student to withdraw from the course. More
than two absences, excused or unexcused, require that a student withdraws from the class.
Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Degree Requirements
Steven Lukas, Instructor, Business Administration. BS, MA,
University of Nebraska; EdD, University of St. Thomas.
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.
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.
Bruce Batten, Assistant Professor of Business Administration,
MBA. BS, Davidson College; PhD, Medical College of Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA,
PhD, University of Illinois.
Nora Braun, Associate Professor of Business Administration.
BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota.
C. Lee Clarke, Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary;
MBA, University of St. Thomas.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota.
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
Graduate Catalog I 60
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.
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.
Magdalena Paleczny-Zapp, Associate Professor and Chair of
the Department of Business Administration. BA, MA, Central
School for Planning and Statistics, Warsaw; PhD, Akademia
Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University.
Peter J. Stark, Assistant Professor of Business Administration.
BS, Northwestern University; MBA, Pepperdine University.
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
Augsburg College I 61
Master of Science in Physician Assistant Studies
PA Program Mission
The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to
persons of all cultures and backgrounds and oriented toward
providing care to underserved populations. Students are well
educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with
the highest standards of ethics and integrity, and commitment
to lifelong personal and professional development. The Augsburg Physician Assistant Program was most recently granted
accreditation in September 2008.
A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and
specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies,
formulating diagnoses, and administering treatment.
In the state of Minnesota, a PA is registered with the Board of
Medical Practice. In Minnesota, and most other states, the PA
must be NCCPA (National Commission on Certification of
Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs
have prescriptive privileges under delegatory supervision with
their physician for prescriptive medications.
The Physician Assistant Program at Augsburg is 36 months
long with studies beginning each year in the summer semester (late May). The program accepts 28 students for each
new class.
Curriculum
Studies begin in late May of each year. The first 19 months of
study is didactic, or classroom work, including courses in
human gross anatomy, pathophysiology, clinical medicine,
pharmacotherapy, history and physical exam skills, research,
and ethics and legal issues in medicine.
The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family
medicine, pediatrics, women’s health, psychiatry, emergency
medicine, internal medicine, surgery, and an elective rotation
by choosing from various specialties. The clinical phase will
culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural
and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate.
PA Program Sample Calendar
Calendar - Year 1
Summer
• Anatomy
• Pathophysiology
Graduate Catalog I 62
Fall
•
•
•
Spring
•
•
•
•
Clinical Medicine I
Pharmacotherapy I
History and Physical Exam Skills I
Clinical Medicine II
Pharmacotherapy II
History and Physical Exam Skills II
Research Tools for the PA
Calendar - Year 2
Summer
• Master’s Project course
Fall
• Clinical Medicine III
• Clinical Phase Transition
• Professional Issues
Spring
• Clinical Rotations 1, 2, 3
Summer
• Clinical Rotations 4, 5
Calendar - Year 3
Fall
• Clinical Rotations 6, 7, 8
Spring
• Preceptorship
• Capstone Course
PA Program Course Descriptions
Academic Phase (first 19 months)
PA 501 Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human
anatomy. The course uses lecture, demonstration, discussion,
and dissection of human cadavers. The intention is to give the
students a foundation for Clinical Medicine. Prerequisites: PA
student or consent of instructor
PA 503 Human Pathophysiology
This course uses lecture, detailed objectives/study guide,
quizzes and exam, discussion, and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and
musculoskeletal system. The intention is to give the students
a foundation for Clinical Medicine. Prerequisites: PA student
or consent of instructor
PA 511 History and Physical Exam Skills I
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive
Master of Science in Physician Assistant Studies
health care, and complementary and alternative medicine are
introduced. Units are coordinated with Clinical Medicine I
and Pharmacotherapy I. Prerequisites: PA 501 and 503
PA 512 History and Physical Exam Skills II
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology,
and the male reproductive system. Units are coordinated with
Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA
511
PA 521 Pharmacotherapy I
This course will cover pharmacology and pharmacotherapy
related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems
and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses.
Prerequisites: PA 501 and 503
PA 522 Pharmacotherapy II
This course will cover pharmacology and pharmacotherapy
related to disease processes of the orthopedic, neurologic,
ophthalmologic, hematologic, renal, urologic and endocrine
systems, and pain management. Units are coordinated with
the Clinical Medicine II and History and Physical Exam Skills
II courses. Prerequisite: PA 521
PA 531 Clinical Medicine I with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are
coordinated with concurrent courses in History and Physical
Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501
and 503
PA 532 Clinical Medicine II with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include orthopedics, rheumatology, neurology, ophthalmology,
hematology, nephrology, urology, and endocrinology. Global
health and healthcare disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam
Skills II and Pharmacotherapy II. Prerequisite: PA 531
PA 533 Clinical Medicine III : Integrative Health Care
This course provides an integrative approach incorporating
clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s
health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are
explored. The Community Seniors unit provides a service-
learning experience where students work one-on-one with an
elderly person from the community. Prerequisites: PA 532
PA 542 Professional Issues
A course designed to introduce the physician assistant student
to medical ethics and various professional topics that affect
the practicing physician assistant. The course focus is on the
medical and non-medical aspects of the profession such as
history of the physician assistant profession, laws and regulations governing physician assistant practice and education,
human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior.
Prerequisites: PA student or consent of instructor
PA 545 Clinical Phase Transition
This course incorporates experiential learning to prepare the
student for clinical practice. It will also facilitate the transition
of knowledge and skills from the academic phase into the
clinical phase. Students will be placed in a clinic or hospital
setting for part of the semester. Students will also have other
health-related community experiences and activities during
this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532
PA 555 Research Tools for the PA
The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages
between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge
base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated
throughout the course. Prerequisites: PA student or consent of
instructor.
PA 570 Interdisciplinary Perspectives on Aging
This course provides an opportunity for students in health
and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills
directly with elders utilizing an experiential learning model.
Students will build a beginning expert level knowledge base
regarding issues that affect older adults in contemporary
health and social welfare contexts. Prerequisites: PA student
or consent of instructor
PA 599 Directed Study
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature, and
produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552
Clinical Phase (17 months)
The clinical phase of the physician assistant graduate program
is 17 months in length. The initial 12 months is designed
Augsburg College I 63
Master of Science in Physician Assistant Studies
much like a physician’s internship. Each student is required to
progress through seven required rotations in the following
disciplines: family medicine, internal medicine, pediatrics,
general surgery, women’s health, emergency medicine, and
psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such
as orthopedics, ENT, dermatology, etc.
The clinical phase of the program is designed to effectively
train students practice by placing students in healthcare facilities outside the metropolitan area for a minimum of two rotations. The goal is to provide students with one to two
locations in which to complete their required rotations to take
away some of the financial and travel burdens that a PA student often faces.
The clinical phase culminates with a 12-week preceptorship.
This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that
might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that thestudent 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 clinical instructor
for the designated rotation. Students will return to Augsburg
College five times during the clinical phase for evaluation and
education.
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 sys-
Graduate Catalog I 64
temic 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 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 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 evidence-based 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 evidence-based 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
Master of Science in Physician Assistant Studies
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
Admission to the PA Program
• 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:
• Cumulative GPA of 3.2 or higher
• 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.
• Demonstration of a commitment to, and involvement with,
underserved communities.
Admission Requirements
Note: The Graduate Record Exam (GRE) is not required.
Complete and current-year admission guidelines can be found
on our website at www.augsburg.edu/pa.
PA Studies Application Process
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.
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
Prerequisite Courses
To be an eligible applicant for the physician assistant studies
program, you must have completed the prerequisite courses
listed below. These courses must have been completed within
10 years of the year you are applying for admission.
Applicants completing their first undergraduate degree in the
spring term may complete prerequisite coursework in the
summer, fall, and spring term of the academic year they apply
as long as the degree and prerequisite coursework will be
completed by the start date for the program. Applicants who
already have an undergraduate degree, or who will complete
their degree in a term other than spring, have the summer and
fall semesters of the year they apply by which to complete
prerequisites.
All course prerequisites must have been passed with a grade
of C (2.0) or higher. Meeting minimum prerequisites does not
guarantee admission into the program.
The Augsburg Physician Assistant Studies program has a twostep application process—applying through CASPA and to
Augsburg’s PA Studies Program.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association
(PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at www.caspaonline.org.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as
calculated by CASPA), if you have 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 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.
Augsburg College I 65
Master of Science in Physician Assistant Studies
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 late-January. 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 mid-February. Accepted applicants
must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the
background check could result in dismissal from the program.
Academic Policies
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
Graduate Catalog I 66
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, cardiopulmonary resuscitation, and application of pressure to control bleeding.
These skills require coordination of both gross and fine
muscular movements, equilibrium, and integrated use of
the senses 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.
Master of Science in Physician Assistant Studies
• 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.
lected 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.
Experiential Learning Policy
Payment Options
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.
For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll.
Employment while in the Program
Program faculty discourage outside employment while in the
Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this
recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program
may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter, the
student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 14 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.
Costs of the PA Program
For tuition information go to www.augsburg.edu/pa.
PA Program 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.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA,
Northwestern University; MD, Loyola University Chicago
Stritch 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 and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification,
Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant
Studies. BS, Mankato State University; MS and PA Certification, Finch University.
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 se-
Augsburg College I 67
Master of Social Work
Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with
others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW
degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and
with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class
size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program,
we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families,
and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work
practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to
take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
Graduate Catalog I 68
Master of Social Work
MSW Mission
Academic Calendar
Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards
the well-being of people in a diverse and global society.
The MSW program meets on a trimester academic calendar,
offering classes September through June. Classes typically
meet every other weekend with an occasional back-to-back
weekend. Field practicum hours are generally completed during weekday hours in the student’s home town and vary depending on the agency placement and the student’s
availability. For academic calendars and schedules, go to
www.augsburg.edu/enroll/registrar.
Program Overview
The MSW program prepares social work students for agencybased practice in public and non-profit settings. By working
in the agency setting, social workers collaborate with others
to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging
MSW curriculum integrates social work theory with microand macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As
you progress through our MSW program, you will:
• learn how an individual lives in and is affected by his or
her social environment;
• understand how social policies and programs affect individuals, families, communities, and society;
• apply theories and methods of practice through the field
practicum experience;
• use a range of client-centered approaches to practice with
client groups of all types and sizes;
• engage in practice informed by sound, scholarly research;
• evaluate the effectiveness of your social work practice or
social work programs;
• advocate for eradication of oppression and discrimination;
and
• be a responsible and contributing citizen in the local and
global community.
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you wish to seek licensure with the social
work board of your state. For more information on CSWE accreditation go to www.cswe.org.
Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s
degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses.
Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a fouryear program.
Students entering Augsburg’s MSW program with a bachelor’s
degree in social work from a CSWE (Council on Social Work
Education) accredited institution have advanced standing.
Advanced standing students complete 13 full courses and are
enrolled in a one-and-a-half-year program. The part-time option is not offered for students with advanced standing.
All students must complete the MSW degree in no more than
four years following matriculation.
Class Periods
Classes meet in four-hour blocks on Friday evenings, 6 to 10
p.m.; Saturday mornings, 8 a.m. to noon; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a
given trimester.
Time Commitment
Although classes meet on weekends, students spend time on
their studies during non-class weekends and weekdays. On a
class weekend, the typical student will spend 12 hours in class
within a 23-hour period. For every hour spent in class, a student may expect to spend three to four hours outside of class
working on assignments or group projects. A student may
also spend 15 to 20 hours per week in the field practicum
during the fall and winter trimesters (a span of six or seven
months for each practicum). In the final year of study, students complete a summative document, which requires significant independent research, analysis, and writing.
Some MSW students work full time while enrolled in the program; however, full-time employment is not recommended.
Most students arrange to reduce their work hours or request
time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students
must develop strategies for balancing family, work, and academic responsibilities.
Course Credit and Contact Hours
A full credit MSW course (1.0) is equal to four semester credits or six quarter credits. Each full course meets for 32 contact
hours, with the expectation of substantial independent study
outside of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are
distinguished by level of admission (foundation or advanced
standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or
Program Development, Policy, and Administration [PDPA]).
Any changes to a student’s cohort selection must be approved
by the MSW director.
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field
Augsburg College I 69
Master of Social Work
practicum, applicable for foundation students, is a minimum
of 420 hours. Successful completion of the second field
practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and
winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
The foundation curriculum is made up of nine full courses
and a generalist field practicum. In the foundation courses,
you are introduced to social work as a profession. You will
learn both historical and contemporary theories and practice
methods relating to both the individual and the environment.
During the foundation year, you will study human behavior
and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum, you will apply this generalist
knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with your enrollment in two fieldwork seminar courses.
The full foundation curriculum is required of all students,
with the exception of those admitted with advanced standing.
Before beginning the concentration curriculum, all foundation
coursework and field hours must be successfully completed.
Concentration Curriculum
The concentration curriculum is made up of nine full courses
and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application.
Augsburg offers two concentrations: Multicultural Clinical
Practice (MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will deepen
your knowledge of the primary issues affecting families and
communities, develop a range of client-centered approaches
to practice, gain a broader understanding of human diversity,
develop competencies in practice-based research, and learn
practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced
knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your
chosen concentration and is completed concurrently with
your enrollment in two or three field seminar courses. As a
capstone to your MSW program, you will complete a summative evaluation project or a portfolio project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a
deep awareness of their social and cultural identity and the
use of multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the
biopsychosocial and spiritual functioning of individuals, fami-
Graduate Catalog I 70
lies, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions
with persons facing challenges, disabilities, or impairments,
including emotional, behavioral, and mental disorders.
Program Development, Policy, and Administration
(PDPA) Concentration
In the tradition of Jane Addams, the heart of macro social
work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on
individuals and families, social work must also actively seek
equality and justice for clients within agencies, institutions,
and society. Social work leaders must advocate for social
change to ensure social justice. The Program Development,
Policy, and Administration (PDPA) concentration responds to
this demand for leadership.
The macro (PDPA) social work practitioner recognizes the
strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in
partnership with these individuals and communities to do so.
In this concentration you will learn the knowledge and skills
necessary to work with others to achieve needed social
change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program
planning, or community and policy advocacy, this concentration helps you achieve that goal.
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration
of theory and practice, as well as to offer more vivid portrayals
of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative,
i.e., designed for guided reflection and self-evaluation. However they are also summative documents in that they illustrate
students’ competencies. All MCCP students are required to
create such a portfolio during their final year of study. Items
in a portfolio might include videotapes, process recordings,
reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from
service users, self-evaluations of personal progress, and links
to references.
Summative Evaluation Project (PDPA students)
All social workers must evaluate their practice to determine
whether they are helping or harming clients. While in the
concentration practicum, PDPA students will design and implement a program evaluation for their summative project,
which requires integration and application of knowledge and
skills from both the foundation and concentration curricula.
Students develop their research while in their field internship
and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their
final year of study.
Master of Social Work
Master’s Thesis
Students have the option of completing a thesis. Course credit
for the general elective is given for this option. Students work
with a thesis adviser to develop more in-depth research skills
contributing to social work knowledge. To pursue the thesis
option, students must notify the MSW program director by
the end of spring trimester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the
following:
• Successful completion of any admission conditions (e.g.,
statistics, bachelor’s degree)
• Successful completion of MSW courses:
18 full courses for foundation students
13 full courses for advanced standing students
• No more than two courses with a grade of 2.5, and with a
cumulative GPA of 3.0 or higher
• Successful completion of 920 hours of approved field practica for foundation students, 500 hours of approved field
practicum for advanced standing students
• Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA)
• Successful completion of all degree requirements within
four years of matriculation
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social
Worker (LGSW) license exam from the Minnesota Board of
Social Work. To achieve LGSW licensure students must pass
the state board exam and complete the MSW degree.
SWK 535*
SWK 536*
SPRING
SWK 504
SWK 509
SWK 516
Integrative Field Seminar 2 (.5) (taken concurrent with first practicum)
Human Behavior and the Macro Social Environment (.5)
Research Methods 1
Assessment and Diagnosis in Mental Health
Practice
Community Development for Social Change
Concentration Courses
Multicultural Clinical Practice Concentration
FALL
SWK 610
SWK 615
SWK 628
SWK 629
WINTER
SWK 611
SWK 616
SWK 630
SWK 631
SWK 635
SPRING
SWK 612
SWK 634
SWK 636
SWK 639
SWK 699
Integrative Field Seminar 3: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: MCCP (.5)
MCCP with Individuals
MCCP with Families
Integrative Field Seminar 4: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: MCCP (.5)
MCCP Policy Practice
MCCP with Groups (.5)
MCCP Evaluation 1 (.5)
Integrative Field Seminar 5: MCCP (.5) (taken
concurrent with second practicum)
MCCP Supervision (.5)
MCCP Evaluation 2 (.5)
MCCP Elective (.5)
General Elective
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full time (or 4,000
hours part-time) as an LGSW under the supervision of an
LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam.
For more information, go to the Minnesota Board of Social
Work web page, www.socialwork.state.mn.us.
Program Development, Policy, and Administration
Concentration
MSW Course Requirements
SWK 657
SWK 660
SWK 667
FALL
SWK 651
Integrative Field Seminar 3: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: PDPA (.5)
Research 2: Program Evaluation
Organizations/Social Admin. Practice 1
Foundation Courses
FALL
SWK 500*
SWK 505*
SWK 530*
SWK 531*
WINTER
SWK 501*
SWK 506*
SWK 510
Human Behavior and the Social Environment
Practice Methods and Skills 1: Individuals
Integrative Field Seminar 1 (.5) (taken concurrent with first practicum)
Methods Skills Lab (.5)
History of Social Welfare Policy
Practice Methods and Skills 2: Groups
Advanced Practice Methods (advanced standing students only)
WINTER
SWK 652
SWK 658
SWK 668
SWK 675
Integrative Field Seminar 4: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: PDPA (.5)
Organizations/Social Admin. Practice 2
Planning and Policy Practice 1
SPRING
SWK 669
SWK 676
SWK 699
Organizations/Social Admin. Practice 3
Planning and Policy Practice 2
General Elective
Augsburg College I 71
Master of Social Work
*Course potentially can be waived for advanced standing students (BSW holders).
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
MSW Course Descriptions
Foundation Courses
SWK 500 Human Behavior and the Social Environment
This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and
psychological factors that influence the growth of individuals
and families in contemporary world society. Basic knowledge
of biological systems is required.
SWK 501 History of Social Welfare Policy
This course analyzes the history of social welfare policy in the
United States and its impact on current social systems and social policy. It examines the major assumptions, values, ideas,
and events that contribute to the rise of the welfare state and
the profession of social work. Social welfare policies of other
countries are explored.
SWK 504 Research Methods 1
This course provides an introduction to social science research methods and ethics, including practice and program
evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare, and interpret findings. Students will be
introduced to the use of computers in data analysis. Basic
knowledge of statistics is required.
SWK 505 Practice Methods and Skills 1: Individuals
This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students
begin by learning about social work with individuals, with a
dual focus on the person in the environment. In this context,
they learn about direct services as well as social change.
SWK 506 Practice Methods and Skills 2: Groups
This course prepares students for generalist social work practice with larger client systems. The strengths perspective is
emphasized, and students learn to complete assessments and
formulate intervention strategies in partnership with groups,
organizations, and communities.
SWK 509 Assessment and Diagnosis in Mental Health
Practice
This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective.
Emphasis is placed on understanding biopsychosocial influences on the incidence, course and treatment of the most
commonly presented mental disorders and the differential effect of these factors on diverse populations at risk.
Graduate Catalog I 72
SWK 510 Advanced Practice Methods
This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge
and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work
practice with individuals, groups, families, organizations, and
communities will be covered, with opportunities to build on
students’ BSW background and post-graduate experience.
SWK 516 Community Development for Social Change
This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and
skills necessary to practice at the community level of social
work practice. Students will analyze social organizations, policies, and community development.
SWK 530 AND SWK 535 Field Seminar 1 & 2
(.5 credit each)
The integrative field seminars are courses where field practice
and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students
are expected to spend 420 hours in a fieldwork practicum
during enrollment in these two courses and to be enrolled in
the corresponding practice methods courses.
SWK 531 Methods Skills Lab (.5 credit)
This half-credit course places an emphasis on active learning
and the application of content presented in SWK 505. The
skills lab is an integral part of the required graduate school
core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1.
SWK 536 Human Behavior and the Macro Social Environment (.5 credit)
This course builds on HBSE 1, moving from the individual life
span focus to emphasizing the impact of the environment in all
relationships, stressing the link between social issues and individual problems plus defining the common human condition.
Multicultural Clinical Practice Concentration Courses
SWK 610, 611, and 612 Integrative Field Seminar 3, 4,
and 5: MCCP (.5 credit each)
The Field Seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work
principles using a culturally sensitive approach grounded in a
clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent
and inescapable contribution based on the students’ use of
self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document
their progress. All students in field placements must participate in the appropriate concurrent Field Seminar.
Master of Social Work
SWK 615 and 616 Diversity and Inequality 1 and 2:
MCCP (.5 credit each)
These courses are based on a dual focus of valuing diversity
and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In
the second trimester, students will participate in dialogue
group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender
identity and sexual orientation. The two-sequence course is
based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social
injustice occurs and is present at individual, institutional, and
societal/structural levels; and, professional social work ethics
and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
SWK 628 MCCP with Individuals
MCCP with Individuals is a required methods course in the
MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor
clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on
individual intervention, clients are viewed within the context
of their families and social context. The therapeutic process
and treatment strategies are examined, incorporating content
from psychodynamic, cognitive-behavioral, and post-modern
models. These content area are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by an ecosystems,
strengths, and empowerment perspective. Particular attention
is given to the development of self-reflective practitioners.
SWK 629 MCCP with Families
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention
in clinical social work practice. This course examines theory,
knowledge and skills for clinical practice with families within
a multicultural context. Students apply major family therapy
models to assessing and intervening with families experiencing problems. The models are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by ecosystems, strengths
and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given
to family-centered practice in different social work fields of
practice and settings and to the development of self-awareness
of the practitioner.
SWK 630 MCCP Policy Practice
In this course, Multi-Cultural Clinical Practice (MCCP) students learn how organizational and social policies affect the
delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social
work practice is distinguished from other professional clinical
practice by this use of the person-in-environment perspective.
The multi-cultural lens sharpens focus on both the strengths
that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
SWK 631 MCCP with Groups (.5 credit)
This course prepares students for advanced multicultural
groupwork within a clinical practice. This course builds on
the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical
group processes. Applied theories of human development,
change, and resilience are integrated with theories of group
processes, group leadership, and group communication as a
critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of
group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice
serve as the foundation for culturally responsive groupwork.
Students will consider how their social identity and position
influences similar and mixed social identity groups and their
processes.
SWK 634 MCCP Supervision (.5 credit)
Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in
achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual
functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages
of the supervisory process (planning, beginning, work, and
ending), and they build a repertoire of supervisory questions
that have been associated in research with fostering success in
meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchal power, responsibility, liability, and authority from peer consultation. They gain
competencies in individual an group supervision and consultation with a multicultural lens to advance the application of
theories and models of clnical social work practice.
SWK 635 and 636 MCCP Evaluation 1 and 2
(.5 credit each)
The values and skills of advanced clinical practice combined
with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social
work, “dignity, self-determination, equity, empowerment, and
social justice” (Gutierrez, 2004, p. 127). Monitoring and eval-
Augsburg College I 73
Master of Social Work
uating clinical practice requires the integration of evidencebased practice knowledge, multicultural clinical skills and
multi-epistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern
methods.
SWK 639 MCCP Elective (.5 credit)
Courses in MCCP electives are opportunities for students to
practice with a focus on a particular field or aspect of social
work practice. Examples include Social Work with Involuntary Clients, Ethics, and Domestic Violence.
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. 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 657 AND 658 Diversity and Inequality 1 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 structure,
processes of development, research, and evaluation, and social
work values and ethics in the workplace. The need to work effectively within an organizational context means that social
work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an
understanding of how organizations provide practice opportu-
Graduate Catalog I 74
nities 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 policymaking 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. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675
Both Concentrations
SWK 699 General Elective
Students in both concentrations complete at least one general
elective course 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
• Spirituality in Social Work and Human Services
We also offer short-term electives abroad:
Exploring Human Services in International Settings (examples
include Mexico, Slovenia, Namibia, South Africa, India,
China, and Hong Kong)
SWK 698 Independent Study
Students may propose to complete an independent study proj-
Master of Social Work
ect. Such directed study projects provide the opportunity for a
student to explore a particular area of social work. A faculty
sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent
study may be used to satisfy the general elective requirement.
Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through
the field experience, we expect that students will demonstrate
skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are
essential to successful learning. The foundation of the practice
includes:
• ethical, competent professional practice;
• problem solving within a systems framework and strengths
perspective;
• use of advanced practice theories in Multicultural Clinical
Practice or Program Development, Policy, and Administration settings;
• evaluation of the effectiveness of program or practice activities;
• an understanding of, and respect for, diverse peoples and
cultures;
• responsibility and service to the local and global community in the interest of social justice; and
• 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,
foundation students will spend a minimum of 920 hours in
two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. The foundation practicum is spread over at least two trimesters (fall and
winter) and the concentration practicum is spread over the
entire academic year. Both practica are concurrent with enrollment in fieldwork 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 ad-
vanced standing. Students spend an average of 18 hours per
week during the fall, winter, and spring 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.
Field Practicum Settings
The Augsburg field faculty are committed to the success of
each student in a stimulating and challenging field practicum.
Our current list of approved field sites includes agencies in
the following areas of practice:
• family and children
• child welfare
• mental health
• crisis intervention
• senior resources
• family social policy
• health and human services
• corrections and probation
• public and independent schools
• youth services
• hospitals
• developmental disabilities
• American Indian family services
• chronic and persistent mental illness
• chemical dependency
• court services
• immigrant, migrant, refugee services
• victims of torture
• faith-based social services
• neighborhood services
• legislation advocacy
• housing services
• employment services
• community organizing
• research centers
Dual Degree in Social Work and Theology
(MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis)
Augsburg College I 75
Master of Social Work
and Luther Seminary (St. Paul) offer a dual degree: Master of
Social Work and Master of Arts in theology (MSW/MA). The
dual degree has been approved by both institutions and by the
Council on Social Work Education. If you are interested in
combining a Master of Social Work with a Master of Arts in
theology, we recommend you begin 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
Three primary objectives have been established:
• To educate practitioners in social work and ministry who
can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic
ways.
• To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government
support for those in poverty.
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
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 (fulltime). In the dual degree, Luther Seminary offers nine courses
which can be completed in one year if pursued full-time. The
remaining Luther Seminary course requirements are waived
and replaced by the Augsburg MSW curriculum. At Augsburg,
dual degree students complete the entire MSW curriculum
with the exception of the general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule
and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual
degree program, such as congregational multidisciplinary
teams, nursing home chaplaincy, and social work teams. The
Luther Seminary program and the Augsburg College program
are both full-time; it is not feasible for students to do both
programs simultaneously.
Summary of MSW/MA Theology Dual Degree Requirements
• Luther Seminary full courses: 9
Graduate Catalog I 76
• Augsburg College full courses: 12—advanced standing,
17—foundation (elective is met at Luther)
• MSW field practicum course credit hours: see guidelines
under field practicum
• MSW portfolio or summative evaluation project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of
application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to
one institution does not guarantee admission to the other.
To request the catalog and application materials, you must
contact each program separately. Financial aid is also a separate process.
Dual Degree in Social Work and Business
Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social
work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly
limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year
of study for MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. In
this macro practice concentration, students learn to affect positive change in social service systems through their work with
communities, organizations, and social policy makers.
Prior Augsburg MSW graduates who have completed the necessary PDPA coursework will return to complete the MBA
portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends – Friday evenings,
Saturday mornings, and Saturday afternoons.
Year 3 (12–16 months)
MBA classes meet primarily one night per week. The MBA
program includes a summer term.
Curriculum
• 18 full MSW courses for foundation students or 13 full
MSW courses for advanced standing students
Master of Social Work
• Either 920 hours (foundation) or 500 hours (advanced
standing) MSW field practicum experience
• The MSW summative evaluation project may be accepted
by the MBA program as partial fulfillment of the MBA
project.
• Complete a minimum of 8 MBA courses for students who
completed the MSW degree 2002 and beyond; complete a
minimum of 9 MBA courses for students who completed
the MSW degree prior to 2002
•
•
•
•
statistics course. These courses must be completed prior
to enrollment.
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 (refer to p. 16 for college policy)
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
For more information regarding the MBA coursework required for the MSW/MBA dual degree see page 58.
•
MBA Admission
Admission as an international student
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year.
The GMAT is waived for MSW/MBA dual degree applicants.
MBA application materials include: completed application,
two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program
director. Admission to one program does not guarantee admission to the other.
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission to MSW
The Augsburg College MSW program promotes the widest
possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities
are provided to persons with a range of abilities, backgrounds,
beliefs, and cultures.
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. 14.) Eligible
courses must be from a CSWE-accredited MSW program and
students must have received a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg
College.
Admission with Advanced Standing
• 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
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.
Application Checklist
Academic Policies
The following materials must be submitted to Augsburg’s
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 applications 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,
vocational/technical institutions, and PSEO institutions.
• Liberal arts prerequisite coursework including four
social sciences, three humanities, one biology, and one
Academic Achievement
Listed below are general descriptions for the application
process. Refer to the MSW application documents for details
regarding specific application requirements.
Admission Requirements
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;
Augsburg College I 77
Master of Social Work
• abide by the department’s Standards for Social Work Education and the NASW Code of Ethics.
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the
credits and grades earned the second time are counted in the
grade point average. If a student receives a grade below 2.5 in
a field course, the MSW director will initiate a Level 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 newly-admitted students at our field orientation prior to seeking the field
placement.
Four-Year Limit
All students are required to finish the degree within four years
of matriculation. See page 12 for policy on Continuation of
coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request
a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing.
A leave of absence typically requires a full year away from the
program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration
courses. Students may not enroll in the concentration courses
until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other
individual courses in the MSW curriculum. These are listed in
the MSW Handbook, which is distributed to newly-admitted
students.
Program Costs
In addition to tuition fees, MSW students can expect to purchase textbooks, a campus access permit, and student liability
insurance when in a field placement. There may be additional
fees associated with short-term electives abroad as well.
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
Graduate Catalog I 78
on to the fee-based services. 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
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to
www.cswe.org.)
Gosnell Scholarship Funds
Ten awards ($1,000-$4,000) offered to social work students
interested in working with American Indian/Alaska Native
and Hispanic/Latino populations or in public and voluntary
nonprofit agency settings. Applications due in August (see
www.naswfoundation.org).
Vern Lyons Scholarship
One award ($2,000) offered to students interested in
health/mental health practice and a commitment to the
African American community. Applications due in August
(see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American,
American Indian, Asian, 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
Master of Social Work
the human service field so they may enhance their professional and/or technical skill development. Applications due in
June (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 studentsonly. 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. Contact the Enrollment Center for more
information.
Military Discount
organization, the MSW Forum. The purpose of the forum is to
facilitate communication between social work students and
the social work department, as well as to provide the opportunity for student participation in 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 the student can make a
commitment to attend the meetings and share in the efforts.
The MSW director and MSW program coordinator also serve
on the forum. Other faculty may be invited as permanent
members or as guests.
Past forum members established these guidelines:
• provide an avenue for students to share and discuss ideas
and/or concerns related to the MSW educational experience with the Social Work Department
• encourage constructive dialogue among students, faculty,
and department and College administrators
• make recommendations to the department regarding program improvements
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects
MSW Faculty
Anthony Bibus, III, Professor of Social Work. 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.
(see page 18)
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. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9.
The Augsburg Master of Social Work program is accredited by
the Council on Social Work Education (CSWE).
MSW Forum
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, Associate Professor of Social Work, Field
Education Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of IllinoisChicago.
Annette Gerten, Associate Professor of Social Work, BSW
Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota.
All MSW students are invited to participate in the student-run
Augsburg College I 79
Master of Social Work
Melissa Hensley, Assistant Professor of Social Work. BA,
MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia.
Barbara Lehmann, Associate Professor of Social Work, BSW
Program Director. BA, Knox College; MSW, Tulane University;
PhD, Case Western Reserve University.
Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of
Minnesota; MIA, School of International Training; PhD, University of Arizona.
Glenda Dewberry Rooney, Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota.
Michael Schock, Associate 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 (on leave), Professor of Social Work. BA,
University of Singapore; MSW, University of Pennsylvania;
PhD, University of Minnesota.
Staff
Emily Cronk, Administrative Assistant
Doran Edwards, BSW Assistant Director
Courtney Kocher, Field Assistant
Holley Locher-Stulen, MSW Program Coordinator
Graduate Catalog I 80
Augsburg College Map
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Lindell
Library
Sverdrup
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Memorial
7th Street S.
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Ave
nue
Foss
Center
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Music
Building
7 1/2 Avenue
8th Street S.
Christensen
Center
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Melby
Hall
Kennedy
Center
Ice
Arena
Murphy
Square
E
D
Athletic Field
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25th Avenue S.
Old
Main
23rd Avenue S.
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Oren Gateway
Center
22nd Avenue S.
21st Avenue S.
20th Avenue S.
6th Street S.
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Butler Place
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Interstate 94 West
Interstate 94 East
Disability Access
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Augsburg College I 81
Augsburg College Board of Regents 2010-11
Andra Adolfson
Dan W. Anderson ’65
Mark A. Eustis
Anthony Genia ’85, MD
Alex Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
The Rev. Rolf Jacobson
Bishop Craig E. Johnson
Ruth E. Johnson ’74, MD
Eric J. Jolly
Cynthia Jones ’81
Dean Kennedy ’75
Toby Piper LaBelle ’96
LaJune Thomas Lange ’68
André J. Lewis ’73
Jennifer H. Martin
Marie O. McNeff
Paul S. Mueller ’84, MD
Lisa Novotny ’80
Bishop Duane C. Pederson
Paul C. Pribbenow
Stephen Sheppard
Marshall S. Stanton, MD
Philip Styrlund ’79
The Rev. David Tiede
Joan L. Volz ’68
The Rev. Norman W. Wahl ’76
Bonnie Wallace
The Rev. Mark Wilhelm
Graduate Catalog I 82
Show less
2011-2012
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2011-2012
O... Show more
2011-2012
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2011-2012
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 Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or
telephone inquiries.
Published January 2012
www.augsburg.edu
A Greeting from the President
I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a
select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum,
a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy
and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership,
Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral
degree program—the Doctor in Nursing Practice program.
Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you, 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
Augsburg College I 3
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 economically-sustainable 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,
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
Graduate Catalog I 4
Lori A. Peterson
Assistant Vice President of Academic Affairs
and Dean of Graduate and Professional Studies
Table of Contents
Greeting from the President 3
Greeting from the Academic Affairs Office 4
Directory of Offices and Programs 6
About Augsburg College
Mission Statement 7
Degrees Offered 7
Minneapolis and Rochester Locations 7
Accreditation, Approvals, and Memberships 9
Facts and Figures 10
Academic Programs and Policies
Academic Calendars 12
Academic Policies 12
Evaluation of Transfer Credit 14
Student Rights 14
Graduate Admissions
Admission to Augsburg College 16
Readmission to the College 16
Admission of International Students 16
Foreign Credential Evaluation 16
Financing Your Education
Costs of Graduate Study 18
Payment Options 18
Sources of Financial Aid 18
Applying for Financial Aid 19
Refund Schedule 19
Graduate Programs
Master of Arts in Education 20
Master of Arts in Leadership 34
Post-Master’s Certificate in Leadership Studies 40
Dual degree—BA, Accounting/Master of Arts in Leadership 40
Master of Arts in Nursing 43
Doctor of Nursing Practice 49
Master of Business Administration 54
Concentrations and Certificates 57
Dual degree—Master of Social Work/MBA 58
Master of Science in Physician Assistant Studies 61
Master of Social Work 68
Dual Degree with Luther Seminary—MSW/MA, Theology 75
Dual degree—MSW/Master of Business Administration 76
College Information
Maps (Minneapolis and Rochester campuses) 81
Augsburg Board of Regents 82
Augsburg College I 5
Directory of Offices and Programs
Academic Affairs: 612-330-1024
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 Social Work and Master of Business
Administration (MSW/MBA)
Lois A. Bosch, MSW Director: 612-330-1633
Steven Zitnick, MBA Director: 612-330-1304
mbainfo@augsburg.edu
www.augsburg.edu/mba
Doctor of Nursing Practice (DNP)
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
Linden Gawboy, Administrative Assistant
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Department Chair and Director:
612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Work (MSW)
Lois A. Bosch, Director: 612-330-1633
Holley Locher-Stulen, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu/msw
Master of Social Work and Master of Arts
in Theology (MSW/MA)
Luther Seminary: 651-641-3521
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
nursing@augsburg.edu
www.augsburg.edu/dnp
Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
www.augsburg.edu/grad
Bookstore: 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
International Student Advising (ISA): 612-330-1686 or
http://www.augsburg.edu/isa/
Lindell Library: 612-330-1604 or www.augsburg.edu/library
Public Safety: 612-330-1717 or security@augsburg.edu
Registrar’s Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Welcome/Information Desk: 612-330-1000
Graduate Catalog I 6
About Augsburg College
About 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.
the following graduate programs:
Master of Arts in Education (MAE)—see p. 20
Master of Arts in Leadership (MAL)—see p. 34
Master of Arts in Nursing (MAN)—see p. 43
Master of Business Administration (MBA)—see p. 54
Master of Science in Physician Assistant Studies—see p. 61
Master of Social Work—see p. 68
Doctor of Nursing Practice—see p. 49
Mission Statement
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.
Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders.
The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work.
An Augsburg education is defined by excellence in the liberal
arts and professional studies, guided by the faith and values of
the Lutheran Church, and shaped by our urban and global
settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian
Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and
moved to Minneapolis in 1872. A short history of Augsburg
College can be found at www.augsburg.edu/about/history.html
Today, Augsburg continues to reflect the commitment and
dedication of its founders who believed:
• Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it;
• An Augsburg education should be preparation for service in
community and centers of faith;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the
phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a
complex global society.
Degrees Offered
Augsburg’s undergraduate program of liberal arts and sciences
is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers
Dual degrees:
BA in accounting/MAL—see p. 40
MSW/MBA—see p. 58 and 76
MSW/MA in theology, with Luther Seminary—see p. 75
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 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.
Minneapolis and Rochester Locations
Augsburg’s Minneapolis campus
Augsburg’s Minneapolis campus surrounds Murphy Square,
the oldest park in the city of Minneapolis. 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 Missis-
Augsburg College I 7
About Augsburg College
sippi River and the Seven Corners theatre district just a few
blocks away. Convenient bus routes run by the campus, and
two Hiawatha Line light rail stations are just blocks away.
In addition to its Minneapolis campus, Augsburg has a branch
campus in Rochester, Minn., located at Bethel Lutheran
Church. For maps, directions, and parking information, go to
www.augsburg.edu/about/map.
Augsburg established its branch campus in Rochester, Minn.,
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. For more information, go to www.augsburg.edu/rochester or call the
Graduate Admissions Office at 612-330-1101 or the Rochester
program office at 507-288-2886.
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 firstfloor 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.
Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here.
Food Services
A variety of food options are available both in the Christensen
Center and in Oren Gateway Center.
Augsburg’s Rochester campus
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.
On the Minneapolis Campus
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
The Graduate Admissions Office is located on the upper level
of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall.
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.
Augsburg for Adults Office
Kennedy Center
Admissions Offices
Augsburg for Adults focuses on adult-centered 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.
This three-story addition to Melby Hall features a wrestling
training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms,
and offices.
Augsburg Abroad
This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and
serves as the College’s general auditorium.
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.
Graduate Catalog I 8
Melby Hall
About Augsburg College
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.
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.
Old Main
Home for the Languages and Cross-Cultural 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 StepUP program. The center also includes student residence apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the
Johnson Conference Center.
Science Hall
Classrooms, science laboratories, a medium-sized auditorium,
faculty offices, and Finance and Administration offices are
found in Science Hall.
Sverdrup Hall
The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall.
ing the week and some weekend hours. Current hours are
posted on the website.
AugNet Account
All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a
secure network folder on the College’s network that is backed
up weekly. The folder is accessible from both on- and off-campus.
Computing
Students have access to over 250 on-campus computers with
their AugNet account. 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
technology- enhanced classrooms. The circulation desk in the
Lindell Library has 40 wireless laptops available for use in the
Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including
Microsoft Office, SPSS, and Internet browsers. Additionally, a
RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information.
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 using WiFi. All of the AugNet
online services and several of the Registrar’s student services
are available securely on the Inside Augsburg web page
http://inside.augsburg.edu to students on and off-campus.
Accreditation, Approvals, and Memberships
Augsburg is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the
president’s office, Human Resources, and other administrative
and faculty offices.
Student Technology Center/TechDesk
The Student Technology Center/TechDesk, located on the
ground floor of the Lindell Library, functions as the initial
point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for
computer and media support. Many questions can be answered by searching the TechDesk web page at
http://www.augsburg.edu/techdesk/ or by contacting them at
612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur-
• National Council for the Accreditation of Teacher Education
• Association of Collegiate Business Schools and Programs
(ACBSP) (Augsburg’s MBA is a candidate for accreditation)
• Accreditation Review Commission on Education for the
Physician Assistant (ARC-PA)
• Commission on Collegiate Nursing Education (CCNE)
(Augsburg’s master’s degree is full accredited; the doctoral
degree is a candidate for accreditation)
Augsburg College I 9
About Augsburg College
• 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)
• American Association of Higher Education (AAHE)
• American Music Therapy Association, Inc.
• Association of Collegiate Business Schools and Programs
(ACBSP)
• Campus Compact
• Council of Independent Colleges (CIC)
• Lutheran Education Council in North America (LECNA)
• National Association of Schools of Music (NASM)
• National Society for Experiential Education (NSEE)
• Physician Assistant Education Association (PAEA)
• 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.61 to 136A.71. 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 plurality of students are
Lutheran, 16 percent are Roman Catholic, and 25 percent
represent other denominations and religions.
• Enrollment (fall )—4,109 students from 26 countries.
Graduate student enrollment is 920.
• Alumni—Appox. 24,000 alumni since 1870, including over
1,200 graduate program alumni.
• Student/Faculty ratio—13 to 1
• Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP
• Library—Over 190,000 items, direct access to more than
2.5 million through CLIC, the Twin Cities private college library consortium.
• 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 and one doctoral program, plus several dual degrees.
• 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 III.
Clery Act information
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 612330-1717.
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, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs,
athletic and/or school administered programs, except in those
instances where there is a bona fide occupational qualification
or to comply with state or federal law. Augsburg College is
committed to providing reasonable accommodations to its
employees and students. (See Physician Assistant Studies for
details of its program policy on page 66.)
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.
• Campus—18 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.
Graduate Catalog I 10
FERPA
The Family Educational Rights and Privacy Act (FERPA) of
1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands
About Augsburg College
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.
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.
You must request to review your education records in writing,
with your signature. The College will respond in a reasonable
time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an
education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the
record should be changed if Augsburg decides not to alter
your education records as you requested.
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.
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 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.
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
Augsburg College I 11
Academic Programs and Policies
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 official 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.
The numeric grade point definition for Graduate Studies is:
4.0 grade points
Achieves highest standards of excellence
3.5 grade points
Achieves above acceptable standards
3.0 grade points
Meets acceptable standards
2.5 grade points
Meets minimum standards
2.0–0.0 grade points Unacceptable performance
P
Represents work at 3.0 or higher (not counted in grade
point average)
N No credit (not counted in grade point average)
V Audit
W Withdrawn
I
Incomplete
X In progress, extended beyond term of registration
Withdrawn Status
W—Grade given when a student withdraws from a course
after the deadline without notation on the record
Graduate Catalog I 12
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.
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
Attendance and participation are critical to the success of any
course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students,
or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of
emergency, when prior notification is not possible, students
must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective
in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be automatically
registered for continuation course 999 each trimester for up to
15 trimesters or until a grade for the completion course is
submitted by the project adviser. Continuation course 999
maintains students’ active status in the graduate program, in-
Academic Programs and Policies
cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to
change as costs increase) per trimester.
Doctor of Nursing Practice—For information about course
credits and contact hours for the Doctor of Nursing program,
see p. 49.
Automatic registration will occur for up to five years or 15
terms. At the end of this time, the course grade will change
from X to N. Students who wish to complete the final project
after receiving a failing grade must meet with the program director to evaluate readmission to the College and program.
Students who are readmitted may need to complete additional
course work and will need to pay full tuition for all additional
courses and to repeat the final project course. If/when the
final project course is completed, the new grade would supersede the previous grade.
Degree Requirements
Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point
during the continuation period and receive a W notation on
the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program.
Students may be subject to additional coursework.
An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The
threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold
amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student,
the program director, and coordinator that the student must
pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the
student and the faculty adviser and, if necessary, request that
the faculty adviser submit a grade change of N. The student
also may elect to withdraw from the College. If the grade
change has not been submitted within one term, the program
director will submit the grade change of N.
This policy is effective as of September 2010. Students will
sign a contract outlining the terms of the continuation policy,
which will be kept on file with the program and in the Office
of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35
per term. The Enrollment Center will work with students, as
needed, who are currently in the continuation phase and who
have accumulated a debt higher than the $250 threshold.
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.
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 from the College
A student whose GPA falls below the required GPA for his/her
graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the
student to continue in the program may be worked out with
the program director.
Students may also be dismissed for violation of standards of
behavior defined by their profession, their program, or the
College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the
College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate
negatively affected the outcome.
The student initiates the appeal process by submitting a hard
copy of the statement of appeal to the Assistant Vice President
of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must
identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be
the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14
calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement
of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within
15 business days of the date that the statement was received
by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate
Studies. The AVP-Graduate Studies will send a copy of the
program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty
members (one from programs not named in the appeal: Social
Work, Education, Physician Assistant Studies, Nursing, Business, Leadership).
Augsburg College I 13
Academic Programs and Policies
The Program Dismissal Appeals Committee will schedule its
hearing within 15 business days of receipt of the program’s
statement of response. The Committee will meet with the student and a program representative to review the procedures
and ask questions of both the student and the program representative. The student and program representative may each
bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The
role of the third party representative is to provide support to
the student or the program representative, not to serve as an
advocate during the meeting.
Dropping 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. Normally, independent study may
not be used as a replacement for a standard course offered in
the curriculum, with the exception of the general elective (if
approved). A special independent study registration form is
required and is available 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 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.
Graduate Catalog I 14
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)
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 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.
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.
Academic Programs and Policies
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.
• 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
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 III 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.
For a complete copy of the procedures, contact the dean’s office, Academic Affairs.
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.
• 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.
• 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.)
Augsburg College I 15
Graduate Admissions
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. 20
the United Kingdom, Ireland, English-speaking Canada,
New Zealand or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old.
Readmission to the College
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).
www.augsburg.edu/mae
MA, Leadership—p. 34
www.augsburg.edu/mal
MA, Nursing,—p. 43
www.augsburg.edu/ma_nursing
DNP—p. 49
www.augsburg/edu/dnp
MBA—p. 54
www.augsburg.edu/mba
MS, PA Studies—p. 61
www.augsburg.edu/pa
MSW—p. 68
www.augsburg.edu/msw
English Proficiency Requirements for International
Graduate Applicants
To meet Augsburg College admission requirements, you must
provide evidence of a sufficient command of both written and
spoken English to study college courses conducted entirely in
English. Below is a list of the tests and programs Augsburg
College accepts as evidence for English proficiency.
• TOEFL (http://www.toefl.org/) (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL
(iBT) with a subscore of 20 on the written and 20 on the
speaking sections. (The Augsburg College TOEFL code is
6014.)
• IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5.
• MELAB (http://www.tsa.umich.edu/eli/testing/melab/)
(Michigan English Language Assessment Battery) score report of 80, and score report must be accompanied by an official letter from the testing coordinator.
• Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US,
Graduate Catalog I 16
Admission of International Students
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full
course of study” to achieve a specific educational or professional objective at an academic institution in the United States
that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and
has been enrolled in SEVIS (Student and Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a
DHS-approved school through SEVIS. Status is acquired in
one of two ways: 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, or 2) if the student is already in the United States
and not currently in F-1 status, by sending the I-20 to USCIS
(United States Citizenship and Immigration Services) with an
application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer
from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for
a particular graduate program, prospective F-1 students must
also comply with the following:
A. 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 average—to demonstrate your
Graduate Admissions
cumulative grade point average using the standard U.S.
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
• Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s
Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation.
B. Proof of Financial Support
International applicants must provide reliable documentation
that they have financial resources adequate to meet expenses
for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for
dependents (if applicable).
Funds may come from any dependable source, including
scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student’s family. Documentation of
scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit.
Government Form I-134, Affidavit of Support, or Augsburg’s
Financial Sponsorship form can be used to document support
being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must
be dated within three months prior to the date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students
will be enrolled in the Augsburg international student plan
unless they fill out a waiver verifying proof of coverage
through an alternative provider for the same period.
Augsburg College I 17
Financing Your Education
Financing Your Education
Costs for Graduate Studies
Sponsored Scholarships
Each academic year the Augsburg Board of Regents reviews
costs and makes changes as required. The College reserves the
right to adjust charges should economic conditions necessitate.
Augsburg actively pursues non-Augsburg funding for special
scholarships. The availability of such scholarships may enable
the participation of individuals with limited financial means
as well as individuals working for volunteer agencies and
other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs
for more information.
For current academic year costs for graduate study, go to the
Enrollment Center webpage at www.augsburg.edu/enroll.
Financing Your Education
Financial assistance is available to graduate students who are
enrolled in a total of at least 1.0 course credit per term in any
of Augsburg’s graduate programs. Two full-credit courses per
term is considered full time. You may be eligible to finance
your education through loan programs from the State of Minnesota or the federal government. You may also select from a
variety of payment plans available each semester or trimester,
including a plan for those who receive company tuition assistance. Financial aid may be used for international programs
where credit is offered.
Payment Options
Various payment plans are available:
• Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply
toward any unpaid balance after the start of the term.
• Loans, grants, and/or scholarships: If you plan to use the
loans that you have been awarded, you must request the
funding. These loans include Stafford, PLUS,
Alternative/Private, etc. All loan requests (either paper or
online) must be received and approved by the lender and
certified by Augsburg’s financial aid office, on or before the
first day of the term.
Company Reimbursement
An application for the Employer Reimbursement Payment
Plan must be filed once each academic year. Students enrolled
in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is
non-refundable after the 100% drop date. Final payment on
any remaining balance is due 60 days after the end of the
course. Accounts not paid in full by the due date will receive a
monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the
employer does not pay for any reason.
Sources of Financial Aid
The Enrollment Center assists students in assessing financial
aid eligibility and identifying various sources of aid.
Graduate Catalog I 18
Military Discount
At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to
serve in the military. Augsburg offers a 10% military tuition
discount for the following:
• a member of the military currently serving full or part time
(any branch)
• veteran of any branch of the United States Armed Forces.
The military discount is available only to students in the
Augsburg for Adults undergraduate and graduate programs.
Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details.
AmeriCorps Scholarships
AmeriCorps scholarships are available to full-time graduate
students. Contact the Enrollment Center for more details.
Tribal and State Indian Scholarships
American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal
agency.
Federal and State Aid Programs
The Enrollment Center uses standard, nationally accepted
methodology to determine eligibility for federal and state financial aid programs.
Federal Stafford Loan Program
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to
$20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both
but cannot exceed the annual loan limits.
Repayment Terms: Repayment begins six months after you
cease to be enrolled at least half time in an eligible program
leading to a degree or certificate. Repayment may extend up
to 10 years.
Financing Your Education
Deferments: No interest accrues nor do payments need to be
made at any time you are enrolled at least half time or for
serving three years in the military, Peace Corps, or VISTA.
Contact the Enrollment Center if you think you are eligible
for a deferment.
For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or
www.augsburg.edu/enroll.
Supplemental Loans: If additional financing is needed, the
Enrollment Center can offer guidance in selecting the appropriate loan.
To Apply for Financial Aid
Financial aid information is available at
www.augsburg.edu/enroll Applicants must be admitted to
Augsburg as regular students or be returning students ingood
academic standing to be eligible for financial aid.
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
If a student is selected for verification, additional documents
will be needed. Students in this situation will be contacted by
the Enrollment Center.
Finanical 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.
Contact the Enrollment Center
For information on cost, payments, financial aid, tuition
discounts, and refunds:
612-330-1046 or 1-800-458-1721
enroll@augsburg.edu
www.augsburg.edu/enroll
Augsburg College I 19
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 themes include relationships, reflection and inquiry, diversity
and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to
highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our
programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the
school and community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers
committed to educating all learners in a diverse and changing world.
OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors,
all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime 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. You will need to be available during the weekday for the challenge and responsibility
of field experiences, but education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the
teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Graduate Catalog I 20
Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic
interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues,
and community partners by developing learning communities.
These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can
be considered. We model the kinds of learning communities
that we expect our graduates to create. We share with our students a learning model that connects content, theory, and
practice in an ongoing cycle. Students and their learning are
the focus for responsive teachers. Therefore we embrace and
foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages
intentional and thoughtful inquiry. Through field placements,
service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about
teaching and learning. Critical reflection allows us to examine
content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to
manage the many polarities inherent in the teaching and
learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work
to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful
ways. We continually reflect on what it means to be a “school
in the city.” We recognize that each student is unique, shaped
by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences,
learning style theory and teaching for understanding help us
differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn.
They also have a sense of efficacy and believe that they can
help all students learn.
Leadership
Responsive teachers recognize that becoming a learning leader
is a developmental process, which begins in pre-service edu-
cation and continues throughout one’s career. Teachers serve
as leaders within the classroom, and with experience, increased confidence, and professional development become
leaders within the school, the district, and the community.
Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation
rather than a job. Emerging teacher leaders keep student
learning at the center of their work while advocating for instructional innovation, constructivist curricular development,
and systemic change.
Master of Arts in Education Conceptual
Framework
Teacher leadership is the theme that threads through our
graduate licensure and degree completion programs. The
Augsburg Education Department believes that teachers are
leaders in their classrooms and should be leaders in their institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined
undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second,
in the degree completion component, students are required to
include coursework focused on leadership and study aspects
of leadership as part of their degree program. Third, the final
project—be it an action research, a leadership application
project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it.
Program Overview
The Master of Arts in Education (MAE) is designed to provide
a teaching license as part of a master’s degree program. K-12
initial teaching licenses offered at Augsburg include:
• Elementary education (K-6), with or without a middle
school specialty area endorsement in math, communication
arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license.
• Secondary education (5-12 and K-12) in social studies,
communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology,
chemistry, and physics.
• K-12 special education, emotional and behavioral disabilities
• K-12 special education, learning disabilities
Teachers who are already licensed can work towards the MAE
degree through the following four licensure endorsement options:
• Pre-Kindergarten endorsement
• K-12 special education: emotional and behavioral disabilities
• K-12 special education: learning disabilities
• K-12 reading endorsement (This program is under revision.
Consult the Education Department for current status.)
Augsburg College I 21
Master of Arts in Education
All teachers seeking licensure through Augsburg must take
and pass all tests required by the state of Minnesota for licensure.
The MAE degree is also available without a license but with
an education core.
Accreditations and Approvals
Augsburg College is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
• National Council for the Accreditation of Teacher Education
Augsburg College is approved by the Minnesota Board of
Teaching.
For a complete list of accreditations, approvals, and memberships, see page 9.
area endorsements, 5-12 social studies, 5-12 communication
arts, and K-12 art.
Additional licenses in the following areas are available
through a combination of weekday, weekday evening, and
weekend schedules: biology, chemistry, health, mathematics,
music, physical education, and physics. For these licenses, the
education and degree completion courses are taken during the
weekend and weekday evenings while some if not all of the
content area courses are taken during the weekday.
The weekend schedule is comprised of three trimesters spread
from early September through late June. In general, classes are
held every other weekend. The weekday schedule is comprised of two semesters spread from early September through
late April. Classes offered during the weekday meet two or
three times per week. Classes offered jointly between weekday
and weekend meet on a weekly basis in the evening. The official academic calendars can be found at
www.augsburg.edu/registrar.
Program Structure
The Master of Arts in Education (MAE) program is made up
of a core of education licensure courses coupled with a degree
completion option. Courses in the degree completion phase
are drawn from the Master of Arts in Leadership (MAL) and
graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program
plan. The MAE degree is also open to students who do not
want a teaching license but do want a background in education and leadership.
The MAE degree requires 9.0 or 10.0 Augsburg graduate level
courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required
for licensure. Only courses taken at the graduate level apply
towards the MAE degree.
Course Credit
A full-credit graduate or undergraduate course (1.0) is equal
to four semester credits or six quarter credits. Each full course
offered within the weekend schedule meets for 28 hours with
the expectation of substantial independent study outside of
class.
Schedule
The majority of the education courses in the MAE licensure
and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content
area courses are offered on a weekday evening schedule. The
MAL degree completion courses are offered primarily through
the weekend schedule. Summer session courses are offered
weekdays and weekday evenings.
The following teaching licenses are available entirely
through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty
Graduate Catalog I 22
Curriculum—Teaching Licenses
K-6 Elementary Education
This program is designed to prepare teachers for grades K-6.
Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts and in
pre-kindergarten can be pursued along with or separately
from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels
through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
All of the following courses must be taken for K-6 elementary
licensure. Up to six courses may be taken at the graduate
(500) level and applied toward the MAE degree.
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)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
EED 325/525 K-6 Literacy Methods (1.0)*
To complete the license, the following undergraduate requirements must be completed:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0)* (taken concurrently with EED 325/525)
EED 311
K-6 Methods: Health (.25)
EED 312
K-6 Methods: Physical Education (.25)
EED 336
Advanced Methods in Literacy (.5)*
EED 341
K-6 Methods: Visual Arts (.25)
Master of Arts in Education
EED 342
EED 350
EED 360
EED 370
EED 380
EED 386
EED 481,483
K-6 Methods: Music (.25)
K-6 Methods: Math (1.0)*
K-6 Methods: Science (1.0)*
K-6 Methods: Social Studies (.5)
Kindergarten Methods (.5)*
Children’s Literature (.5)
Student Teaching (2.0)
*Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences.
These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in
a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each
require a total of 40 hours).
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 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.
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for
licensure depends upon the courses completed as part of the
bachelor’s degree and/or other coursework. Requirements are
determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific
requirements are on file in the Education Department.
Minnesota licensure standards allow for optional subject area
endorsements in communication arts/literature, social studies,
math, and science. The optional pre-K endorsement is also
available. Specific requirements for these endorsements are on
file in the Education Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the content area departments determine the courses that are accepted.
Transcripts, course descriptions, and course syllabi are used to
make these determinations. Courses that are older than five
years are judged on a case-by-case basis. Graduate coursework
accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the
amount and type of courses that are accepted. Grades of B or
better are required for transfer consideration. See the MAE
program director for approval of graduate coursework accepted in transfer.
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.: 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.: Admission
to department or special permission of instructor)
EDC 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.: Admission to department)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate
theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the
knowledge and theory underlying those approaches.
Elementary Licensure Course Descriptions
HPE 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.
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.: Admission to department)
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.
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.: Admission to department)
Augsburg College I 23
Master of Arts in Education
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching
techniques and resources for literacy instruction, including
the diagnosis and correction of reading difficulties. (Prereq.:
Admission to department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the
opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over
the course of the trimester, students will begin to construct an
understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand
and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: 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.: Admission to department)
EED 336 Advanced Methods in Literacy (.5 course)
The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of
students, including students with learning difficulties and first
languages other than English. (Prereq: Admission to department and EED 225 and 325/525)
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.:
Admission to department)
EED 342 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.: 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.: Admission to department and
MPG 3. Math 137 prior to EED 350 is recommended.)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: 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.: Admission to department)
Graduate Catalog I 24
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department)
EED 386 Children’s Literature (.5 course)
The study of children’s literature and its uses in the elementary classroom. (Prereq: 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 Endorsement for Elementary Licensure
This endorsement can be added to a K-6 elementary license.
Required courses include the following:
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.)
ECE 345/545 Foundations of Preprimary Education
ECE 346/546 Learning environments for Preprimary Aged
Children
ECE 347/547 Immersion and Teaching Competence
ECE 488 Preprimary Student Teaching
Preprimary Endorsement Course Descriptions
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, and admission to
department)
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; admission to department)
ECE 347/547 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-evalu-
Master of Arts in Education
ation 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
K-12 and 5-12 Secondary Education
K-12 and 5-12 licensures in several content areas are offered
through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area
across elementary, middle school, and high school. Licenses
for grades 5- 12 prepare teachers to teach at the middle and
high school levels. Graduate-level licensure coursework (500
and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
The following content area 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. Education courses for these licenses are also taken during weekends
and weekday evenings.
The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry,
physics, health, physical education, music, and mathematics.
Students seeking licensure in any of these areas 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. Education
courses for these licenses are taken during weekends and
weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate
level and applied toward the master’s degree in education.
EDC 200/522 Orientation to Education (1.0)*
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)*
EDC 490/580 School and Society (1.0)
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,
Student Teaching (2.0-3.0)
483, 485
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored
in a field in which we offer licensure must have their previous
coursework evaluated by the major department at Augsburg.
Two or more content area courses tied to Minnesota licensure
standards are generally required, even with a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards
and if a grade of C or better was achieved. Coursework older
than five years is judged on a case-by-case basis. Specific
course requirements for each content area are on file in the
Education Department.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree program. See
the MAE program director for approval to use graduate level
transfer courses in the degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EDC 490/580 School and Society
See course description on page 23.
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. Fieldwork experience. (Prereq.:
Admission to department).
Augsburg College I 25
Master of Arts in Education
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: 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. ESE 311 Middle School Methods:
Social Studies (.5) is taught concurrently with ESE 310 and is
required for the middle school social studies endorsement.
Fieldwork experience. (Prereq.: 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. ESE 331 Middle School Methods:
Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement.
Fieldwork experience. (Prereq.: 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. ESE 341 Middle School Methods:
Science is taught concurrently with ESE 340 and is required
for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department)
ESE 350 K–12 Methods: Literature and Media Literacy
Introduction to media literacy, adolescent literature, and the
teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience. (Prereq.: 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. (Prereq.: Admission to department)
ESE 360 K–12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: 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.: 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.
Graduate Catalog I 26
K–12 licenses require three courses. Student teaching occurs
upon satisfactory completion of licensure coursework.
Special Education
There are two licensure options in the K–12 Special Education
program: emotional/behavioral disabilities (EBD) and learning
disabilities (LD). Both programs qualify students to teach in
special education programs and positions; many students get
licensure in both.
The MAE program with licensure in special education is based
on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of
their special education field experience requirements while
they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in
special education settings. All must complete field placements
or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information
on field experience requirements is available from the Education Department.
Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American
Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face
and partly online) cohort program. The licensure courses can
be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html
for more information. The course descriptions are
included below.
The EBD/LD licensure programs are offered through the
weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule.
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
EDC 206/566
EDC 310/533
EDC 410/544
EED 325/525
SPE 315
SPE 400/500
SPE 410/510
SPE 420/520
SPE 430/530
SPE 490/540
Orientation to Education (1.0)*
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0)*
Learners with Special Needs (1.0)*
K–6 Literacy Methods (1.0)*
Special Education Critical Issues Seminar (.5)
Teaching Students with Emotional/Behavioral
Disabilities (1.0)**
Implementing Assessment Strategies (1.0)**
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices (1.0)**
Parent and Professional Planning (1.0)**
Master of Arts in Education
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 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0 course)* (taken
concurrently with EED 325/525)
EED 350
K–6 Methods: Math*
EED 360
K–6 Methods: Science*
SPE 481,483 Student Teaching (1.0-2.0)
485, 487
*Ten to 20 hours of field experience required as part of this
course.
**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.
This program is built on an inclusive education model.
Under this model, students learn how to work closely with
both special and general educators to facilitate inclusion
of special education students into the regular education
classroom.
Licensure Requirements—EBD/LD–Naadamaadiwin
Special Education Tribal Cohort
This program is available only at the graduate level. Courses
are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to
the special education tribal cohort program.
SPE 501
SPE 503
SPE 504
SPE 505
SPE 506
Historical and Contemporary Issues in American Indian Education
Assessment of American Indian Learners
Working with American Indian Families and
Communities
The Manifestation of Multigenerational Trauma
and Internalized Oppression
Indigenous Learners
SPE 507
Indigenous Methods of Instruction: Practical
Application
SPE 508
Professional Issues and Development (.5
course credit)
SPE 509
Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483, Student Teaching (1.0–2.0)
485, 487
Special Education Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EED 225 Foundations of Literacy
See course description on page 23.
EED 325/525 K-6 Literacy Methods
See course description on page 24.
EED 326 Literacy Field Experience (0.0)
Taken concurrently with EED 325/525. See course description
on page 24.
EED 350 K-6 Methods: Mathematics
See course description on page 24.
EED 360 K-6 Methods: Science
See course description on page 24.
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. (Prereq: Admission to department.)
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 ad-
Augsburg College I 27
Master of Arts in Education
dresses 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: Admission to department)
SPE 501 Historical and Contemporary Issues in American
Indian Education
This course examines foundational aspects of teaching and
learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and
learning. A major focus will be to examine past and present
educational experiences of American Indian people in the U.S.
Minnesota Board of Teaching (BOT) Standards and American
Indian Learner Outcomes (AILOS) will also be introduced.
(Prereq: Admission to the Naadamaadiwin program)
SPE 502 American Indians and Special Education
This course will explore disability awareness in traditional
and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and
focusing specifically on American Indian students in special
education. It will provide an overview of special education in
U.S. culture including relevant laws, theories, and sociological
concepts as they relate to disability. It will also examine the
high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological
and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program; admission to the department)
SPE 503 Assessment of American Indian Learners
This course will examine the cultural bias and discrimination
issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will
also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the
Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program: admission to department)
SPE 504 Working with American Indian Families and
Communities
This course will examine techniques appropriate for working
with American Indian families, extended families, professionals,
paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students
with special needs. Skills and strategies to build partnerships to
work within and among Native families and communities to
best meet the needs of the student will also be addressed. A
field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 505 The Manifestation of Multigenerational Trauma
and Internalized Oppression
This course will focus on how multigenerational trauma and
Graduate Catalog I 28
internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to
mitigate these effects. Disability categories such as Emotional
Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq:
Admission to the Naadamaadiwin program: admission to department)
SPE 506 Indigenous Learners
This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore
cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services
and diagnosis. A field component will accompany this course.
(Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 507 Indigenous Methods of Instruction: Practical Application
Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning,
and individualization. Various models of instruction for teaching students including the development of intervention plans
that are culturally, academically, and socially appropriate
based on assessment and observation to meet the needs of
American Indian special education students. A field component will accompany this course. (Prereq: Admission to the
Naadamaadiwin program: admission to department)
SPE 508 Professional Issues and Development (.5 course
credit)
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian
education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the
main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities
This course is designed to provide the special education
teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students
with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students.
In this course, we will study complex developmental behavior
influenced by factors such as phonemic awareness, words
analysis, vocabulary, fluency, comprehension, language, and
Master of Arts in Education
motivation. This course will also include investigation of best
practices in reading assessment and instruction for American
Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department)
K-12 Reading Teacher Endorsement
SPE 410/510 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: Admission to department)
The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction.
SPE 420/520 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: Admission to 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:
Admission to department).
SPE 430/530 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:
Admission to department)
SPE 434/534 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: Admission to the
department).
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: Admission to department).
SPE 481, 483, 485, 487 Student Teaching (1.0–2.0)
The K-12 Reading Teacher Endorsement program is currently
under revision. The program described here is available only
to students beginning before September 1, 2010, and must be
completed by August 31, 2012.
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)*
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)*
*Field experience required
Students beginning in fall 2010 or later who are interested in a
K-12 Reading Endorsement should contact the Education Department.
Student Teaching
All 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 and finish the
degree later. 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,
depending on the license, and meet at Augsburg College for
student teaching seminars several times during the term. Most
student teaching placements are in the Minneapolis/St. Paul
metropolitan area and Rochester. However, students do have
the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area
and then complete another student teaching experience
abroad. Opportunities to teach abroad are available around
the world, and it is a wonderful way to build a global perspective in education. Additional information is available through
the Education Department.
Student teaching for special education is 12 weeks in length
for initial licenses and 7 weeks for those who already hold a
license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possi-
Augsburg College I 29
Master of Arts in Education
ble, pending district approval. Additional information is available through the Education Department.
Student teaching is required for the preprimary and middle
school content area endorsements. See the Education Department for more information.
A supervised practicum for the reading endorsement is completed as EDC 510 Reading Clinical. No further student teaching is required for this endorsement.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements.
Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional
Master of Arts in Leadership (ML) or education graduate
courses to reach the total number of required courses.
To complete the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: a Master of Arts in Leadership (ML) elective, EDC
592 Action Research 1, and EDC 593 Action Research 2. The
action research courses guide the student through completion
of a long-term action research project, typically conducted in
the student’s classroom and focused on a question or concern
identified by the student. The research is presented at an action research symposium and a formal written report of the
research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration.
Leadership Application Project (LAP) Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods (In limited cases
ML 513 Creating a Compelling Literature Review or EDC 592
Action Research 1 might also be appropriate. See MAE director for more information.), and EDC 585 Leadership Application Project. Students electing this degree completion option
do so because they are interested in developing an educational
product that meets an identified need or because they are interested in conducting an independent research project with
the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. Students
who leave the area and need to complete their final project at
a distance may find the LAP fits their needs. The goal for the
project varies, depending on the type of LAP. There are two
options within the LAP.
• The goal for those developing an educational product is to
identify an issue or problem related to their practice, and
Graduate Catalog I 30
after researching available literature, develop a solution to
the problem or issue. The solution might be developed in
the form of a curriculum, a workshop, a set of informational materials, a web site, an article for publication or
other appropriate educational product.
• The goal for those conducting independent research is also
to identify an issue or problem to investigate; but in this
case, the investigation is through an independent research
project. For those conducting independent research, it is
especially important to have a clear vision in mind for the
research and have an adviser who is willing to provide support throughout the project.
Both options are completed through a final oral presentation
and placement of the final paper in the Lindell Library.
Performance Assessment/Teacher Leadership Degree Completion
Option
(Currently under development; see MAE director for information.)
This degree completion option requires a minimum of the following 4.0 courses:
• Choose one ML leadership-focused course: ML 510 Visions
of Leadership when taught with an emphasis on leadership
rather than literature, ML 531 Dynamics of Change, ML
535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision
Making and Leadership, or ML 565 Women and Leadership
Additional courses, as developed, may also be used.
• EDC 5XX Teacher Leadership
• EDC/ML 514 Research Methods–Education focus. (ML 514
can be substituted if necessary)
• EDC 5XX Performance Assessment/Teacher Leadership
Students electing this degree completion option do so because
they are especially interested in considering leadership within
the context of education and themselves as potential change
agents.
Alternate Settings—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.
Elementary education
The K-6 elementary education license allows students to teach
in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree
and meet admissions requirements. Courses for this license
are available in Rochester.
Special education
The K–12 Emotional Behavioral Disorder/Learning Disability
program is designed for students currently working with or
Master of Arts in Education
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.
tative and quantitative tools will be discussed. EDC 514/ML
514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on
designing an independent research proposal.
MAL Elective Courses
MAE degree completion courses are currently held in Minneapolis.
Graduate Degree Completion Course Descriptions
EDC 5XX Teacher Leadership
This course will explore generative questions about leadership, change, and our own paradigms, visions, and values.
Questions like the following are at the heart of this course:
What does it mean to you to be a teacher leader? What do
teacher leaders do? How does one become a teacher leader?
What are the ways in which teachers can take leadership?
What are the skills and tools of teacher leadership? How do
we bring about change? Who am I as a leader?
EDC 585 Leadership Application Project (LAP)
The leadership application project is either a research-based
study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of
the investigation, but will always be application oriented. The
central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading.
EDC 592 Action Research 1
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.
EDC 593 Action Research 2
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. P/N grading.
EDC 5XX Performance Assessment/Teacher Leadership
This performance assessment course will require the students
to integrate their knowledge about leadership, their sense of
themselves as education leaders, and their understanding of a
specific teaching/learning problem into a solution to the problem and a process for change. P/N grading.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice. Quali-
At least one elective must be taken from the Master of Arts in
Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the
MAL portion of the graduate catalog.
ML 510
ML 511
ML 520
ML 530
ML 531
ML 545
ML 550
ML 560
ML 565
ML 599
Visions of Leadership: A Historical and Literary
Journey
Creativity and the Problem-Solving Process
Self-Identity, Values, and Personal Growth
Ethics in Communication
The Dynamics of Change
Decision Making and Leadership
Communication, Decision Making, and Technology
Developing a Multicultural Perspective
Women and Leadership
Special Topics (as appropriate)
Admission to MAE
Admission Requirements
Students admitted into the MAE program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• cumulative grade point average of 3.0 or higher (required
for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5–3.0 may be admitted conditionally into the
graduate licensure program. They may apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Application Checklist
The following items must be sent to the Augsburg Graduate
Admissions Office:
• Completed application form—
http://www.augsburg.edu/admissions/mae/admissions/
• $35 non-refundable application fee
• Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
• Official academic transcripts from all previously attended
post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions)
sent directly to the admissions office.
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Augsburg College I 31
Master of Arts in Education
Transfer Policy
Acceptance of previous education coursework done at institutions other than Augsburg College is limited. Most courses
that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as
part of one’s program at Augsburg. EDC 310/533 Learning and
Development, EDC 220 Education Technology, and ESE 3XX
K–12/5–12 Special Methods in Content Area are courses
which may have a shorter acceptance time frame. Additional
information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of
previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the
Education Department. For secondary licenses, content area
coursework is evaluated by the content area department. This
process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content
area must be taken at Augsburg, even with an undergraduate
major in the field. In all cases, previous undergraduate
courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area
departments determine when courses are too old to be
counted towards licensure.
tion Department. This admissions process is outlined in the
EDC 200/522: Orientation to Education and in admissions
handbooks, which are available through the Education Department.
Academic Achievement
Conditionally-admitted MAE students are expected to achieve
a 3.0 or better GPA in a minimum of 2.0 courses. When this is
achieved, these students file a Change of Status form (available through the MAE coordinator) to become fully admitted
to the MAE program and eligible for the MAE degree as well
as licensure. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license
but are not eligible for the degree.
Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree
completion component of the MAE degree. Students who are
ready to begin the degree completion component must file an
Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed
courses that apply to the degree and the courses that remain.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants
are notified by the Graduate Admissions Office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 will not be admitted into the
MAE program; however, these applicants can be reconsidered
when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when
the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE
degree and licensure programs.
Advising and Registration
Admitted students are able to participate in academic advising
and the registration process. Typically, first-term registration
occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department
adviser early in the first trimester of courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students
may take designated courses in education and content areas.
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 Educa-
Graduate Catalog I 32
Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given
term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are notified that they must repeat the course as soon
as possible and raise it to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior
to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of
professional ethics. Dismissal occurs within the context of established department procedures described in the Education
Department Handbook available through the Education Department. Students have the right to appeal dismissal from the
licensure program on the grounds of procedural error, using
the College’s program dismissal appeals process. Information
about the program dismissal appeals process is available in the
Augsburg Student Guide.
Students may be dismissed from the MAE degree program for
failure to maintain an appropriate GPA. Students have the
right to use the College’s academic grievance procedure as
they feel necessary. The full academic grievance policy is
available in the Augsburg Student Guide.
Master of Arts in Education
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In
most cases, these experiences are conducted within a servicelearning framework, providing service to the school and classroom while also providing pre-service student opportunities
for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field
experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated
by their host K-12 teachers on the basis of criteria drawn from
the Minnesota Standards of Effective Practice. Evaluations are
kept in the students’ Education Department files and used in
decisions regarding progression through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for
three terms are withdrawn from the MAE program. To be
readmitted to the College and the MAE program, students file
a Readmission form through the registrar’s office.
Program Costs
In addition to tuition, students in this program can expect to
pay an extra per-course fee for student teaching, as well as liability insurance at the student rate during student teaching
and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel
courses have associated costs above and beyond the charge for
tuition.
MAE/Education Department
Full Time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA,
Augustana College; MAT, Morningside College; PhD, Colorado State University.
Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State
University; MEd, University of Sydney, Australia.
Shelley Burkhardt, Instructor of Education. BA, Valparaiso
University; MS, Mankato State University.
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.
Dennis Greseth, Instructor of Education. BA, MS, Winona
State University.
Ann Grugel, Assistant Professor of Education. BA, St. Olaf
College; MS, PhD,University of Wisconsin-Madison.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Anne Kaufman, Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
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.
Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd,
North Park College; MEd, Georgia Southwestern College.
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.
MAE/Education Department Adjunct Faculty
Kathy Acursso, Instructor of Education. BS, MS, Mankato
State University.
Jacquylynn Brickman, Instructor of Education. BA, Augsburg College; MEd, St. Mary’s University.
Steve Felton, Instructor of Education. BA, St. John’s University; BS, MS, Mankato State University.
Cheryl Gresczyk, Instructor of Education. BA, University of
Minnesota; MA, College of St. Thomas.
Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University.
Jennifer Plucker, Instructor of Education. BS, Moorhead State
University; MEd, St. Mary’s University-Winona.
Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas.
Melissa Sonnek, Instructor of Education.
Augsburg College I 33
Master of Arts in Leadership
Master of Arts in Leadership
The study of leadership is an exciting and respected discipline. We are very pleased at your interest in this growing field and
welcome you to this catalog information about Augsburg’s distinctive Master of Arts in Leadership (MAL). The Augsburg MAL
program offers students an excellent opportunity to explore leadership within the context of a broad-based and interdisciplinary curriculum. The program is designed to provide you with the enhanced skills you need to be a 21st century leader.
The hundreds of graduates who have completed this program can attest to the quality, rigor, and relevance of studying leadership at Augsburg. MAL courses are taught by top faculty drawn from a variety of disciplines. The core of the MAL is a commitment to interdisciplinary teaching, and the success of our students is linked to the education they received in our program.
As you read through the program options and requirements, you will see that there is considerable flexibility built into the MAL
to provide you with the opportunity to pursue your interests in leadership studies. New students in the classic classroom model
may enroll at the start of any of our regular terms, and admission decisions are made on a rolling basis throughout the year.
Cohorts of the integrated hybrid model begin each summer.
The study of leadership is central to what we are at Augsburg College. Our institutional mission statement says, “Augsburg
College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The
Master of Arts in Leadership is quintessentially Augsburg. An Augsburg education is all about training leaders—in fact, MAL
was the very first graduate degree to be offered by the College and is celebrating its 25th anniversary in 2012.
Again, congratulations on your interest in enhancing your career through the study of leadership. Please let us know if there is
anything we can do to assist you.
Alan J. Tuchtenhagen
Director, Master of Arts in Leadership
Graduate Catalog I 34
Master of Arts in Leadership
MAL Mission
The primary purpose of the Master of Arts in Leadership
(MAL) 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. The Augsburg leadership development model provides a framework
through which the program recruits its students and develops
their skills.
Program Overview
The Master of Arts in Leadership (MAL) is the core program
of Augsburg’s Center for Leadership Studies (CLS). The MAL
program, which was 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; 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.
Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working
adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and
well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for
discussion and dialogue. During the academic year, most
classes meet on alternate Saturdays for four hours. Some
classes meet on Monday evenings weekly from September
through May and two evenings a week in June.
Most courses incorporate some online work into their agenda.
A few courses have a customized schedule. In the Monday
night schedule, students take one course at a time; a course
usually meets for seven consecutive weeks except in June,
when a course may meet twice a week. Following this model,
students complete six courses during the academic year.
Community of Learners
Essential to the goals of the MAL program is participation in a
community of learners. 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 on the Minneapolis Campus
Period I
Saturday
8 a.m. to noon
Period II
Saturday
1 p.m. 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. A few courses
are taught on an immersion model, which features fewer but
longer sessions.
Augsburg College has a summer session. The MAL program
usually offers several classes during the summer; the courses
are five weeks in duration, meeting normally two nights a
week, except for special immersion courses.
Class Schedule in Bloomington, 2010-11
At the St. Stephen Campus in Bloomington, most courses
meet for seven consecutive weeks on Monday, 6–10 p.m.,
from September through May. Students take one course per
half term as they progress through the program. In June a
course is taught on an accelerated plan either two evenings a
week or one weekend day. The final course, ML 588, lasts a
full trimester.
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, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership
development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Augsburg College I 35
Master of Arts in Leadership
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
• Long-term perspective
• Flexibility
• Adaptability
• Innovativeness
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Curriculum
Augsburg uses a course system rather than a credit system in
its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each 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, debate, written and oral presentations, and group activity. These techniques develop targeted
leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary
and to view content areas as integrated. The program reflects
the view that the world in which we operate is complex, and
that dealing with it successfully requires well-developed integrative abilities.
In Plans A, B, and C, students take four core courses and have
a choice of seven electives from a large list of elective courses.
In the cohort program, students follow a sequenced list of required and elective courses.
Final project options
For non-cohort students there are three ways to complete the
final project option in the MAL degree (Plans A, B, and C).
Students in the cohort option must complete an action research final project (Plan D). All final projects are taken on a
Pass/No Pass basis.
In the Thesis/Leadership Application Project (Thesis/LAP)
Option (Plan A), students complete 11 courses, including a
Graduate Catalog I 36
Facility for
Persuasion
Communicative
• Effective listener
• Effective speaker
• Effective 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 conflict
thesis or a major leadership application project. In the NonThesis Option (Plan B), students must complete 11 courses,
two major papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete
11 courses, including the comprehensive exam seminar. In
the cohort program, students complete 11 courses, including
an action research final project seminar (Plan D).
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 research-based
study gives the student an 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 are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Master of Arts in Leadership
Plan B: 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 and Non-Thesis Project Guidelines booklet.
Students are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in
conjunction with ML 580 (as in Plan B) and a comprehensive
exam seminar (ML 589). This course must be taken as the last
course in the program. This course is taken on a pass/fail
basis, and when the course and the oral, written, and takehome examinations are successfully completed, the program
requirements will be satisfied.
Plan D: Final Project (Cohort Program)
The cohort option includes a final seminar in which one prepares an action research project during the course of one
trimester. This final project is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as
prerequisites to ML 588 Final Project Seminar: Action Research
Core courses for the thesis/LAP option (Plan A):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II
Core courses for non-thesis option (Plan B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 597
Non-Thesis Independent Project
Core courses for the comprehensive exam seminar
option (Plan C):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 589
Comprehensive Exam Seminar
Core courses for the cohort final project program
(Plan D)
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 588
Final Project Seminar: Action Research
In addition, a sequenced list of electives is prepared for each
cohort.
Elective courses for ALL options: Curriculum Electives
(at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0
course credit (4 semester credits):
ML 511
Creativity and the Problem-Solving Process
ML 513
Creating a Compelling Literature Review
ML 520
Self-Identity, Values, and Personal Growth
ML 525
Personality and Systems Theory: Perspectives
on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organization Theory and Leadership
ML 538
Communication Skills for Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 553
Design and Leadership
ML 557
Language of Leadership
ML 558
Leadership and Science
ML 560
Developing a Multicultural Perspective
ML 562
Global Multiculturalism, World Religions, and
Leadership
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 570
Negotiation
ML 574
Strategic Leadership
ML 577
Universal Responsibility and Leadership: A
Nicaraguan Experience
ML 580
ML 598
ML 599
Colloquium on Contemporary Theories of
Leadership (elective for Plan A)
Independent Study (special permission required)
Topics: special courses offered only once or
twice
Augsburg College I 37
Master of Arts in Leadership
Course Descriptions
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 513 Creating a Compelling Literature Review
As leadership scholars and practitioners, our work should be
evidence-based. The purpose of this course is to explore the
published literature to determine what credible evidence tells
us about effective leadership practices. Students will learn
how to read research critically, analyze and develop arguments, and recommend best practices.
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.
ML 520 Self-Identity, Values, and Personal Growth
Study of the concepts of self-identity, value formation, and
personal growth as they relate to professional life; factors that
influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies.
ML 525 Personality and Systems Theory: Perspectives on
Leadership
Study of leadership in the dual context of personality theory
and systems theory. Contributions of Jung, Fromm, Maslow,
May, and others to personality theory are considered, as are
the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings.
ML 527 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.
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.
Graduate Catalog I 38
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.
ML 535 Organization Theory and Leadership
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order
to function as a responsible, ethical participant within various
types of organizational structures and cultures.
ML 538 Communication Skills for Leadership
The course is designed to provide background in rhetoric as
well as practice in speaking, writing, and presentation skills.
A substantial performance component is included; evaluation
of student work is based on mastery and performance of these
skills. Students will perform communicative tasks in a variety
of genres and evaluate their own performances and those of
class members.
ML 539 Communicating a Self in the Modern Organization
Understanding through reading, reflecting, and dialogue of
the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in
a changing world. Supplementary reading packet, open dialogue, and individual projects.
ML 540 Political Leadership: Theory and Practice
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and
nonprofit organizations as well as to politics.
ML 545 Decision Making and Leadership
Review of the decision-making process—the setting, goals,
and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic
statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments,
explanations, and justification.
ML 548 Coaching and Consulting
The purpose of this course is to develop influence skills
through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will
read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client,
Master of Arts in Leadership
and reflect on these experiences to develop their own purpose, principles, and practices for influencing others.
ML 550 Communication, Decision Making, and
Technology
Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these
technologies. Students examine how they can engage and
manage these processes in their organizations.
ML 553 Design and Leadership
“Design thinking” has transcended the world of engineering
and architecture and is now a mainstream concern for most
industries. This course explores the impact of “design thinking” on leadership, especially in the business world.
ML 557 Language of Leadership
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about
rhetorical and stylistic strategies. Topics include the use of
language as an organizing principle for social interaction;
speech act theory; strategies for giving effective directives; the
creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for
maintaining personal relationships across hierarchical levels
in organizations.
ML 558 Leadership and Science
Explores the common methods of science and the issues that
science has encountered which affect the uses of science by
leaders in the public and private sectors. Case studies include
global warming and politics, psychology, and medicine.
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 562 Global Multiculturalism, World Religions, and
Leadership
In the global meeting of cultures, religion is a vital factor. This
course examines the nature of religion as an essential feature
of the cultures of the U.S. (Christianity), the Middle East
(Islam), India (Hinduism), China (Buddhism, Confucianism,
Taoism), and Japan (Shinto, Buddhism). Special emphasis is
put on leadership and religion in all these cultures.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics
include analysis of alternative approaches to leadership,
women and careers, and women in society past and present.
The course is intended to enhance the analytical and leadership skills of the participants.
ML 568 The Global Business Environment
Knowledge of the global business environment in the context
of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of
leadership.
ML 570 Negotiation
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A
special emphasis on the collective bargaining model with survey of examples of other types of negotiation.
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
The exploration of universal responsibility, conceptually and
experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Nicaragua. The Nicaraguan portion
includes meetings with leaders, a homestay in the two-week
option, and visits to multiple sites and organizations. Topics
such as Nicaraguan history, politics, indigenous cultures,
poverty, health care, literacy, the arts, business foreign investment, and relations with the U.S. government and nonprofit
organizations are explored. Special fees apply.
ML 580 Colloquium on Contemporary Theories of
Leadership
Selected contemporary theories of leadership plus a case study
on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework
in MAL and ML 510) Required for Plans B, C, and D.
ML 588 Final Project Seminar: Action Research (Plan D)
In this course students who are pursuing the cohort program
will have the opportunity to write their final project doing action research on their own organization. This course will span
two half-terms (one full trimester).
ML 589 Comprehensive Exam Seminar
This course is a completion option for the Master of Arts in
Leadership. Students prepare for the examination series—oral,
written, and take-home—through discussion, readings, and
critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the
same time.
ML 592 Thesis/LAP Consultation I
Independent research project supervised by an academic adviser.
Augsburg College I 39
Master of Arts in Leadership
ML 593 Thesis/LAP Consultation II
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.
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.
Students may not take more than one independent study
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.
Special Programs
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, leadership
development, or the liberal arts. 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 post-master’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 or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to 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.
Graduate Catalog I 40
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree
must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
• completed application form
• three letters of recommendation (two from professors and
one from an employer)
• personal statement
• example of their writing in an academic paper
• 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: Professor Stu Stoller.
Admission to MAL
Admission Requirements
Applicants to the program must have:
• Bachelor’s degree from a regionally-accredited four-year college or university
• Minimum cumulative undergraduate grade point average of
3.0 (on a scale of A = 4.0) and a minimum cumulative
grade point average of 3.0 for graduate courses completed
at an accredited college or university. Should an applicant
not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-bycase basis.
• Applicants to the program must have 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.
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 each applicant’s:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
Application Checklist
The following materials must be submitted to the Graduate
Admissions Office:
• Completed application form
• $35 nonrefundable application fee
• A 1–3 page statement relating the applicant’s career and life
goals to leadership aspirations
Master of Arts in Leadership
• 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
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
• Official transcripts from all graduate institutions attended,
listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with
graduate program faculty and/or staff members.
For further information, contact: Graduate Admissions Office,
612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outline in Admission of International Students on page 16.
Academic Policies
Academic Evaluation
Courses not offered on the numbered grading system are
noted in the course descriptions in this catalog as being
graded on P/N basis. In order to receive a grade of P, a student
must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the degree.
No more than two courses with a grade of or below 2.5 can be
repeated. Only the credits and grades earned the second time
are counted in the grade point average. Any course with a
grade of 2.0 or lower will be transcribed as 0.0 academic
credit.
In order to graduate a student must have a G.P.A. of 3.0 or
above. All required courses and the final projects must be successfully completed. A student registered for the final projects
(ML 588, 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.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of N
or 0.0 in a course, the student must petition successfully with
the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would
be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the
MAL Advisory Committee. Students may also be dismissed by
the MAL Advisory Committee for behavior detrimental to the
program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only
after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per
trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two
years.
Students who are away from classes for one year or longer
must complete an Application for Readmission and submit it
to the Office of the Registrar. Students who have been out of
the program for three to five years must take one additional
course to refresh their understanding of the field. Students
who have been out of the program for five years or longer
must take two additional courses to refresh their understanding of the field of leadership studies.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
For a complete list of Augsburg’s accreditation, approvals, and
memberships, see page 9.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of
Oregon; MA, PhD, University of Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg
College; BD, Luther Theological Seminary; MA, PhD, Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Graduate
faculty member in organizational management, Concordia
University, St. Paul.
Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary;
PhD, University of Minnesota; Priest, Episcopal Diocese of
Minnesota.
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.
BA, Rhode Island College; MPA, University of Rhode Island.
Daniel S. Hanson, Assistant Professor of Communication
Studies. BA, Augsburg College; MA, University of Minnesota.
Garry Hesser, Sabo Professor of Citizenship and Learning.
BA, Phillips University; M.Div., Union Theological Seminary;
MA, PhD, University of Notre Dame.
Augsburg College I 41
Master of Arts in Leadership
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS,
Iowa State University; MS, Illinois State University; EdD, West
Virginia University.
Steven Manderscheid, Instructor of Leadership Studies. BS,
St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Thomas Morgan, Professor of Business Administration and
Executive Director, Augsburg 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, Academy of Economics, Warsaw;
PhD, Academy of Economics, Krakow, Poland.
Catherine Paulsen, Instructor. BA, St. Olaf College; MA,
Lone Mountain College.
Curtis Paulsen, Associate Professor Emeritus of Social Work.
BA, St. Olaf College; MSW, University of Minnesota; PhD,
Fielding Institute.
Diane Pike, Professor of Sociology. AB, Connecticut College;
PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College;
MA, PhD, University of Minnesota.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota.
Vice President and Practice Area Leader, MDA Leadership
Consulting Inc.
Staff
Patty Park, MA, Program Coordinator
Graduate Catalog I 42
Master of Arts in Nursing
Master of Arts in Nursing
Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice
and advance your careers.
The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts.
The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and
care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural
nursing in community or transformational nursing leadership tracks of study.
The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a
transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and
collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness.
In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in
transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College
mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards,
critical thinkers, and responsible leaders.
Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn.
Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can.
Cheryl J. Leuning
Chair, Department of Nursing
Director, Master of Arts in Nursing Program
and Doctor of Nursing Practice Program
Augsburg College I 43
Master of Arts in Nursing
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.
Curriculum
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 as an Advanced Public Health Nurse (APHN-BC).
Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all
master’s 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 (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care (36 practice hours)
NUR 503
Transcultural Health, Families, and the Life
Cycle (36 practice hours)
NUR 541
The Politics of Health Care (72 practice hours)
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I:
Health As Membership; Living in Community
(36 practice hours)
NUR 511
Advanced Community Health Nursing II:
Emerging Models of Care in Diverse Communities (72 practice hours)
Graduate Catalog I 44
or
NUR 530
NUR 532
The Power of Ritual and Ceremony for Transformation**
Transcultural Healing Practices**
Electives—two graduate elective courses from Nursing, MAL,
or another graduate program.
*Students seeking certification as an Advanced Public Health
Nurse 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.
**Course has 0 practice hours.
Graduate Project—students are required to complete a graduate project, which is equivalent to one course.
NUR 525
Graduate Field Project (144 practice hours)
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 transformational
leadership project course. Three courses in the advanced
nursing core, which all Master of Arts in Nursing students
must take, four courses in the Transformational Leadership
and Management Track, and three elective courses make up
the coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nurs
ing Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transformational Nursing Leadership Track (four
courses)*
NUR 501
Transcultural Care Systems (36 practice hours)
Master of Arts in Nursing
NUR 521
BUS 520
ML 541
Transformational Nursing Leadership (72 practice hours)
Management of the Healthcare Organization
The Politics of Health Care (72 practice hours)
Electives—three graduate elective courses from Nursing,
MAL, or another graduate program.
*Upon graduation from the program and completion of the
Transformational Leadership and Management track, students
have the educational preparation to be eligible to apply for
certification in Advanced Nursing Administration from the
American Nurses Credentialing Center (ANCC).
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.
Students will fulfill their Master of Arts in Nursing through a
final project, which serves as the capstone of the master’s program: a graduate field project or course.
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.
In the three core courses students will develop a plan for their
final field project, which will be completed in NUR 525.
Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program.
Practica
These practice experiences include fees for travel and education costs onsite in addition to course tuition. Fees vary by
practice site.
Graduate Project
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 healthcare 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 offer four examples of existing
practicum experiences.
Students may travel to Namibia in southwest Africa to spend
two weeks exploring health and healthcare challenges within
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 self-organization, 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
Augsburg College I 45
Master of Arts in Nursing
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: Health
As Membership; Living in Community
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: Emerging Models of Care in Diverse Communities
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. (Prereq.:
NUR 510) (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.
(Prereq.: college-level statistics course) (36 hours of practice
experience)
Graduate Catalog I 46
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.
(36 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. This course focuses on a written report of the student’s project that has been
developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for
disseminating the report for public and professional use are
encouraged. Students will defend the project to their graduate
committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice
experience)
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 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.
Master of Arts in Nursing
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 the
Millennium Development Goals (MDGs) in Sub-Saharan
Africa
This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development
Goals (MDGs) in sub-Saharan Africa. The social determinants
of health and illness—economic realities, education levels,
governmental policies, access to technology, and the competence of healthcare providers—are examined in relation to the
unequal burdens of suffering and disease evident in Africa.
Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied
through experiential practical learning activities.
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 that 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.
Admission to MAN
• Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework
• Experience as a registered nurse
• Current nursing license
• All required immunizations
• National Criminal Background check
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 (January), 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
• Written statement describing professional and educational
goals
Application Checklist
The following items must be sent to the Graduate Admissions
Office:
• Completed application form—
www.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 16.
Admission Requirements
Academic Policies
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.
Evaluation Standards
Evaluation of academic performance in the Master of Arts in
Nursing program will be based on number grades using a 4.0point scale. See detailed information on page 12.
Augsburg College I 47
Master of Arts in Nursing
Attendance Policy
Department of Nursing Faculty
Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and
course instructor.
Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas.
Academic Probation and Dismissal Policies
Pauline Abraham, Assistant Professor of Nursing. BSN,
Winona State University; MA, Augsburg College.
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of
2.0 or less in a course, the student must petition successfully
to the faculty of the Master of Arts in Nursing program before
being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second
grade of 2.0 or less is received, the student may be dismissed
from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of
college policy (as published in the Student Guide). Dismissal
would occur only after established procedures were followed.
Marty Alemán, 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.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD,
University of Utah.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty
for approval of any variation in the curriculum including the
transfer of credit. Transfer credits will be evaluated on an individual basis.
The only courses that will be considered for transfer credit are
those earned from accredited colleges and universities, whose
course content is comparable to those in the Master of Arts in
Nursing program. No more than three courses will be accepted for transfer credit.
Credit and Contact Hours
Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to
meet the needs of working adults, combining in-class and
web-based components. Clinical practica opportunities are included in selected courses.
Last Day to Withdraw from Class
The last date on which students may withdraw from a class
and receive a “W” on their records is available on the
Grad/Weekend College calendar:
www.augsburg.edu/enroll/calenders/index.html.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9.
Graduate Catalog I 48
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester
State Junior College; BS, 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.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Doctor of Nursing Practice
Doctor of Nursing Practice
The Doctor of Nursing Practice program prepares nurses to
envision new models of advanced practice in transcultural
nursing, community/public health, and advanced holistic
nursing. Emphasis is placed on maximizing health within
populations and communities through peaceful, collaborative
actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s
program, the DNP builds upon the strengths of the Master of
Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN),
Public Health Nursing (APPHN), and Holistic Nursing
(AHN).
Program Goals
Graduates of the Doctor of Nursing Practice program will
have advanced preparation to:
• Negotiate the complexity of multicultural care settings and
care systems to eliminate health inequities among populations and communities
• Challenge conventional knowledge about illness through
an ecological approach to social determinants of health
• Lead change through building coalitions with marginalized
people that are based on mutuality and common cause
Program Structure
The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time
basis as one didactic offering, one practicum, and one seminar
each term. As a part-time student, completion of the program
is expected to be 32 months, including completion of the capstone project.
The curriculum for the DNP combines didactic, practicum,
and seminar courses, with a capstone project to complete the
degree. As a practice doctorate, the emphasis is on building
skill in knowledge application among diverse cultural groups.
The goal is to improve health and decrease inequities that lead
to unnecessary morbidity and mortality in communities.
Didactic
A total of seven didactic courses constitute the DNP core,
with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry
0.5 course credits each (1.0 course credit equals 4.0 semester
credit hours) and are taught as an immersion one day a
month with a half-day for seminar on the subsequent day.
sions in a variety of cultural contexts led by nursing faculty or
that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits
range from 0.25 (36 hours per 12-week term) to 1.0 (144
hours per 12-week term). To achieve the DNP, students must
complete a total of 1,000 practicum hours in their MA and
DNP programs. Students will be allowed to transfer up to 600
practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are
computed as follows:
• (.25 course credits) 1 semester credit hour = 3 “clock”
hours of practicum time per week x 12 weeks = 3 “clock”
hours per week or 36 “clock” hours of practicum time per
semester
• (.50 course credits) 2 semester credit hours = 6 “clock”
hours of practicum time per week x 12 weeks = 72 “clock”
hours of practicum time per semester
• (.75 course credits) 3 semester credit hours = 9 “clock”
hours of practicum time per week x 12 weeks = 108
“clock” hours of practicum time per semester
• (1.00 course credits) 4 semester credit hours = 12 “clock”
hours of practicum time per week x 12 weeks = 144
“clock” hours of practicum time per semester
Seminars
Seminars focus on integration of conceptual learning with
field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and
spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a
group in the seminars in which they enroll each term. The
final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will
participate in a seminar (.25 course credits) every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact
on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to
existing nursing knowledge, and be suitable for presentation
or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of
scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the
DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser.
Curriculum
Practica
Didactic Courses
Practica are organized to give flexibility and individual choice
to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immer-
NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence:
The Dialectic Between Knowledge and Engagement
This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for
Augsburg College I 49
Doctor of Nursing Practice
acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience
based on context-specific (emic) positions and for rigor in
empirical procedures based in context-free (etic) perspectives.
Utilizing selected evidence suited to particular transcultural
issues, practice modes building on both local expertise and
professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to
concerns of people marginalized by dominant health systems.
NUR 802 Making Room at the Table: Applying Ethics to
Ending Hunger and Sharing Abundance
This course in applied ethics focuses on health as a human
right with emphasis on the development of skills in community building as citizen professionals. From the perspective
that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and
solidarity.
NUR 803 Transcultural Cosmologies and a Global
Perspective
This course explores the intersection of Western scientific
principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of
natural science. These interrelationships are then viewed
through the lens of nursing theory, research, and practice. A
wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive
to dverse cultural expressions of health and illness.
NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and
Health Care
This course focuses on communities as the foundation of
health by recognizing strength in community residents and
models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization
as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be
emphasized. Skill building in participatory action processes
will occur.
NUR 805 Ways of Knowing: Synthesizing Qualitative and
Quantitative Evidence
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative
and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the
data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant
knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Graduate Catalog I 50
NUR 806 Ecology of Human Suffering in a World of
Extremes
This course examines the cumulative illness-producing effects
of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither
coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that
strike population groups and communities unequally around
the world. Health status appraisal, risk analysis, and the levels
of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology.
NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among
indigenous peoples will be examined, including spiritual
forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be
compared to contemporary views of health and healing in bioscientific models of curing.
Practica
Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, selfdirected practice experiences mentored by faculty. All practica
are designed to develop students’ individual practice interests
and skills.
Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica
into a plan of study include the following:
• Practica will be completed incrementally throughout the
DNP program.
• Students may register for varying practica and credits each
term, including summer
• Practicum hours may be completed at the student’s job site,
if approved by a supervisor and the nursing faculty adviser,
but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP
program expected student outcomes.
• Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert
knowledge related to a particular phenomenon of interest
to the student.
• Students will develop objectives for practicum experiences
in collaboration with faculty advisers and keep a record of
practicum work in a professional portfolio.
• Students must register for enough post-baccalaureate
practicum credits to reach a total of 1,000 practicum hours
to earn the DNP degree. This will be evaluated when students are admitted to the DNP program.
Doctor of Nursing Practice
The following are examples of directed study practica and immersion practicum experiences developed and led by faculty
in the DNP program:
NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00
credits, 36-144 practicum hours)
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen
knowledge supporting expert nursing practice. In the practica
students will integrate and synthesize knowledge from emic
wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance
practice and/or systems management skills, including clinical
reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed
study practica are individualized to students’ specific areas of
interest and are planned by students in consultation with a
major faculty adviser, cultural guides, and other mentors in
the communities in which they wish to carry out the
practicum.
NUR 712 Culture Care on the Pine Ridge Reservation (0.5
course credits, 72 practicum hours)
In this practicum students live on the Pine Ridge Indian
Reservation in western, South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with
poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care
systems and beliefs about health and illness are compared and
contrasted with Western biomedical care and the politics of
health care provided through the Federal Government’s Indian Health Service (IHS) are examined.
NUR 742 Dia de los Muertos—Location: Mexico (0.5
course credits, 72 practicum hours)
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in
Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the
return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed.
NUR 723 Ancient Healing Practices—Location: England
(0.75 course credits, 108 practicum hours)
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The
importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton
Hospital in Hackney, London, exemplifies transcultural care
with a diverse population of immigrants and asylum seekers.
NUR 752 Health Care on the Mexican–U.S. Border (0.5
course credits 72 practicum hours)
This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the
context of displaced communities. Participants meet face to
face with immigrants, refugees, border patrol agents, factory
workers, and community leaders on both sides of the U.S.–
Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and
efforts to achieve social justice.
NUR 734 Health and Community Building—Location:
Guatemala (1.0 course credits, 144 practicum hours)
This practicum explores health as a human right. Analysis
will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is
based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health
and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language
school is an option in this practicum.
NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in Sub-Saharan Africa (.5
course credit, 72 practicum hours)
Students focus on the development of leadership skills that
promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage healthcare professionals and members of local communities in best practices for achieving MDG targets by 2015.
Structured lectures and discussions supplement practice and
encourage students to explore sociocultural determinants of
health and illness—economic realities, cultural values and
gender roles, education levels, governmental policies, access
to technology, and the competence of healthcare providers—
in relation to the unequal burdens of suffering and disease evident in Africa.
NUR 794 Culture Care in a World of Extreme—Location:
Republic of Namibia (1.0 course credits, 144 practicum
hours)
Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience
the challenges care systems face in providing health care
within geographically and economically extreme contexts
where isolation, poverty, and virulent disease are epidemic.
Participant-observation among Ju/’hoansi communities in the
Nyae Nyae Conservancy provide opportunities to collaborate
and practice with nurses and other healthcare professionals
striving to provide culturally safe and effective health care to
one of the world’s “first peoples.”
NUR 782 Poverty and Community Building in the Inner
City—Location: Minneapolis, Minn. (0.5 course credits,
72 practicum hours)
An immersion in the inner city of Minneapolis provides expe-
Augsburg College I 51
Doctor of Nursing Practice
rience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among
the community of people who visit the Augsburg Central
Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore
issues of health and social reality with cultural guides from
the inner city populations and with nurses who work effectively with them.
Seminars
NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final
Seminar (0.25 credits per term while enrolled in the DNP)
Students are required to register for a seminar each term they
are in the DNP program. The purpose of DNP seminars is to
integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty
and peers and receive relevant feedback and support. Through
dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar
(NUR 841) culminates in the successful completion of a
scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will
be completing and presenting their final doctoral project,
along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is
implementing.
Elective courses
Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses
(at the 500 level or above) to add depth and breadth to their
nursing specialty focus. These credits may be chosen from
within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by
Master of Arts in Leadership, Master of Social Work, Master of
Business Administration, Economics, and the Master of Arts
in Education. This allows students to take optimal advantage
of the richness and diversity of opportunities afforded through
Augsburg College graduate programs.
Admission to the DNP
Admission Requirements
Applicants to the Doctor of Nursing Practice program must
have:
• Earned master’s degree in nursing from a nationally accredited institution
• GPA of 3.2 on a 4.0 grading scale in master’s in nursing
program
• A current unencumbered RN license to practice in the U.S.
• Evidence of a completed graduate research course
• Evidence of up-to-date immunizations
• Satisfactory results of a certified federal criminal background check
Graduate Catalog I 52
Decisions about admission to the program will be made on an
individual basis. Selection of candidates will be made on the
basis of an evaluation of the following items for each applicant:
• A three-page typed, double-spaced essay demonstrating
ability to write in a thoughtful, coherent manner
• Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official
evaluation from World Educational Services.)
• Three professional references
• An interview with program faculty
The number of applicants admitted to the DNP program will
be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant
will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of
Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to
forward their educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful
passing of the National Council Licensure Examination
(NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the
NCLEX, will be considered for admission and must meet the
same residency requirements expected of all students.
Applicants whose first language is not English must submit
evidence of earning a minimum score of 95 out of a possible
120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL).
Transfer of credits
Transcripts of students who have completed a master's degree
in nursing or other graduate work are required for admission
to the DNP. Doctoral credits may be transferred into the DNP
program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0
course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined
by the Department of Nursing faculty and the registrar. The
process of obtaining transfer credit must be initiated by the
student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of
course content will be needed to initiate transfer of courses
into the DNP program.
To qualify for credit the practicum hours must be officially
documented from the master’s degree program.
Doctor of Nursing Practice
Students may transfer up to 600 practicum hours that were
earned and documented in their master’s degree program.
These 600 hours will be counted toward the 1,000 hours required for the DNP degree.
Program Staff
Accreditation
Linden Gawboy, Administrative Assistant
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
Patricia Park, Program Coordinator, MA, Augsburg College.
Sharon Wade, Administrative Coordinator, BA, Augsburg
College.
The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in
Nursing and the Bachelor of Science in Nursing programs at
Augsburg. An accreditation site visit by CCNE is scheduled
for March 2011.
For a complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas.
Pauline Abraham, Assistant Professor. BSN, Winona State
University; MA, Augsburg College.
Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College
Katherine Baumgartner, Assistant Professor. BSN, Minnesota
State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS,
PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College.
Susan Nash, Associate Professor. BSN, MSN, EdD, University
of Minnesota.
Joyce Perkins, Assistant Professor. 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.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Augsburg College I 53
Master of Business Administration
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA provides students a
unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a demanding and proven accelerated program focusing on practical skills, knowledge, and teamwork
built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates
to bring a new and expanded focus through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni.
Steven M. Zitnick
Director, Master of Business Administration Program
Graduate Catalog I 54
Master of Business Administration
MBA Mission
To 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.
MBA Program Overview
groups enables you to enhance your strengths, build your
skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal,
social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and
relationships you build with fellow students and faculty will
extend into an important and valuable network as you take
your career to new levels.
Today’s business leader must be able to quickly analyze situations and information and critically think through 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 students’ experiences
and learning in the program. Our faculty is uniquely qualified
to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the
flexibility of completing a general MBA or a specialized MBA
with a concentration that matches their interests and career
goals.
Course Credit
Accreditation
Full-credit MBA courses consist of seven four-hour sessions.
Classes meet one night each week with an occasional Saturday
session.
The Augsburg MBA is a candidate for accreditation with the
Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Plan of Study
The Augsburg MBA is an accelerated, part-time program that
allows working professionals to complete an MBA degree in
fewer than 24 months. This is accomplished by using a cohort
model in which students follow a predetermined schedule
with classes meeting one night a week.
Students in a cohort program model stay together as a group
through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning
process. The cohort environment fosters a cohesive learning
community where students learn from each another, mentor
each other, and peer coach. You’ll share diverse professional
expertise and experience as you work in teams on projects,
case studies, presentations, and simulations, both inside and
outside of class. Working both individually and in small
Augsburg College uses a course-credit system. A full course
credit (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 with the expectation of substantial independent and group study offered through the
web-based electronic course management system.
Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals. The general
Augsburg MBA consists of 13 courses that can be completed
in fewer than 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and six additional
courses that focus on their chosen area of interest. An MBA
with a concentration can be completed in 28 months.
Academic Calendar
Currently, the Augsburg MBA uses the trimester schedule as
well as a summer session. As of fall 2011, the Augsburg MBA
will follow the semester schedule, including summer sessions.
Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The
program is designed to have students take at least two fullcredit courses per term.
Official academic calendars and the MBA registration policies
can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA
department.
The Augsburg MBA
The 13 required courses of the general Augsburg MBA are as
follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
Augsburg College I 55
Master of Business Administration
MBA 550
MBA 560
MBA 565
MBA 570
MBA 575
MBA 592
MBA 595
MBA 580
Marketing Management
Communication Issues in Management
Managing in a Global Environment
Quantitative Decision Making for Managers
Strategic Technology
Leadership: Ethics, Service, and Transformation
Strategic Management
Management Consulting Project (Capstone)
MBA Course Descriptions
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 following the path of others.
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 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
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 545 Organizational Development/Behavior
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.
Graduate Catalog I 56
MBA 550 Marketing Management
Applying marketing theory and practice to real-life marketing
situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship
between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience
with marketing in cross-functional organization strategies.
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 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 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 592 Leadership: Ethics, Service, and Transformation
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed
as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and
distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership
communication, and self-awareness and discovery of leadership styles, traits, and abilities.
Master of Business Administration
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.
Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses.
Students may choose one of five concentrations: finance, marketing, international business, human resources management,
or health care. A concentration may allow students to become
competitive in a specific career field or, in some cases, it may
assist students in achieving professional certification or accreditation.
The nine required core courses are as follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
MBA 550
Marketing Management
MBA 570
Quantitative Decision Making for Managers
MBA 580
Management Consulting Project (Capstone)
MBA 592
Leadership: Ethics, Service, and Transformation
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
Strategies in global marketing
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.
• International business: strategies, trade agreements, and
policies
• International finance
• Negotiations in a global environment
• Strategies in global marketing
• Global supply chain management
• Legal aspects of international business
Human Resource Management Concentration
The certificate in human resource management prepares
human resource professionals for a variety of human resource
positions. Successful completion of the certificate program as
well as passing the examination and meeting job experience
requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in
Human Resources (SPHR).
•
•
•
•
•
Global human resources
Organizational effectiveness
Training, selection, and performance
Compensation and benefits management
Industrial labor relations
Healthcare Management Concentration
The 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 in today’s healthcare environment.
•
•
•
•
•
•
Legal and ethical considerations in healthcare management
Integrated health delivery systems
Healthcare financing
Crosscultural issues in health care
Global healthcare issues
Healthcare operations management (elective)
Concentrations as Graduate Certificate Programs
For 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, the five
concentrations are available as graduate certificate programs.
These courses are transcribed as “for credit.” In most cases
(depending on employer policies), they will be accepted for
tuition reimbursement. Contact the MBA office at 612-3301778 or the Graduate Admissions Office at 612-330-1390 for
more information.
Augsburg College I 57
Master of Business Administration
MSW/MBA Dual Degree
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA degree
enables graduates to function in a workplace that demands
the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to
MSW students who elect the Program Development, Policy,
and Administration (PDPA) concentration.
MSW/MBA students will spend their first two years taking
Master of Social Work courses followed by approximately 15
months of MBA courses. For more information regarding the
Program Development, Policy, and Administration (PDPA)
coursework required for the MSW/MBA dual degree, refer to
p. 76 in the MSW section in this catalog. MSW students who
graduated after June 2002 are required to complete the following eight MBA courses:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 545
Organizational Development
MBA 550
Marketing Management
MBA 560
Communication Issues for Managers
MBA 575
Strategic Technology
MBA 595
Strategic Management
MSW students who graduated prior to 2002 are required to
complete nine MBA courses. This includes the eight MBA
courses listed above as well as MBA 592 Leadership: Ethics,
Service, and Transformation.
MSW students may also be required to adjust their summative
evaluation project to meet the requirements of the MSW and
MBA programs.
Students interested in the MSW/MBA program must apply to
both programs. See the application guidelines listed under
each individual program.
NOTE: Admission to one program does not guarantee admission to the other.
Locations and Schedules
MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three
times per academic year: fall term (September), winter term
(January), and spring term (April).
Orientation for new cohorts is generally scheduled for one-totwo weeks in advance of the beginning of classes. For more
information on class schedules, go to www.augsburg.edu/mba
or call the Graduate Admissions Office at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is comprised of both active and re-
Graduate Catalog I 58
tired 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.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a
committee decision. The committee may include MBA program staff, Business Administration Department faculty, and
Graduate Admissions Office staff.
Admission Requirements
Applicants to the MBA program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the 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 Graduate Admissions Office
• Current résumé of work history
• Two confidential letters of recommendation
• 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 of International Students on page 16.
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 six (6.0) transfer credits.
(See Evaluation of Transfer Credit on p. 14.) Students must
complete no fewer than seven (7.0) courses at Augsburg in
order to receive their MBA degree from Augsburg College. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
GMAT Waiver Policy
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
Master of Business Administration
success as well as to 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.
• Current résumé (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, contact either the Graduate Admissions Office or the MBA program office.
Eligibility for GMAT Waivers
GMAT waivers may be offered to:
• Candidates with an appropriate and current GRE score.
• 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.
• Candidates 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)
• 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. These will be evaluated
by the Admissions Committee. (See grade requirement
above)
• Candidates who have completed a graduate program at
Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Candidates with current and active CPA designation. If the
CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted.
GMAT Waiver Checklist
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)
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort
and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of
the MBA program director.
All students are required to complete all components of the
program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to
the MBA director. Students who leave the program for more
than one 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.
Academic Evaluation
Evaluation of academic performance in the MBA program will
be based on number grades using a 4.0-scale. For complete information, see p. 12.
Withdrawal from Class
For information regarding the last date on which students
may withdraw from a class and receive a “W” on their records,
refer to the course information on Records and Registration.
Attendance Policies
Student attendance at scheduled class meetings is a priority
and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities
who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem
is immediate. When the student knows in advance of a class
date where a potential conflict exists, they must discuss the
proposed missed class with the faculty member prior to the
date of the class. Students are responsible for the work covered during that class session and for making appropriate
arrangements for obtaining handouts, lecture content, or
other materials. Faculty members may assign appropriate independent work to insure that the student understands the
material covered during the class session.
Augsburg College I 59
Master of Business Administration
If appropriate and acceptable coordination is carried out by
the student, there need not be any grade reduction for a single
missed class session. This may be dependent on assignments
due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two
missed class sessions, unexcused or excused, may be grounds
for directing the student to withdraw from the course. More
than two absences, excused or unexcused, require that a student withdraws from the class.
Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Degree Requirements
Steven Lukas, Instructor, Business Administration. BS, MA,
University of Nebraska; EdD, University of St. Thomas.
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.
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.
Bruce Batten, Assistant Professor of Business Administration,
MBA. BS, Davidson College; PhD, Medical College of Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA,
PhD, University of Illinois.
Nora Braun, Associate Professor of Business Administration.
BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota.
C. Lee Clarke, Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary;
MBA, University of St. Thomas.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota.
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
Graduate Catalog I 60
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.
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.
Magdalena Paleczny-Zapp, Associate Professor and Chair of
the Department of Business Administration. BA, MA, Central
School for Planning and Statistics, Warsaw; PhD, Akademia
Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University.
Peter J. Stark, Assistant Professor of Business Administration.
BS, Northwestern University; MBA, Pepperdine University.
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
Augsburg College I 61
Master of Science in Physician Assistant Studies
PA Program Mission
The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to
persons of all cultures and backgrounds and oriented toward
providing care to underserved populations. Students are well
educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with
the highest standards of ethics and integrity, and commitment
to lifelong personal and professional development. The Augsburg Physician Assistant Program was most recently granted
accreditation in September 2008.
A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and
specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies,
formulating diagnoses, and administering treatment.
In the state of Minnesota, a PA is registered with the Board of
Medical Practice. In Minnesota, and most other states, the PA
must be NCCPA (National Commission on Certification of
Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs
have prescriptive privileges under delegatory supervision with
their physician for prescriptive medications.
The Physician Assistant Program at Augsburg is 36 months
long with studies beginning each year in the summer semester (late May). The program accepts 28 students for each
new class.
Curriculum
Studies begin in late May of each year. The first 19 months of
study is didactic, or classroom work, including courses in
human gross anatomy, pathophysiology, clinical medicine,
pharmacotherapy, history and physical exam skills, research,
and ethics and legal issues in medicine.
The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family
medicine, pediatrics, women’s health, psychiatry, emergency
medicine, internal medicine, surgery, and an elective rotation
by choosing from various specialties. The clinical phase will
culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural
and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate.
PA Program Sample Calendar
Calendar - Year 1
Summer
• Anatomy
• Pathophysiology
Graduate Catalog I 62
Fall
•
•
•
Spring
•
•
•
•
Clinical Medicine I
Pharmacotherapy I
History and Physical Exam Skills I
Clinical Medicine II
Pharmacotherapy II
History and Physical Exam Skills II
Research Tools for the PA
Calendar - Year 2
Summer
• Master’s Project course
Fall
• Clinical Medicine III
• Clinical Phase Transition
• Professional Issues
Spring
• Clinical Rotations 1, 2, 3
Summer
• Clinical Rotations 4, 5
Calendar - Year 3
Fall
• Clinical Rotations 6, 7, 8
Spring
• Preceptorship
• Capstone Course
PA Program Course Descriptions
Academic Phase (first 19 months)
PA 501 Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human
anatomy. The course uses lecture, demonstration, discussion,
and dissection of human cadavers. The intention is to give the
students a foundation for Clinical Medicine. Prerequisites: PA
student or consent of instructor
PA 503 Human Pathophysiology
This course uses lecture, detailed objectives/study guide,
quizzes and exam, discussion, and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and
musculoskeletal system. The intention is to give the students
a foundation for Clinical Medicine. Prerequisites: PA student
or consent of instructor
PA 511 History and Physical Exam Skills I
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive
Master of Science in Physician Assistant Studies
health care, and complementary and alternative medicine are
introduced. Units are coordinated with Clinical Medicine I
and Pharmacotherapy I. Prerequisites: PA 501 and 503
PA 512 History and Physical Exam Skills II
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology,
and the male reproductive system. Units are coordinated with
Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA
511
PA 521 Pharmacotherapy I
This course will cover pharmacology and pharmacotherapy
related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems
and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses.
Prerequisites: PA 501 and 503
PA 522 Pharmacotherapy II
This course will cover pharmacology and pharmacotherapy
related to disease processes of the orthopedic, neurologic,
ophthalmologic, hematologic, renal, urologic and endocrine
systems, and pain management. Units are coordinated with
the Clinical Medicine II and History and Physical Exam Skills
II courses. Prerequisite: PA 521
PA 531 Clinical Medicine I with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are
coordinated with concurrent courses in History and Physical
Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501
and 503
PA 532 Clinical Medicine II with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include orthopedics, rheumatology, neurology, ophthalmology,
hematology, nephrology, urology, and endocrinology. Global
health and healthcare disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam
Skills II and Pharmacotherapy II. Prerequisite: PA 531
PA 533 Clinical Medicine III : Integrative Health Care
This course provides an integrative approach incorporating
clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s
health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are
explored. The Community Seniors unit provides a service-
learning experience where students work one-on-one with an
elderly person from the community. Prerequisites: PA 532
PA 542 Professional Issues
A course designed to introduce the physician assistant student
to medical ethics and various professional topics that affect
the practicing physician assistant. The course focus is on the
medical and non-medical aspects of the profession such as
history of the physician assistant profession, laws and regulations governing physician assistant practice and education,
human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior.
Prerequisites: PA student or consent of instructor
PA 545 Clinical Phase Transition
This course incorporates experiential learning to prepare the
student for clinical practice. It will also facilitate the transition
of knowledge and skills from the academic phase into the
clinical phase. Students will be placed in a clinic or hospital
setting for part of the semester. Students will also have other
health-related community experiences and activities during
this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532
PA 555 Research Tools for the PA
The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages
between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge
base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated
throughout the course. Prerequisites: PA student or consent of
instructor.
PA 570 Interdisciplinary Perspectives on Aging
This course provides an opportunity for students in health
and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills
directly with elders utilizing an experiential learning model.
Students will build a beginning expert level knowledge base
regarding issues that affect older adults in contemporary
health and social welfare contexts. Prerequisites: PA student
or consent of instructor
PA 599 Directed Study
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature, and
produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552
Clinical Phase (17 months)
The clinical phase of the physician assistant graduate program
is 17 months in length. The initial 12 months is designed
Augsburg College I 63
Master of Science in Physician Assistant Studies
much like a physician’s internship. Each student is required to
progress through seven required rotations in the following
disciplines: family medicine, internal medicine, pediatrics,
general surgery, women’s health, emergency medicine, and
psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such
as orthopedics, ENT, dermatology, etc.
The clinical phase of the program is designed to effectively
train students practice by placing students in healthcare facilities outside the metropolitan area for a minimum of two rotations. The goal is to provide students with one to two
locations in which to complete their required rotations to take
away some of the financial and travel burdens that a PA student often faces.
The clinical phase culminates with a 12-week preceptorship.
This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that
might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that thestudent 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 clinical instructor
for the designated rotation. Students will return to Augsburg
College five times during the clinical phase for evaluation and
education.
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 sys-
Graduate Catalog I 64
temic 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 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 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 evidence-based 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 evidence-based 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
Master of Science in Physician Assistant Studies
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
Admission to the PA Program
• 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:
• Cumulative GPA of 3.2 or higher
• 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.
• Demonstration of a commitment to, and involvement with,
underserved communities.
Admission Requirements
Note: The Graduate Record Exam (GRE) is not required.
Complete and current-year admission guidelines can be found
on our website at www.augsburg.edu/pa.
PA Studies Application Process
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.
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
Prerequisite Courses
To be an eligible applicant for the physician assistant studies
program, you must have completed the prerequisite courses
listed below. These courses must have been completed within
10 years of the year you are applying for admission.
Applicants completing their first undergraduate degree in the
spring term may complete prerequisite coursework in the
summer, fall, and spring term of the academic year they apply
as long as the degree and prerequisite coursework will be
completed by the start date for the program. Applicants who
already have an undergraduate degree, or who will complete
their degree in a term other than spring, have the summer and
fall semesters of the year they apply by which to complete
prerequisites.
All course prerequisites must have been passed with a grade
of C (2.0) or higher. Meeting minimum prerequisites does not
guarantee admission into the program.
The Augsburg Physician Assistant Studies program has a twostep application process—applying through CASPA and to
Augsburg’s PA Studies Program.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association
(PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at www.caspaonline.org.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as
calculated by CASPA), if you have 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 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.
Augsburg College I 65
Master of Science in Physician Assistant Studies
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 late-January. 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 mid-February. Accepted applicants
must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the
background check could result in dismissal from the program.
Academic Policies
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
Graduate Catalog I 66
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, cardiopulmonary resuscitation, and application of pressure to control bleeding.
These skills require coordination of both gross and fine
muscular movements, equilibrium, and integrated use of
the senses 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.
Master of Science in Physician Assistant Studies
• 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.
lected 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.
Experiential Learning Policy
Payment Options
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.
For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll.
Employment while in the Program
Program faculty discourage outside employment while in the
Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this
recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program
may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter, the
student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 14 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.
PA Program 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.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA,
Northwestern University; MD, Loyola University Chicago
Stritch 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 and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification,
Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant
Studies. BS, Mankato State University; MS and PA Certification, Finch University.
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 se-
Augsburg College I 67
Master of Social Work
Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with
others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW
degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and
with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class
size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program,
we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families,
and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work
practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to
take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
Graduate Catalog I 68
Master of Social Work
MSW Mission
Academic Calendar
Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards
the well-being of people in a diverse and global society.
The MSW program meets on a trimester academic calendar,
offering classes September through June. Classes typically
meet every other weekend with an occasional back-to-back
weekend. Field practicum hours are generally completed during weekday hours in the student’s home town and vary depending on the agency placement and the student’s
availability. For academic calendars and schedules, go to
www.augsburg.edu/enroll/registrar.
Program Overview
The MSW program prepares social work students for agencybased practice in public and non-profit settings. By working
in the agency setting, social workers collaborate with others
to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging
MSW curriculum integrates social work theory with microand macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As
you progress through our MSW program, you will:
• learn how an individual lives in and is affected by his or
her social environment;
• understand how social policies and programs affect individuals, families, communities, and society;
• apply theories and methods of practice through the field
practicum experience;
• use a range of client-centered approaches to practice with
client groups of all types and sizes;
• engage in practice informed by sound, scholarly research;
• evaluate the effectiveness of your social work practice or
social work programs;
• advocate for eradication of oppression and discrimination;
and
• be a responsible and contributing citizen in the local and
global community.
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you wish to seek licensure with the social
work board of your state. For more information on CSWE accreditation go to www.cswe.org.
Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s
degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses.
Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a fouryear program.
Students entering Augsburg’s MSW program with a bachelor’s
degree in social work from a CSWE (Council on Social Work
Education) accredited institution have advanced standing.
Advanced standing students complete 13 full courses and are
enrolled in a one-and-a-half-year program. The part-time option is not offered for students with advanced standing.
All students must complete the MSW degree in no more than
four years following matriculation.
Class Periods
Classes meet in four-hour blocks on Friday evenings, 6 to 10
p.m.; Saturday mornings, 8 a.m. to noon; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a
given trimester.
Time Commitment
Although classes meet on weekends, students spend time on
their studies during non-class weekends and weekdays. On a
class weekend, the typical student will spend 12 hours in class
within a 23-hour period. For every hour spent in class, a student may expect to spend three to four hours outside of class
working on assignments or group projects. A student may
also spend 15 to 20 hours per week in the field practicum
during the fall and winter trimesters (a span of six or seven
months for each practicum). In the final year of study, students complete a summative document, which requires significant independent research, analysis, and writing.
Some MSW students work full time while enrolled in the program; however, full-time employment is not recommended.
Most students arrange to reduce their work hours or request
time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students
must develop strategies for balancing family, work, and academic responsibilities.
Course Credit and Contact Hours
A full credit MSW course (1.0) is equal to four semester credits or six quarter credits. Each full course meets for 32 contact
hours, with the expectation of substantial independent study
outside of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are
distinguished by level of admission (foundation or advanced
standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or
Program Development, Policy, and Administration [PDPA]).
Any changes to a student’s cohort selection must be approved
by the MSW director.
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field
Augsburg College I 69
Master of Social Work
practicum, applicable for foundation students, is a minimum
of 420 hours. Successful completion of the second field
practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and
winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
The foundation curriculum is made up of nine full courses
and a generalist field practicum. In the foundation courses,
you are introduced to social work as a profession. You will
learn both historical and contemporary theories and practice
methods relating to both the individual and the environment.
During the foundation year, you will study human behavior
and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum, you will apply this generalist
knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with your enrollment in two fieldwork seminar courses.
The full foundation curriculum is required of all students,
with the exception of those admitted with advanced standing.
Before beginning the concentration curriculum, all foundation
coursework and field hours must be successfully completed.
Concentration Curriculum
The concentration curriculum is made up of nine full courses
and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application.
Augsburg offers two concentrations: Multicultural Clinical
Practice (MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will deepen
your knowledge of the primary issues affecting families and
communities, develop a range of client-centered approaches
to practice, gain a broader understanding of human diversity,
develop competencies in practice-based research, and learn
practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced
knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your
chosen concentration and is completed concurrently with
your enrollment in two or three field seminar courses. As a
capstone to your MSW program, you will complete a summative evaluation project or a portfolio project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a
deep awareness of their social and cultural identity and the
use of multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the
biopsychosocial and spiritual functioning of individuals, fami-
Graduate Catalog I 70
lies, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions
with persons facing challenges, disabilities, or impairments,
including emotional, behavioral, and mental disorders.
Program Development, Policy, and Administration
(PDPA) Concentration
In the tradition of Jane Addams, the heart of macro social
work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on
individuals and families, social work must also actively seek
equality and justice for clients within agencies, institutions,
and society. Social work leaders must advocate for social
change to ensure social justice. The Program Development,
Policy, and Administration (PDPA) concentration responds to
this demand for leadership.
The macro (PDPA) social work practitioner recognizes the
strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in
partnership with these individuals and communities to do so.
In this concentration you will learn the knowledge and skills
necessary to work with others to achieve needed social
change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program
planning, or community and policy advocacy, this concentration helps you achieve that goal.
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration
of theory and practice, as well as to offer more vivid portrayals
of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative,
i.e., designed for guided reflection and self-evaluation. However they are also summative documents in that they illustrate
students’ competencies. All MCCP students are required to
create such a portfolio during their final year of study. Items
in a portfolio might include videotapes, process recordings,
reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from
service users, self-evaluations of personal progress, and links
to references.
Summative Evaluation Project (PDPA students)
All social workers must evaluate their practice to determine
whether they are helping or harming clients. While in the
concentration practicum, PDPA students will design and implement a program evaluation for their summative project,
which requires integration and application of knowledge and
skills from both the foundation and concentration curricula.
Students develop their research while in their field internship
and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their
final year of study.
Master of Social Work
Master’s Thesis
Students have the option of completing a thesis. Course credit
for the general elective is given for this option. Students work
with a thesis adviser to develop more in-depth research skills
contributing to social work knowledge. To pursue the thesis
option, students must notify the MSW program director by
the end of spring trimester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the
following:
• Successful completion of any admission conditions (e.g.,
statistics, bachelor’s degree)
• Successful completion of MSW courses:
18 full courses for foundation students
13 full courses for advanced standing students
• No more than two courses with a grade of 2.5, and with a
cumulative GPA of 3.0 or higher
• Successful completion of 920 hours of approved field practica for foundation students, 500 hours of approved field
practicum for advanced standing students
• Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA)
• Successful completion of all degree requirements within
four years of matriculation
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social
Worker (LGSW) license exam from the Minnesota Board of
Social Work. To achieve LGSW licensure students must pass
the state board exam and complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full time (or 4,000
hours part-time) as an LGSW under the supervision of an
LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam.
For more information, go to the Minnesota Board of Social
Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
SWK 535*
SWK 536*
SPRING
SWK 504
SWK 509
SWK 516
Integrative Field Seminar 2 (.5) (taken concurrent with first practicum)
Human Behavior and the Macro Social Environment (.5)
Research Methods 1
Assessment and Diagnosis in Mental Health
Practice
Community Development for Social Change
Concentration Courses
Multicultural Clinical Practice Concentration
FALL
SWK 610
SWK 615
SWK 628
SWK 629
WINTER
SWK 611
SWK 616
SWK 630
SWK 631
SWK 635
SPRING
SWK 612
SWK 634
SWK 636
SWK 639
SWK 699
Integrative Field Seminar 3: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: MCCP (.5)
MCCP with Individuals
MCCP with Families
Integrative Field Seminar 4: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: MCCP (.5)
MCCP Policy Practice
MCCP with Groups (.5)
MCCP Evaluation 1 (.5)
Integrative Field Seminar 5: MCCP (.5) (taken
concurrent with second practicum)
MCCP Supervision (.5)
MCCP Evaluation 2 (.5)
MCCP Elective (.5)
General Elective
Program Development, Policy, and Administration
Concentration
FALL
SWK 651
SWK 657
SWK 660
SWK 667
Integrative Field Seminar 3: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: PDPA (.5)
Research 2: Program Evaluation
Organizations/Social Admin. Practice 1
Foundation Courses
FALL
SWK 500*
SWK 505*
SWK 530*
SWK 531*
WINTER
SWK 501*
SWK 506*
SWK 510
Human Behavior and the Social Environment
Practice Methods and Skills 1: Individuals
Integrative Field Seminar 1 (.5) (taken concurrent with first practicum)
Methods Skills Lab (.5)
History of Social Welfare Policy
Practice Methods and Skills 2: Groups
Advanced Practice Methods (advanced standing students only)
WINTER
SWK 652
SWK 658
SWK 668
SWK 675
Integrative Field Seminar 4: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: PDPA (.5)
Organizations/Social Admin. Practice 2
Planning and Policy Practice 1
SPRING
SWK 669
SWK 676
SWK 699
Organizations/Social Admin. Practice 3
Planning and Policy Practice 2
General Elective
Augsburg College I 71
Master of Social Work
*Course potentially can be waived for advanced standing students (BSW holders).
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
MSW Course Descriptions
Foundation Courses
SWK 500 Human Behavior and the Social Environment
This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and
psychological factors that influence the growth of individuals
and families in contemporary world society. Basic knowledge
of biological systems is required.
SWK 501 History of Social Welfare Policy
This course analyzes the history of social welfare policy in the
United States and its impact on current social systems and social policy. It examines the major assumptions, values, ideas,
and events that contribute to the rise of the welfare state and
the profession of social work. Social welfare policies of other
countries are explored.
SWK 504 Research Methods 1
This course provides an introduction to social science research methods and ethics, including practice and program
evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare, and interpret findings. Students will be
introduced to the use of computers in data analysis. Basic
knowledge of statistics is required.
SWK 505 Practice Methods and Skills 1: Individuals
This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students
begin by learning about social work with individuals, with a
dual focus on the person in the environment. In this context,
they learn about direct services as well as social change.
SWK 506 Practice Methods and Skills 2: Groups
This course prepares students for generalist social work practice with larger client systems. The strengths perspective is
emphasized, and students learn to complete assessments and
formulate intervention strategies in partnership with groups,
organizations, and communities.
SWK 509 Assessment and Diagnosis in Mental Health
Practice
This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective.
Emphasis is placed on understanding biopsychosocial influences on the incidence, course and treatment of the most
commonly presented mental disorders and the differential effect of these factors on diverse populations at risk.
Graduate Catalog I 72
SWK 510 Advanced Practice Methods
This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge
and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work
practice with individuals, groups, families, organizations, and
communities will be covered, with opportunities to build on
students’ BSW background and post-graduate experience.
SWK 516 Community Development for Social Change
This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and
skills necessary to practice at the community level of social
work practice. Students will analyze social organizations, policies, and community development.
SWK 530 AND SWK 535 Field Seminar 1 & 2
(.5 credit each)
The integrative field seminars are courses where field practice
and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students
are expected to spend 420 hours in a fieldwork practicum
during enrollment in these two courses and to be enrolled in
the corresponding practice methods courses.
SWK 531 Methods Skills Lab (.5 credit)
This half-credit course places an emphasis on active learning
and the application of content presented in SWK 505. The
skills lab is an integral part of the required graduate school
core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1.
SWK 536 Human Behavior and the Macro Social Environment (.5 credit)
This course builds on HBSE 1, moving from the individual life
span focus to emphasizing the impact of the environment in all
relationships, stressing the link between social issues and individual problems plus defining the common human condition.
Multicultural Clinical Practice Concentration Courses
SWK 610, 611, and 612 Integrative Field Seminar 3, 4,
and 5: MCCP (.5 credit each)
The Field Seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work
principles using a culturally sensitive approach grounded in a
clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent
and inescapable contribution based on the students’ use of
self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document
their progress. All students in field placements must participate in the appropriate concurrent Field Seminar.
Master of Social Work
SWK 615 and 616 Diversity and Inequality 1 and 2:
MCCP (.5 credit each)
These courses are based on a dual focus of valuing diversity
and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In
the second trimester, students will participate in dialogue
group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender
identity and sexual orientation. The two-sequence course is
based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social
injustice occurs and is present at individual, institutional, and
societal/structural levels; and, professional social work ethics
and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
SWK 628 MCCP with Individuals
MCCP with Individuals is a required methods course in the
MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor
clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on
individual intervention, clients are viewed within the context
of their families and social context. The therapeutic process
and treatment strategies are examined, incorporating content
from psychodynamic, cognitive-behavioral, and post-modern
models. These content area are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by an ecosystems,
strengths, and empowerment perspective. Particular attention
is given to the development of self-reflective practitioners.
SWK 629 MCCP with Families
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention
in clinical social work practice. This course examines theory,
knowledge and skills for clinical practice with families within
a multicultural context. Students apply major family therapy
models to assessing and intervening with families experiencing problems. The models are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by ecosystems, strengths
and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given
to family-centered practice in different social work fields of
practice and settings and to the development of self-awareness
of the practitioner.
SWK 630 MCCP Policy Practice
In this course, Multi-Cultural Clinical Practice (MCCP) students learn how organizational and social policies affect the
delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social
work practice is distinguished from other professional clinical
practice by this use of the person-in-environment perspective.
The multi-cultural lens sharpens focus on both the strengths
that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
SWK 631 MCCP with Groups (.5 credit)
This course prepares students for advanced multicultural
groupwork within a clinical practice. This course builds on
the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical
group processes. Applied theories of human development,
change, and resilience are integrated with theories of group
processes, group leadership, and group communication as a
critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of
group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice
serve as the foundation for culturally responsive groupwork.
Students will consider how their social identity and position
influences similar and mixed social identity groups and their
processes.
SWK 634 MCCP Supervision (.5 credit)
Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in
achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual
functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages
of the supervisory process (planning, beginning, work, and
ending), and they build a repertoire of supervisory questions
that have been associated in research with fostering success in
meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchal power, responsibility, liability, and authority from peer consultation. They gain
competencies in individual an group supervision and consultation with a multicultural lens to advance the application of
theories and models of clnical social work practice.
SWK 635 and 636 MCCP Evaluation 1 and 2
(.5 credit each)
The values and skills of advanced clinical practice combined
with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social
work, “dignity, self-determination, equity, empowerment, and
social justice” (Gutierrez, 2004, p. 127). Monitoring and eval-
Augsburg College I 73
Master of Social Work
uating clinical practice requires the integration of evidencebased practice knowledge, multicultural clinical skills and
multi-epistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern
methods.
SWK 639 MCCP Elective (.5 credit)
Courses in MCCP electives are opportunities for students to
practice with a focus on a particular field or aspect of social
work practice. Examples include Social Work with Involuntary Clients, Ethics, and Domestic Violence.
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. 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 657 AND 658 Diversity and Inequality 1 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 structure,
processes of development, research, and evaluation, and social
work values and ethics in the workplace. The need to work effectively within an organizational context means that social
work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an
understanding of how organizations provide practice opportu-
Graduate Catalog I 74
nities 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 policymaking 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. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675
Both Concentrations
SWK 699 General Elective
Students in both concentrations complete at least one general
elective course 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
• Spirituality in Social Work and Human Services
We also offer short-term electives abroad:
Exploring Human Services in International Settings (examples
include Mexico, Slovenia, Namibia, South Africa, India,
China, and Hong Kong)
SWK 698 Independent Study
Students may propose to complete an independent study proj-
Master of Social Work
ect. Such directed study projects provide the opportunity for a
student to explore a particular area of social work. A faculty
sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent
study may be used to satisfy the general elective requirement.
Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through
the field experience, we expect that students will demonstrate
skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are
essential to successful learning. The foundation of the practice
includes:
• ethical, competent professional practice;
• problem solving within a systems framework and strengths
perspective;
• use of advanced practice theories in Multicultural Clinical
Practice or Program Development, Policy, and Administration settings;
• evaluation of the effectiveness of program or practice activities;
• an understanding of, and respect for, diverse peoples and
cultures;
• responsibility and service to the local and global community in the interest of social justice; and
• 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,
foundation students will spend a minimum of 920 hours in
two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. The foundation practicum is spread over at least two trimesters (fall and
winter) and the concentration practicum is spread over the
entire academic year. Both practica are concurrent with enrollment in fieldwork 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 ad-
vanced standing. Students spend an average of 18 hours per
week during the fall, winter, and spring 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.
Field Practicum Settings
The Augsburg field faculty are committed to the success of
each student in a stimulating and challenging field practicum.
Our current list of approved field sites includes agencies in
the following areas of practice:
• family and children
• child welfare
• mental health
• crisis intervention
• senior resources
• family social policy
• health and human services
• corrections and probation
• public and independent schools
• youth services
• hospitals
• developmental disabilities
• American Indian family services
• chronic and persistent mental illness
• chemical dependency
• court services
• immigrant, migrant, refugee services
• victims of torture
• faith-based social services
• neighborhood services
• legislation advocacy
• housing services
• employment services
• community organizing
• research centers
Dual Degree in Social Work and Theology
(MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis)
Augsburg College I 75
Master of Social Work
and Luther Seminary (St. Paul) offer a dual degree: Master of
Social Work and Master of Arts in theology (MSW/MA). The
dual degree has been approved by both institutions and by the
Council on Social Work Education. If you are interested in
combining a Master of Social Work with a Master of Arts in
theology, we recommend you begin 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
Three primary objectives have been established:
• To educate practitioners in social work and ministry who
can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic
ways.
• To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government
support for those in poverty.
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
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 (fulltime). In the dual degree, Luther Seminary offers nine courses
which can be completed in one year if pursued full-time. The
remaining Luther Seminary course requirements are waived
and replaced by the Augsburg MSW curriculum. At Augsburg,
dual degree students complete the entire MSW curriculum
with the exception of the general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule
and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual
degree program, such as congregational multidisciplinary
teams, nursing home chaplaincy, and social work teams. The
Luther Seminary program and the Augsburg College program
are both full-time; it is not feasible for students to do both
programs simultaneously.
Summary of MSW/MA Theology Dual Degree Requirements
• Luther Seminary full courses: 9
Graduate Catalog I 76
• Augsburg College full courses: 12—advanced standing,
17—foundation (elective is met at Luther)
• MSW field practicum course credit hours: see guidelines
under field practicum
• MSW portfolio or summative evaluation project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of
application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to
one institution does not guarantee admission to the other.
To request the catalog and application materials, you must
contact each program separately. Financial aid is also a separate process.
Dual Degree in Social Work and Business
Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social
work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly
limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year
of study for MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. In
this macro practice concentration, students learn to affect positive change in social service systems through their work with
communities, organizations, and social policy makers.
Prior Augsburg MSW graduates who have completed the necessary PDPA coursework will return to complete the MBA
portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends – Friday evenings,
Saturday mornings, and Saturday afternoons.
Year 3 (12–16 months)
MBA classes meet primarily one night per week. The MBA
program includes a summer term.
Curriculum
• 18 full MSW courses for foundation students or 13 full
MSW courses for advanced standing students
Master of Social Work
• Either 920 hours (foundation) or 500 hours (advanced
standing) MSW field practicum experience
• The MSW summative evaluation project may be accepted
by the MBA program as partial fulfillment of the MBA
project.
• Complete a minimum of 8 MBA courses for students who
completed the MSW degree 2002 and beyond; complete a
minimum of 9 MBA courses for students who completed
the MSW degree prior to 2002
•
•
•
•
statistics course. These courses must be completed prior
to enrollment.
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 (refer to p. 16 for college policy)
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
For more information regarding the MBA coursework required for the MSW/MBA dual degree see page 58.
•
MBA Admission
Admission as an international student
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year.
The GMAT is waived for MSW/MBA dual degree applicants.
MBA application materials include: completed application,
two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program
director. Admission to one program does not guarantee admission to the other.
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission to MSW
The Augsburg College MSW program promotes the widest
possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities
are provided to persons with a range of abilities, backgrounds,
beliefs, and cultures.
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. 14.) Eligible
courses must be from a CSWE-accredited MSW program and
students must have received a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg
College.
Admission with Advanced Standing
• 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
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.
Application Checklist
Academic Policies
The following materials must be submitted to Augsburg’s
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 applications 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,
vocational/technical institutions, and PSEO institutions.
• Liberal arts prerequisite coursework including four
social sciences, three humanities, one biology, and one
Academic Achievement
Listed below are general descriptions for the application
process. Refer to the MSW application documents for details
regarding specific application requirements.
Admission Requirements
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;
Augsburg College I 77
Master of Social Work
• abide by the department’s Standards for Social Work Education and the NASW Code of Ethics.
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the
credits and grades earned the second time are counted in the
grade point average. If a student receives a grade below 2.5 in
a field course, the MSW director will initiate a Level 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 newly-admitted students at our field orientation prior to seeking the field
placement.
Four-Year Limit
All students are required to finish the degree within four years
of matriculation. See page 12 for policy on Continuation of
coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request
a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing.
A leave of absence typically requires a full year away from the
program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration
courses. Students may not enroll in the concentration courses
until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other
individual courses in the MSW curriculum. These are listed in
the MSW Handbook, which is distributed to newly-admitted
students.
Program Costs
In addition to tuition fees, MSW students can expect to purchase textbooks, a campus access permit, and student liability
insurance when in a field placement. There may be additional
fees associated with short-term electives abroad as well.
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
Graduate Catalog I 78
on to the fee-based services. 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
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to
www.cswe.org.)
Gosnell Scholarship Funds
Ten awards ($1,000-$4,000) offered to social work students
interested in working with American Indian/Alaska Native
and Hispanic/Latino populations or in public and voluntary
nonprofit agency settings. Applications due in August (see
www.naswfoundation.org).
Vern Lyons Scholarship
One award ($2,000) offered to students interested in
health/mental health practice and a commitment to the
African American community. Applications due in August
(see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American,
American Indian, Asian, 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
Master of Social Work
the human service field so they may enhance their professional and/or technical skill development. Applications due in
June (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 studentsonly. 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. Contact the Enrollment Center for more
information.
Military Discount
organization, the MSW Forum. The purpose of the forum is to
facilitate communication between social work students and
the social work department, as well as to provide the opportunity for student participation in 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 the student can make a
commitment to attend the meetings and share in the efforts.
The MSW director and MSW program coordinator also serve
on the forum. Other faculty may be invited as permanent
members or as guests.
Past forum members established these guidelines:
• provide an avenue for students to share and discuss ideas
and/or concerns related to the MSW educational experience with the Social Work Department
• encourage constructive dialogue among students, faculty,
and department and College administrators
• make recommendations to the department regarding program improvements
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects
MSW Faculty
Anthony Bibus, III, Professor of Social Work. 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.
(see page 18)
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. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9.
The Augsburg Master of Social Work program is accredited by
the Council on Social Work Education (CSWE).
MSW Forum
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, Associate Professor of Social Work, Field
Education Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of IllinoisChicago.
Annette Gerten, Associate Professor of Social Work, BSW
Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota.
All MSW students are invited to participate in the student-run
Augsburg College I 79
Master of Social Work
Melissa Hensley, Assistant Professor of Social Work. BA,
MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia.
Barbara Lehmann, Associate Professor of Social Work, BSW
Program Director. BA, Knox College; MSW, Tulane University;
PhD, Case Western Reserve University.
Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of
Minnesota; MIA, School of International Training; PhD, University of Arizona.
Glenda Dewberry Rooney, Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota.
Michael Schock, Associate 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 (on leave), Professor of Social Work. BA,
University of Singapore; MSW, University of Pennsylvania;
PhD, University of Minnesota.
Staff
Emily Cronk, Administrative Assistant
Doran Edwards, BSW Assistant Director
Courtney Kocher, Field Assistant
Holley Locher-Stulen, MSW Program Coordinator
Graduate Catalog I 80
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Augsburg College I 81
Augsburg College Board of Regents
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Mark A. Eustis
Anthony Genia ’85, MD
Alex Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
The Rev. Rolf Jacobson
Bishop Craig E. Johnson
Ruth E. Johnson ’74, MD
Eric J. Jolly
Cynthia Jones ’81
Dean Kennedy ’75
Toby Piper LaBelle ’96
LaJune Thomas Lange ’68
André J. Lewis ’73
Jennifer H. Martin
Marie O. McNeff
Paul S. Mueller ’84, MD
Lisa Novotny ’80
Bishop Duane C. Pederson
Paul C. Pribbenow
Stephen Sheppard
Marshall S. Stanton, MD
Philip Styrlund ’79
The Rev. David Tiede
Joan L. Volz ’68
The Rev. Norman W. Wahl ’76
Bonnie Wallace
The Rev. Mark Wilhelm
Graduate Catalog I 82
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2012-2013
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies... Show more
2012-2013
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2012-13
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 Office of
Admissions, the graduate program directors, or the registrar. See the Directory page for e-mail
and telephone contacts to key offices for correspondence or telephone inquiries.
Published 2012
www.augsburg.edu
A Greeting from the President
I am pleased to know of your interest in Augsburg College’s exciting and innovative
graduate programs. You are part of a select and discerning group of professionals who
seek to find a graduate program that combines an excellent curriculum, a values-based
approach to work, a talented and experienced faculty, and program formats that meet
the needs of busy and successful people. Augsburg College’s graduate-level programs
in Business Administration, Education, Leadership, Nursing, Physician Assistant
Studies, and Social Work are distinguished by the opportunities they provide students to
expand decision-making and strategic skills.
Augsburg College is characterized by a strong mission: Augsburg College educates
students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is
committed to intentional diversity in its life and work. An Augsburg education is defined
by excellence in the liberal arts and professional studies, guided by the faith and values
of the Lutheran church, and shaped by its urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational
experience that features an expansive perspective on social responsibility, economic
realities, business initiative, and environmental sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you
find your calling at work and in the world. Augsburg graduate programs are designed to
offer you quality educational experiences, personal attention, and opportunities to
expand your personal and professional talents and skills. We are confident that our
graduates are prepared for leadership in our ever-changing global society, the hallmark
of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
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 economically-sustainable 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,
Barbara A. Farley
Vice President of Academic Affairs and Dean of the College
Lori A. Peterson
Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies
Table of Contents
Greeting from the President
Greeting from the Academic Affairs Office
Directory of Offices and Programs
About Augsburg College
Academic Programs and Policies
Graduate Admissions
Financing Your Education
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
College Information
Maps (Minneapolis and Rochester campuses)
Augsburg Board of Regents
Directory of Offices and Programs
Academic Affairs: 612-330-1024
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
Linden Gawboy, Administrative Assistant
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
mbainfo@augsburg.edu
www.augsburg.edu/mba
Doctor of Nursing Practice (DNP)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
nursing@augsburg.edu
www.augsburg.edu/dnp
Office of Admissions:
612-330-1101 or gradinfo@augsburg.edu
www.augsburg.edu/grad
Bookstore: 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
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Enrollment Center:
612-330-1046, 1-800-458-1721, or
enroll@augsburg.edu
Questions about registration, financial aid,
transcripts, payments, accounts
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Department Chair and Director:
612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
International Student Advising (ISA): 612-3301686 or
http://www.augsburg.edu/isa/
Master of Social Work (MSW)
Lois A. Bosch, Director: 612-330-1633
Holley Locher-Stulen, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu/msw
Master of Social Work and Master of Arts
in Theology (MSW/MA)
Luther Seminary: 651-641-3521
Master of Social Work and Master of
Business Administration (MSW/MBA)
Lois A. Bosch, MSW Director: 612-330-1633
Steven Zitnick, MBA Director: 612-330-1304
Lindell Library: 612-330-1604 or
www.augsburg.edu/library
Public Safety: 612-330-1717 or
security@augsburg.edu
Registrar’s Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Welcome/Information Desk: 612-3300-1000
About 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
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders. The Augsburg experience is supported by an engaged community,
committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and
shaped by our urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the
confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in
September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. A short history of Augsburg
College can be found at www.augsburg.edu/about/history.html
Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:
• Education should have a solid liberal arts core at the graduate level; this focus centers on the ability
to think critically and broadly about the world and the work we do in it;
• An Augsburg education should be preparation for service in community and centers of faith;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve
our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and
global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex
global society.
Degrees Offered
Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional
weekday schedule and a non-traditional weekend and evening schedule. Augsburg offers the
following graduate programs:
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
Master of Social Work
Doctor of Nursing Practice
Dual degrees:
BA in accounting/MA in leadership
Master of Social Work/Master of Business Administration
Master of Social Work/MA in theology, 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 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.
Minneapolis and Rochester Locations
Augsburg’s Minneapolis campus
Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis.
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 theater district just a few blocks away. Convenient bus routes run by the
campus, and two Hiawatha Line light rail stations are just blocks away.
In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at
Bethel Lutheran Church. For maps, directions, and parking information, go to
www.augsburg.edu/about/map.
Augsburg established its branch campus in Rochester, Minn., 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. For more information, go to
www.augsburg.edu/rochester or call the Office of Admissions at 612-330-1101 or the Rochester
program office at 507-288-2886.
Augsburg’s Rochester campus
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.
On the Minneapolis Campus
Admissions Offices
The Office of Admissions is located on the main level of Christensen Center. The Physician Assistant
Studies Program admissions office is located in Anderson Hall.
Augsburg for Adults Office
Augsburg for Adults focuses on adult-centered 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, with admission offices, student lounge and recreational areas, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries,
copy center, and offices for student government and student publications, is the College center and
the hub of campus life.
Food Services
A variety of food options are available both in the Christensen Center and in Oren Gateway Center.
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.
Kennedy Center
This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker
rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices.
Melby Hall
This complex provides facilities for the Health, Physical Education, and Exercise Science Department,
intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s
general auditorium.
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.
Old Main
Home for the Languages and Cross-Cultural 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, the Master of Business Administration program, the Master of Arts in Leadership
program, the Center for Faith and Learning, and the StepUP program. The center also includes
student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café,
classrooms, and the Johnson Conference Center.
Science Hall
Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and
Administration offices are found in Science Hall.
Sverdrup Hall
The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall.
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and
other administrative and faculty offices.
Student Technology Center/TechDesk
The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library,
functions as the initial point of customer contact for the Augsburg Information Technology
Department. The TechDesk staff field requests for computer and media support. Many questions can
be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by
contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the
webpage. Hours are generally business hours during the week and some weekend hours. Current
hours are posted on the website.
AugNet Account
All students receive an AugNet email account. All official correspondence from the College is sent to
this account and students are responsible for checking it. Students also have a secure network folder
on the College’s network that is backed up weekly. The folder is accessible from both on- and offcampus.
Computing
Students have access to more than 250 on-campus computers with their AugNet account. 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 technology- enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops
available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped
with a standard suite of software including Microsoft Office, SPSS, and Internet browsers.
Additionally, a RemoteLab service provides access to campus software to off-campus students. See
the TechDesk website for more information.
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 using WiFi. All of the AugNet online services and several of the registrar’s student
services are available securely on the Inside Augsburg web page, http://inside.augsburg.edu to
students on and off-campus.
Accreditation, Approvals, and Memberships
Augsburg is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
• National Council for the Accreditation of Teacher Education
• Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a
candidate for accreditation)
• Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
• Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full
accredited; the doctoral degree is a candidate for accreditation)
• 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)
• American Association of Higher Education (AAHE)
• American Music Therapy Association, Inc.
• Association of Collegiate Business Schools and Programs (ACBSP)
• Campus Compact
• Council of Independent Colleges (CIC)
• Lutheran Education Council in North America (LECNA)
• National Association of Schools of Music (NASM)
• National Society for Experiential Education (NSEE)
• Physician Assistant Education Association (PAEA)
• Associated Colleges of the Twin Cities (ACTC),
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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.61 to 136A.71. Credits earned at the institution may not transfer to all other
institutions.
Augsburg College Facts and Figures
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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 plurality
of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other
denominations and religions.
Enrollment—4,109 students from 26 countries. Graduate student enrollment is 871.
Alumni—Appox. 24,000 alumni since 1870, including more than 1,200 graduate program alumni.
Student/Faculty ratio—13 to 1
Campus—18 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, DNP
Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin
Cities private college library consortium.
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 and one
doctoral program, plus several dual degrees.
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 III.
Clery Act information
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, gender identity, gender expression,
marital status, status with regard to public assistance, or disability in its education policies, admissions
policies, employment, scholarship and loan programs, athletic and/or school administered programs,
except in those instances where there is a bona fide occupational qualification or to comply with state
or federal law. Augsburg College is committed to providing reasonable accommodations to its
employees and students. (See Physician Assistant Studies for details of its program policy.)
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.
FERPA
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.
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. You must request to review your education records in writing, with your
signature. The College will respond in a reasonable time, but no later than 45 days after receiving the
request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be
inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a
hearing to present evidence that the record should be changed if Augsburg decides not to alter your
education records as you requested.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally
identifiable information contained in your education records, except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission.
One exception which permits disclosure without consent is disclosure to school officials with legitimate
education interests. A school official is a person employed by the College in an administrative,
supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College has contracted (such as an attorney,
auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an
official committee, such as a disciplinary or grievance committee, or assisting another school official
performing his or her tasks. A school official has a legitimate educational interest if the official needs
to review an education record in order to fulfill his or her professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable
information that may be released for any purpose at the discretion of Augsburg College without
notification of the request or disclosure to the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below.
Please consider very carefully the consequences of any decision by you to withhold directory
information. Should you decide to inform Augsburg College not to release Directory Information, any
future request for such information from persons or organizations outside of Augsburg College will be
refused.
“Directory information” includes the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of study;
• The student’s academic class level;
• The student’s enrollment status (FT/HT/LHT);
• The student’s participation in officially recognized activities and sports;
• The student’s degrees and awards received;
• The weight and height of members of athletic teams;
• The student’s dates of attendance;
• The most recent previous educational agency or institution attended by the student; and
• The student’s photograph.
Augsburg College will honor your request to withhold all Directory Information but cannot assume
responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for
honoring your instructions that such information be withheld. The Office of the Registrar must be
notified in writing of your intent to withhold your Directory Information. If the notice is not received by
the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new
student), it will be assumed that all Directory Information may be disclosed for the remainder of the
current academic year. A new notice for withholding disclosure must be completed each academic
year.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S.
Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning
Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be
reported in the letter.
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 official 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.
The numeric grade point definition for Graduate Studies is:
4.0 grade points
Achieves highest standards of excellence
3.5 grade points
Achieves above acceptable standards
3.0 grade points
Meets acceptable standards
2.5 grade points
Meets minimum standards
2.0–0.0 grade points
Unacceptable performance
P
N
V
W
I
X
Represents work at 3.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
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 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.
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 Assistant must consult the PA Program Progression Standards Policy.
Attendance Policy
Attendance and participation are critical to the success of any course. Evaluation of the level and
quality of participation may be incorporated into the course grade. We view attendance as a joint
commitment of both instructors and students to our professional development. Each instructor has the
authority to specify attendance and participation requirements to address the needs of particular
courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students
must notify the professor in advance of any expected absence. In the case of emergency, when prior
notification is not possible, students must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be
automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a
grade for the completion course is submitted by the project adviser. Continuation course 999
maintains students’ active status in the graduate program, including library, AugNet, and parking
privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs
increase) per trimester.
Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course
grade will change from X to N. Students who wish to complete the final project after receiving a failing
grade must meet with the program director to evaluate readmission to the College and program.
Students who are readmitted may need to complete additional course work and will need to pay full
tuition for all additional courses and to repeat the final project course. If/when the final project course
is completed, the new grade would supersede the previous grade.
Students may withdraw from the College, and thus from continuation course 999 and the final project
course, at any point during the continuation period and receive a W notation on the transcript for the
final project course. Following a withdrawal, students are welcome to meet with the program director
to evaluate readmission to the College and program. Students may be subject to additional
coursework.
An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid
threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a
student owes more than the threshold amount, the registrar’s office will not continue to automatically
enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will
inform the student, the program director, and coordinator that the student must pay the account
(including the late fee). At this point coordinators and/or program directors will communicate with the
student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade
change of N. The student also may elect to withdraw from the College. If the grade change has not
been submitted within one term, the program director will submit the grade change of N.
This policy is effective as of September 2010. Students will sign a contract outlining the terms of the
continuation policy, which will be kept on file with the program and in the Office of the Registrar.
Accumulated charges stand for current students, but beginning in fall 2010 students will be charged
$35 per term. The Enrollment Center will work with students, as needed, who are currently in the
continuation phase and who have accumulated a debt higher than the $250 threshold.
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.
Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of
Nursing program, see p. 49.
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 from the College
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most
programs) in two or more terms may be subject to probation or dismissal. A plan for the student to
continue in the program may be worked out with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession,
their program, or the College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the College’s program dismissal appeals
process. Appeals are limited to procedural errors that the student can demonstrate negatively affected
the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the
Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies);
email is not acceptable. The statement must identify each procedural error and state how each error
negatively affected the outcome. The statement of appeal will be the only basis of the student’s
appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar
days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director.
The program must submit a response to the student’s statement of appeal within 15 business days of
the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the
program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies
will send a copy of the program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will
include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one
from programs not named in the appeal: Social Work, Education, Physician Assistant Studies,
Nursing, Business, Leadership). The Program Dismissal Appeals Committee will schedule its hearing
within 15 business days of receipt of the program’s statement of response. The Committee will meet
with the student and a program representative to review the procedures and ask questions of both the
student and the program representative. The student and program representative may each bring a
third party to the review meeting (limited to an Augsburg College faculty member, staff member, or
student). The role of the third party representative is to provide support to the student or the program
representative, not to serve as an advocate during the meeting.
Dropping 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. Normally, independent study may
not be used as a replacement for a standard course offered in the curriculum, with the exception of
the general elective (if approved). A special independent study registration form is required and is
available 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
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)
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 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.
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.
•
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.
•
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 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 III 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.
For a complete copy of the procedures, contact the dean’s office, Academic Affairs.
Graduate Admissions
Admission to Augsburg College
All graduate programs require students to have a bachelor’s degree from a regionally-accredited fouryear 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
www.augsburg.edu/mae
MA, Leadership
www.augsburg.edu/mal
MA, Nursing
www.augsburg.edu/ma_nursing
DNP
www.augsburg/edu/dnp
MBA
www.augsburg.edu/mba
MS, PA Studies
www.augsburg.edu/pa
MSW
www.augsburg.edu/msw
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg College admission requirements, you must provide evidence of a sufficient
command of both written and spoken English to study college courses conducted entirely in English.
Below is a list of the tests and programs Augsburg College accepts as evidence for English
proficiency.
•
•
•
•
TOEFL (http://www.toefl.org/) (Test of English as a Foreign Language) score report of 80 on the
Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections.
(The Augsburg College TOEFL code is 6014.)
IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5.
MELAB (http://www.tsa.umich.edu/eli/testing/melab/) (Michigan English Language Assessment
Battery) score report of 80, and score report must be accompanied by an official letter from the
testing coordinator.
Successful completion of a previous undergraduate or graduate degree at an accredited
college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New
Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be
more than two years old.
Readmission to the College
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).
Admission of International Students
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific
educational or professional objective at an academic institution in the United States that has been
designated by the Department of Homeland Security (DHS) to offer courses of study to such students,
and has been enrolled in SEVIS (Student and Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS.
Status is acquired in one of two ways: 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, or 2) if the student is already in the United
States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and
Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to
Augsburg by following the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program,
prospective F-1 students must also comply with the following:
A. Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the
United States. This evaluation should include the following:
• Analysis of credentials—to determine if your degree is equivalent to an accredited US bachelor’s
degree.
• Course-by-course evaluation—to show your complete course listing with credit values and grades
received for each course.
• Calculation of grade point average—to demonstrate your cumulative grade point average using
the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
• Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World
Education Services at http://wes.org for direction on transcript evaluation.
B. Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources
adequate to meet expenses for the duration of their academic program, which include tuition and fees,
books and supplies, room and board, health insurance, personal expenses, and living expenses for
dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring
agencies, personal funds, or funds from the student’s family. Documentation of scholarships and
fellowships may be in the form of an official award letter from the school or sponsoring agency;
documentation of personal or family funds should be on bank letterhead stationery, or in the form of a
legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial
Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal
permanent resident. All financial documents such as bank statements must be dated within three
months prior to the date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate
health insurance coverage for the duration of their program. International students will be enrolled in
the Augsburg international student plan unless they fill out a waiver verifying proof of coverage
through an alternative provider for the same period.
Financing Your Education
Costs for Graduate Studies
Each academic year the Augsburg Board of Regents reviews costs and makes changes as required.
The College reserves the right to adjust charges should economic conditions necessitate.
For current academic year costs for graduate study, go to the Enrollment Center webpage at
www.augsburg.edu/enroll.
Financing Your Education
Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course
credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is
considered full time. You may be eligible to finance your education through loan programs from the
State of Minnesota or the federal government. You may also select from a variety of payment plans
available each semester or trimester, including a plan for those who receive company tuition
assistance. Financial aid may be used for international programs where credit is offered.
Payment Options
Various payment plans are available:
• Payment in full: Due after registration and before the beginning of the semester/trimester. No
finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid
balance after the start of the term.
• Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you
must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan
requests (either paper or online) must be received and approved by the lender and certified by
Augsburg’s financial aid office, on or before the first day of the term.
Company Reimbursement
An application for the Employer Reimbursement Payment Plan must be filed once each academic
year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is
paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is nonrefundable after the 100% drop date. Final payment on any remaining balance is due 60 days after
the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late
payment fee and are subject to further collection efforts. The student is responsible for payment if the
employer does not pay for any reason.
Sources of Financial Aid
The Enrollment Center assists students in assessing financial aid eligibility and identifying various
sources of aid.
Sponsored Scholarships
Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such
scholarships may enable the participation of individuals with limited financial means as well as
individuals working for volunteer agencies and other organizations not likely to provide tuition
reimbursement. Refer to the program sections or contact the programs for more information.
Military Discount
At Augsburg College, we value the varied professional and academic experiences that our adult
students bring to our campus community and are grateful to those who volunteer to serve in the
military. Augsburg offers a 10% military tuition discount for the following:
•
•
a member of the military currently serving full or part time (any branch)
veteran of any branch of the United States Armed Forces.
The military discount is available only to students in the Weekend and Evening College
undergraduate program and graduate programs. Contact the Office of Admissions or go to
www.augsburg.edu/military for more details.
AmeriCorps Scholarships
AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center
for more details.
Tribal and State Indian Scholarships
American Indian students who meet federal, state, or tribal requirements may apply for these
scholarships. Indian grants generally supplement other sources of financial aid. For assistance in
application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144
or your tribal agency.
Federal and State Aid Programs
The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for
federal and state financial aid programs.
Federal Stafford Loan Program
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of
$138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but cannot exceed the annual loan limits.
Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in
an eligible program leading to a degree or certificate. Repayment may extend up to 10 years.
Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at
least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the
Enrollment Center if you think you are eligible for a deferment.
Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in
selecting the appropriate loan.
To Apply for Financial Aid
Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to
Augsburg as regular students or be returning students in good academic standing to be eligible for
financial aid.
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
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.
For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or www.augsburg.edu/enroll.
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 themes include relationships, reflection and inquiry, diversity and
equity, and leadership. You can read about each theme on the following page, but for the MAE
program, I want to highlight one of the program themes—leadership. As this program theme suggests,
we expect our students to leave our programs as responsive, knowledgeable teachers prepared to
exercise leadership in the classroom and, eventually, the school and community.
Our urban setting provides yet another dimension to our programs through a combination of course
content, field experiences, and classroom instructors. Our goal is that students will leave our
programs as collaborative and capable teachers committed to educating all learners in a diverse and
changing world.
OUR FACULTY
Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct
instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently
teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through
student teaching and field experience supervision, volunteer work, and/or in-service education. We
understand the importance of what we do and what you hope to do. We value good teaching and,
most especially, we value good teachers.
OUR ACCESSIBILITY
We realize that although teaching is your dream, your reality most likely includes work, family, and
personal responsibilities. Because we understand the demands adult students face, we offer flexible
scheduling. A majority of licensure and graduate-level courses are taught in the evenings and
weekends to allow you to manage these responsibilities while pursuing your goals. You will need to
be available during the weekday for the challenge and responsibility of field experiences, but
education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find
yourself among interesting students and dedicated professors who believe that all children deserve a
good, highly qualified teacher—the teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable
teachers committed to educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic interaction among relationships,
reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes
provide lenses through which we filter our practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their
students, colleagues, and community partners by developing learning communities. These nurturing
learning communities provide a safe, trustworthy place where challenging and engaging questions
can be considered. We model the kinds of learning communities that we expect our graduates to
create. We share with our students a learning model that connects content, theory, and practice in an
ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we
embrace and foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing
numerous frameworks through which to filter our experience encourages intentional and thoughtful
inquiry. Through field placements, service learning, generative questions, and classroom experiences,
students and faculty develop their perspectives about teaching and learning. Critical reflection allows
us to examine content, theory, and practice in ways that transform our practice. We think it is
important to understand and learn how to manage the many polarities inherent in the teaching and
learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially
those who for some reason have been marginalized, learn and develop in powerful ways. We
continually reflect on what it means to be a “school in the city.” We recognize that each student is
unique, shaped by culture and experience; therefore, differentiating instruction is essential. The
perspective of multiple intelligences, learning style theory and teaching for understanding help us
differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that
all students can learn. They also have a sense of efficacy and believe that they can help all students
learn.
Leadership
Responsive teachers recognize that becoming a learning leader is a developmental process, which
begins in pre-service education and continues throughout one’s career. Teachers serve as leaders
within the classroom, and with experience, increased confidence, and professional development
become leaders within the school, the district, and the community. Teacher leaders view themselves
as lifelong learners. They become role models committed to their profession as a vocation rather than
a job. Emerging teacher leaders keep student learning at the center of their work while advocating for
instructional innovation, constructivist curricular development, and systemic change.
Master of Arts in Education Conceptual Framework
Teacher leadership is the theme that threads through our graduate licensure and degree completion
program. The Augsburg Education Department believes that teachers are leaders in their classrooms
and should be leaders in their institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate
versions of the combined undergraduate/graduate courses focuses on providing graduate students
the chance to exercise leadership as well as extend their knowledge beyond the basic requirements.
Second, in the degree completion component, students are required to include coursework focused
on leadership and study aspects of leadership as part of their degree program. Third, the final
project—be it an action research, a leadership application project, or the performance assessment
option—gives students the opportunity to study an issue of concern and, supported by research,
define a means for addressing it.
Three Teacher Leadership Aspirations inform our program. They are as follows.
Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher
leaders share knowledge effectively with colleagues. We believe that teacher leaders are
comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with
other generously. They work to build bridges with a full range of colleagues, but they don’t let
recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and
seek it throughout their careers.
Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of
education and community. We believe that teacher leaders see systems and the “big picture” and
are able to put their classrooms, schools, and communities into a broader context. They understand
the link between policies, politics, and education and participate in change efforts at the macro and
micro levels. They seek to work with administrators to establish school and district policy that
improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher
leaders also understand that teaching and learning are dynamic and that change within school
systems is an ever-present phenomenon. They are informed decision-makers predisposed to take on
the challenge of change when they think it benefits students, teachers, and/or community.
Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that
teacher leaders help others not be afraid. They are able to help people to take warranted risks and
step outside their comfort zones. They have the courage to bring people together to see the bigger
picture and then help people get there. Teacher leaders accept both power and accountability. They
understand that responsibility without power diminishes potential for effectiveness. They believe that
accountability is a fair trade for the power to take effective action. They operate from a foundation of
self-efficacy.
Program Overview
The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s
degree program. K-12 initial teaching licenses offered at Augsburg include:
• Elementary education (K-6), with or without a middle school content area endorsement in math,
communication arts, social studies, or science. Also available is the pre-primary endorsement to
the elementary license.
• Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts,
health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics.
* K-12 English as a Second Language
• K-12 Special Education: Emotional and Behavioral Disabilities
• K-12 Special Education: Learning Disabilities
Teachers who are already licensed can work towards the MAE degree through the following four
licensure endorsement options:
* K-12 English as a Second Language
• K-12 Special Education: Emotional and Behavioral Disabilities
• K-12 Special Education: Learning Disabilities
• K-12 Reading
• Pre-Primary
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of
Minnesota for licensure.
The MAE degree is also available without a license but with an education core. See the MAE program
director for details.
Accreditations and Approvals
Augsburg College is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
• National Council for the Accreditation of Teacher Education
Augsburg College is approved by the Minnesota Board of Teaching.
Program Structure
The Master of Arts in Education (MAE) program is made up of a core of education licensure courses
coupled with a degree completion option. Courses in the degree completion phase are drawn from the
Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE
program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open
to students who do not want a teaching license but do want a background in education and
leadership.
The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree
completion option. In addition, several courses at the undergraduate level are required for licensure.
Only courses taken at the graduate level apply towards the MAE degree.
Course Credit
A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter
credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation
of substantial independent study outside of class.
Schedule
The majority of the education courses in the MAE licensure and degree programs are offered through
the weekend schedule. Some education courses and many undergraduate content area courses are
offered on a weekday evening schedule. The MAL degree completion courses are offered primarily
through the weekend schedule. Summer session courses are offered weekdays and weekday
evenings.
The following teaching licenses are available entirely through the weekday evening and weekend
schedule: elementary education, middle school and pre-primary specialty area endorsements, 5-12
social studies, 5-12 communication arts, and K-12 art.
Additional licenses in the following areas are available through a combination of weekday, weekday
evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education,
and physics. For these licenses, the education and degree completion courses are taken during the
weekend and weekday evenings while some if not all of the content area courses are taken during the
weekday.
The weekend schedule is comprised of three trimesters spread from early September through late
June. In general, classes are held every other weekend. The weekday schedule is comprised of two
semesters spread from early September through late April. Classes offered during the weekday meet
one to three times per week. Classes offered jointly between weekday and weekend meet on a
weekly basis in the evening. The official academic calendars can be found at
www.augsburg.edu/registrar.
Curriculum— Teaching Licenses
K-6 Elementary Education
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school
specialty areas of math, science, social studies, and communication arts and in pre-primary can be
pursued along with or separately from the K-6 license. The teaching license and some endorsements
are offered at both undergraduate and graduate levels through a mix of undergraduate courses and
combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and
above) is available to students who already hold a bachelor’s degree and have been admitted to the
MAE program.
All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be
taken at the graduate (500) level and applied toward the MAE degree.
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)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
EED 325/525 K-6 Literacy Methods (1.0)*
To complete the license, the following undergraduate requirements must be completed:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0)* (taken concurrently with EED 325/525)
EED 311
K-6 Methods: Health (.25)
EED 312
K-6 Methods: Physical Education (.25)
EED 336
Advanced Methods in Literacy (.5)*
EED 341
K-6 Methods: Visual Arts (.25)
EED 342
K-6 Methods: Music (.25)
EED 350
K-6 Methods: Math (1.0)*
EED 360
K-6 Methods: Science (1.0)*
EED 370
K-6 Methods: Social Studies (.5)
EED 380
Kindergarten Methods (.5)*
EED 386
Children’s Literature (.5)
EED 481,483 Student Teaching (2.0-3.0)
485, 487
EED 495
TPA and Student Teaching Seminar (.5)
*Field experience hours are required in these courses. Students spend 20 or more hours per term in
field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one
course with field experience is taken in a given term, field experience requirements expand
accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours).
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for licensure depends upon the courses
completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by
Minnesota licensure standards for specific college-level coursework in math, biology, physics, and
earth science for all students seeking elementary licensure. Specific requirements are on file in the
Education Department.
Minnesota licensure standards allow for optional subject area endorsements in communication
arts/literature, social studies, math, and science. The optional pre-primary endorsement is also
available. Specific requirements for these endorsements are on file in the Education Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and
if a grade of C or better was achieved. The Education Department and the content area departments
determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are
used to make these determinations. Courses that are older than five years are judged on a case-bycase basis. Graduate coursework accepted into the licensure program is not automatically accepted
into the MAE degree. The program has limits on the amount and type of courses that are accepted.
Grades of B or better are required for transfer consideration. See the MAE program director for
approval of graduate coursework accepted in transfer.
Elementary Licensure Course Descriptions
HPE 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.
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.
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.
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.: Admission to department or special permission of instructor)
EDC 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.: Admission to department)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will
investigate theories, research, and practices involved in K-6 literacy development and instruction.
Students will also strengthen their own understanding of English grammar and linguistics.
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the kindergarten and elementary
levels. (Prereq.: 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.: Admission to department)
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching techniques and resources for literacy
instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to
department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge
learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: 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.: Admission to department)
EED 336 Advanced Methods in Literacy (.5 course)
The study and use of differentiated assessment and instructional methods to meet literacy learning
needs of a range of students, including students with learning difficulties and first languages other
than English. (Prereq: Admission to department and EED 225 and 325/525)
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.: Admission to department)
EED 342 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten and elementary
levels. (Prereq.: 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.: Admission to department and MPG 3. Math 137
prior to EED 350 is recommended.)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for science at the kindergarten and
elementary levels. Fieldwork experience. (Prereq.: 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.: 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.: Admission to department)
EED 386 Children’s Literature (.5 course)
The study of children’s literature and its uses in the elementary classroom. (Prereq: 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. (Pre-req.: passing scores for MTLE
Basic Skills tests)
EED 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
Preprimary Endorsement for Elementary Licensure
This endorsement can be added to a K-6 elementary license. Required courses include the following:
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.)
ECE 345/545
Foundations of Preprimary Education
ECE 346/546
Learning environments for Preprimary Aged Children
ECE 347/547
Immersion and Teaching Competence
ECE 488
Preprimary Student Teaching
Preprimary Endorsement Course Descriptions
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, and admission to department)
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; admission to department)
ECE 347/547 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 selfevaluation 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
One course of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing
scores for MTLE Basic Skills tests.
K-12 and 5-12 Secondary Education
K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and
undergraduate coursework. K-12 licenses prepare teachers to teach a content area across
elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at
the middle and high school levels. Graduate-level licensure coursework (500 and above) is available
to students who already hold a bachelor’s degree and meet MAE admissions criteria.
The following content area 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. Education courses for these licenses are
also taken during weekends and weekday evenings.
The following content area majors are offered primarily or entirely through the weekday program:
biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking
licensure in any of these areas typically will need to take additional content courses in the weekday
schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of
adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science
license without the 9–12 license. Education courses for these licenses are taken during weekends
and weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses
must be taken for licensure; four to six of them also may be taken at the graduate level and applied
toward the master’s degree in education.
EDC 200/522 Orientation to Education (1.0)*
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)*
EDC 490/580 School and Society (1.0)
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,
Student Teaching (2.0-3.0)
483, 485
ESE 495
TPA and Student Teaching Seminar (.5)
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and
education-related settings is required prior to student teaching. Students spend approximately 20
hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses.
Students who have majored in a field in which we offer licensure must have their previous coursework
evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota
licensure standards are generally required, even with a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota
licensure standards and if a grade of C or better was achieved. Coursework older than five years is
judged on a case-by-case basis. Specific course requirements for each content area are on file in the
Education Department.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE
degree program. See the MAE program director for approval to use graduate level transfer courses in
the degree program.
Secondary 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.
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.
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.
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.: Admission to department or special permission of instructor)
EDC 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.: 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. Fieldwork experience. (Prereq.: Admission to
department).
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota
Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive
to learning. Fieldwork experience. (Prereq: 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. ESE 311 Middle School Methods: Social Studies
(.5) is taught concurrently with ESE 310 and is required for the middle school social studies
endorsement. Fieldwork experience. (Prereq.: 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. ESE 331 Middle School Methods: Mathematics is taught
concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork
experience. (Prereq.: 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. ESE 341 Middle School Methods: Science is
taught concurrently with ESE 340 and is required for the middle school science endorsement.
Fieldwork experience. (Prereq.: Admission to department)
ESE 350 K–12 Methods: Literature and Media Literacy
Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and
high schools. Emphasis on instructional strategies and curriculum development. Fieldwork
experience. (Prereq.: 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. (Prereq.: Admission to department)
ESE 360 K–12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and
curriculum development. Fieldwork experience. (Prereq.: 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.: 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 three courses. Student teaching occurs upon
satisfactory completion of licensure coursework. (Pre-req.: passing scores for MTLE Basic Skills tests)
ESE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
Special Education
There are two licensure options in the K–12 Special Education program: emotional/behavioral
disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special
education programs and positions; many students get licensure in both.
The MAE program with licensure in special education is based on an innovative internship model that
allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education
field experience requirements while they work. Students not employed in these settings are expected
to complete a significant number of volunteer hours in special education settings. All must complete
field placements or student teaching in EBD and/or LD classrooms across elementary, middle school,
and high school. Specific information on field experience requirements is available from the Education
Department.
Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure
program in Special Education: EBD/LD is designed and taught from an American Indian perspective.
It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face
and partly online) cohort program. The licensure courses can be applied towards the MAE degree.
See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more
information. The course descriptions are
included below.
The EBD/LD licensure programs are offered through the weekend trimester schedule. The
Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule.
Special Education Licensure Requirements (These requirements are changing during
2012-13. The new requirements will be in place by Winter 2013, pending approvals. See
the Education Department for updates.)
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
EDC 206/566
EDC 310/533
EDC 410/544
EED 325/525
SPE 400/500
SPE 410/510
SPE 420/520
SPE 430/530
SPE 490/540
Orientation to Education (1.0)*
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0)*
Learners with Special Needs (1.0)*
K–6 Literacy Methods (1.0)*
Teaching Students with Emotional/Behavioral Disabilities (1.0)**
Implementing Assessment Strategies (1.0)**
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices (1.0)**
Parent and Professional Planning (1.0)**
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 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0 course)* (taken concurrently with EED 325/525)
EED 350
K–6 Methods: Math*
EED 360
K–6 Methods: Science*
SPE 315
Special Education Critical Issues Seminar (.5)
SPE 481,483 Student Teaching (2.0)
485, 487
SPE 495
TPA and Student Teaching Seminar (.5)
*Ten to 20 hours of field experience required as part of this course.
**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.
This program is built on an inclusive education model. Under this model, students learn how to work
closely with both special and general educators to facilitate inclusion
of special education students into the regular education classroom.
Licensure Requirements—EBD/LD–Naadamaadiwin Special Education
Tribal Cohort
This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially
face to face and partially online. Courses are available only to those admitted to the special education
tribal cohort program.
SPE 501
Historical and Contemporary Issues in American Indian Education
SPE 503
Assessment of American Indian Learners
SPE 504
Working with American Indian Families and Communities
SPE 505
The Manifestation of Multigenerational Trauma and Internalized Oppression
SPE 506
Indigenous Learners
SPE 507
Indigenous Methods of Instruction: Practical Application
SPE 508
Professional Issues and Development (.5 course credit)
SPE 509
Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483, Student Teaching (1.0–2.0)
485, 487
SPE 495
TPA and Student Teaching Seminar (.5)
Special Education Licensure Course Descriptions
HPE 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.
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.
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.
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.: Admission to department or special permission of instructor)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will
investigate theories, research, and practices involved in K-6 literacy development and instruction.
Students will also strengthen their own understanding of English grammar and linguistics.
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching techniques and resources for literacy
instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to
department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge
learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: 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.: Admission to department and MPG 3. Math 137
prior to EED 350 is recommended.)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for science at the kindergarten and
elementary levels. Fieldwork experience. (Prereq.: Admission to department)
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. (Prereq: Admission to
department.)
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: Admission to department)
SPE 501 Historical and Contemporary Issues in American Indian Education
This course examines foundational aspects of teaching and learning as they relate to education. It will
investigate educational history, philosophy as well as models of teaching and learning. A major focus
will be to examine past and present educational experiences of American Indian people in the U.S.
Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will
also be introduced. (Prereq: Admission to the Naadamaadiwin program)
SPE 502 American Indians and Special Education
This course will explore disability awareness in traditional and contemporary native culture, exploring
historical and contemporary issues effecting students with disabilities and focusing specifically on
American Indian students in special education. It will provide an overview of special education in U.S.
culture including relevant laws, theories, and sociological concepts as they relate to disability. It will
also examine the high incidence of American Indians in special education including fetal alcohol
syndrome (FAS), autism, and biological and environmental conditions. A field component will
accompany this course. (Prereq: Admission to the Naadamaadiwin program; admission to the
department)
SPE 503 Assessment of American Indian Learners
This course will examine the cultural bias and discrimination issues with mainstream educational
systems, providing alternative assessments appropriate with native populations. It will also identify
differences in assessment tools and strategies, native student learning and best practices in
assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will
be examined, and approaches for compensation will be developed. A field component will accompany
this course. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 504 Working with American Indian Families and Communities
This course will examine techniques appropriate for working with American Indian families, extended
families, professionals, paraprofessionals, and the community when planning and implementing IEPs
and transitions for American Indian students with special needs. Skills and strategies to build
partnerships to work within and among Native families and communities to best meet the needs of the
student will also be addressed. A field component will accompany this course. (Prereq: Admission to
the Naadamaadiwin program: admission to department)
SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression
This course will focus on how multigenerational trauma and internalized oppression manifests itself in
families, communities, schools, and student learning. It will examine and explore strategies that
provide practical skills and tools to mitigate these effects. Disability categories such as Emotional
Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD),
and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American
Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program: admission to department)
SPE 506 Indigenous Learners
This course will identify best practices in American Indian education incorporating culturally
appropriate methods and materials for students in special education. It will also explore cultural
differences in learning and behavioral practices, community and environment variables, examining the
high incidence of American Indian students in special education, cultural misunderstandings that
impede placement, services and diagnosis. A field component will accompany this course. (Prereq:
Admission to the Naadamaadiwin program: admission to department)
SPE 507 Indigenous Methods of Instruction: Practical Application
Current best practices in American Indian education will provide students with hands on skills and
strategies for curriculum development including unit planning, lesson planning, and individualization.
Various models of instruction for teaching students including the development of intervention plans
that are culturally, academically, and socially appropriate based on assessment and observation to
meet the needs of American Indian special education students. A field component will accompany this
course. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 508 Professional Issues and Development (.5 course credit)
This course will focus on professional development and integrity in teaching. It will examine current
issues and ethical dilemmas in the fields of special education/American Indian education.
Documentation, reflection, synthesis of learning and the development of a professional portfolio will be
the main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities
This course is designed to provide the special education teacher with an understanding of the
complex developmental process of reading skills for K-12 American Indian students with special
learning needs. We will consider ways in which reading disabilities develop among American Indian
students. In this course, we will study complex developmental behavior influenced by factors such as
phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation.
This course will also include investigation of best practices in reading assessment and instruction for
American Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin
program; admission to the department)
SPE 410/510 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:
Admission to department)
SPE 420/520 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: Admission to 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: Admission to department).
SPE 430/530 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: Admission to department)
SPE 434/534 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: Admission to the department).
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: Admission to department).
SPE 481, 483, 485, 487 Student Teaching (2.0)
Two courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing
scores for MTLE Basic Skills tests)
SPE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
K-12 English as a Second Language (ESL) License
The K-12 English as a Second Language license is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for
whom English is a second language across a range of subject areas. The K-12 ESL licensure
program is comprised of both undergraduate and graduate courses; up to six of the graduate courses
can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above)
is available to students who already hold a bachelor’s degree and have been admitted to the MAE
program. A pre-requisite to program admissions is two years of high school level or one year of
college level language instruction.
The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to
face and online instruction. Classes are offered during the academic year in the weekend trimester
framework and during summer session to make them accessible to working adults. This license is
also offered as an undergraduate major to weekend college students seeking a baccalaureate
degree.
The following requirements are offered at both the undergraduate and graduate level. All courses
must be taken for licensure, and up to 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/MN American Indians (1.0)
EDC 310/533
Learning and Development (1.0)*
EDC 410/544
Learners with Special Needs (1.0)*
EED 325/525
K-6 Literacy Methods and non-credit Field Experience (EED 326) (1.0)*
ESL 330/510
History and Structure of English (1.0)
ESL 340/520
ESL Literacy (1.0)*
ESL 490/530
Language, Culture, and Schools (1.0)
ESL 420/540
ESL Methods (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)*
ESL 310
Second Language Acquisition (.5)
ESL 320
Introduction to Linguistics (.5)
ESL 410
ESL Testing and Evaluation (.5)
ESL 481, 483, 485 Student Teaching (3.0)
ESL 495
TPA and Student Teaching Seminar (.5)
*This course has a 20 hour field experience attached to it.
English as a Second Language Licensure Course Descriptions
HPE 115 Chemical Dependency
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
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical
foundations of the American school system. Urban fieldwork experience.
EDC 206/566 Diversity/MN 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 Education Technology
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
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is
placed on classroom applications. Fieldwork experience.
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.: Admission to department or special permission of instructor)
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching techniques and resources for literacy
instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to
department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge
learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to
department)
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota
Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive
to learning. Fieldwork experience. (Prereq: Admission to department.
ESL 310 Second Language Acquisition
This course provides examines the process of acquiring an additional language.
Multiple
theories of
second language acquisition, the differences between first and second language acquisition, and
recent work in neurolinguistics will be examined. The class is designed for people who plan to teach;
thus, attention will be paid to the implications of research for language instruction. (Pre-req:
Admission to the Education Department)
ESL 320 Introduction to Linguistics
This course addresses three central goals of language study: 1.) Understanding “grammar” as a
human capacity that allows us to learn, use, and understand language; 2.) Understanding the
structure of language and the components of language study; and 3.) Describing features of the
English language: its sound system, its word formation processes, its sentence structures, and its
rules for meaning. (Pre-req: Admission to the Education Department)
ESL 330/510 History and Structure of English
This course provides a thorough study of English grammar. Intended for future ESL teachers, the
course focuses on developing students’ ability to describe language and effectively teach language
structures. The history and development of the English language and the phenomenon of language
change will also be covered. (Pre-req: Admission to the Education Department)
ESL 340/520 ESL Literacy
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies
for planning and implementing literacy instruction for English Language Learners. The interaction of
language learning and literacy, first language literacy, biliteracy, and literacy assessment will all be
explored. This course includes a 20 hour field experience. (Pre-req: Admission to the Education
Department)
ESL 410 ESL Testing and Evaluation
This course provides an overview of procedures and instruments used in identifying and
assessing English language learners. State and national policies regarding ELL assessment
will be covered. Current uses of standardized language proficiency tests and academic
content tests will be discussed. The class also examines classroom and authentic assessment
practices and seeks to build teacher skill in these areas. (Pre-req: Admission to the Education
Department)
ESL 420/540 ESL Methods
This course provides an overview of English as a second language teaching methods and materials,
focusing on preparing students to design and teach standards-based ESL lessons and curriculum
units. The basic principles underlying ESL pedagogy, current ESL trends, and techniques for teaching
students at different levels will be examined. This course includes a 20 hour field experience. (Prereq: Admission to the Education Department)
ESL 490/530 Language, Culture, and Schools
This course explores the relationships between language, culture, schools and society, and the way
that these relationships impact the school experience of language minority students. The course
provides an introduction to the study of sociolinguistics and examines how educators can best create
school environments that serve the needs of their English learners. (Pre-req: Admission to the
Education Department)
ESL 481, 483, 485 Student Teaching
Three courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.:
passing scores for MTLE Basic Skills tests)
ESL 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
K-12 Reading Teacher Endorsement
The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to
expand their knowledge and practices in the area of reading instruction and potentially provide
leadership within schools and districts in 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.
The K-12 Reading Teacher Endorsement program is offered in a hybrid format which means that
courses are a mix of face to face and online instruction. Classes are offered during summer sessions
and within the semester framework (face-to-face classes on Saturdays) during the academic year.
The endorsement program is designed to be completed within 12 months in a cohort model. Field
experiences at elementary, middle school and high school levels are required; student teaching is not
required.
Required courses include:
EDC 500 Reading Leadership in the K-12 Schools (.5)
EDC 506 Reading Leadership, Literature, and New Literacies (1.0)
EDC 515 Reading Theory and Research (1.0)*
EDC 535 Assessment and Instruction with Elementary Readers (1.0)*
EDC 545 Assessment and Instruction with Middle and High School Readers (1.0)*
*Field experience required
K-12 Reading Teacher Endorsement Course Descriptions
EDC 500 Reading Leadership in the K-12 Schools (.5)
In this course students are introduced to the leadership roles in literacy education and provided time
and space to specifically focus on themselves as readers and as teachers of reading. This course is
intended to promote a culture of reading among all who are preparing to be reading leaders.
EDC 506 Reading Leadership, Literature, and New Literacie
Throughout this course, students explore children’s and young adult literature as well as new forms of
digital literacies. (Pre-req.: EDC 500 and department admissions)
EDC 515 Reading Theory and Research
Throughout this course, reading leaders will investigate a wide range of reading research and theory,
and explore how theory and research support reading assessment and instruction in a K-12 setting.
Field experience required. (Pre-req.: EDC 500 and department admissions)
EDC 535 Assessment and Instruction with Elementary Readers
During this course, reading leaders will investigate the reading process, the link between assessment
and instruction, and reading strategies that support and sustain reading of emergent to early readers.
Field experience required. (Pre-req.: EDC 500 and department admission)
EDC 545 Assessment and Instruction with Middle and High School Readers
During this course, reading leaders will explore current methods, theories and materials used with
transitional readers in content area instruction; the link between assessment and instruction; and
reading strategies that support and sustain reading of middle and high school learners. Field
experience required. (Pre-req.: EDC 500 and department admission)
Student Teaching
Students are required to complete student teaching for initial and additional licenses (unless otherwise
indicated). In the MAE program, student teaching is generally completed before finishing the degree.
Students can apply for licensure at this point and finish the degree later. Student teaching for
elementary 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 a .5 credit TPA and student
teaching seminar. They meet at Augsburg College for student teaching seminars several times during
the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and
Rochester. However, students do have the opportunity to student teach abroad, where students
complete a 10-week student teaching experience in the metro area and then complete another
student teaching experience abroad. Opportunities to teach abroad are available around the world,
and it is a wonderful way to build a global perspective in education. Additional information is available
through the Education Department.
Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those
who already hold a license. For students who are working in an EBD or LD setting, a student teaching
placement at that site may be possible, pending district approval. Additional information is available
through the Education Department.
Student teaching for ESL is 14 weeks in length and requires two placements, elementary and
secondary. A single seven week placement is required for those who already hold a license. See the
Education Department for more information.
Student teaching is required for the preprimary endorsement. See the Education Department for more
information.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure program. This coursework forms the
Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure
courses fulfilling master’s requirements. Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional Master of Arts in Leadership (ML) or
education graduate courses to reach the total number of required courses.
To complete the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option
This degree completion option requires a minimum of 3.0 courses: a Master of Arts in Leadership
(ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research
courses guide the student through completion of a long-term action research project, typically
conducted in the student’s classroom and focused on a question or concern identified by the student.
The research is presented at an action research symposium and a formal written report of the
research is placed in Lindell Library. The action research project is designed to be completed within
three trimesters. Additional terms are available through continuing registration.
Leadership Application Project (LAP) Degree Completion Option
This degree completion option requires a minimum of 3.0 courses: an ML elective, EDC/ML 514
Research Methods–Education focus or ML 514 Research Methods and EDC 585 Leadership
Application Project. Students electing this degree completion option do so because they are
interested in developing an educational product that meets an identified need or because they are
interested in conducting an independent research project with the assistance of a faculty adviser. To
be successful in this option, students must be self-directed and able to maintain momentum without
the structure of an actual course. The goal for the project varies, depending on the type of LAP. There
are two options within the LAP.
• The goal for those developing an educational product is to identify an issue or problem related to
their practice, and after researching available literature, develop a solution to the problem or issue.
The solution might be developed in the form of a curriculum, a workshop, a set of informational
materials, a website, an article for publication or other appropriate educational product.
• The goal for those conducting independent research is also to identify an issue or problem to
investigate; but in this case, the investigation is through an independent research project. For
those conducting independent research, it is especially important to have a clear vision in mind for
the research and have an adviser who is willing to provide support throughout the project.
Students need a research background beyond what is provided within the MAE program to be
successful with this option.
Both options are completed through a final oral presentation and placement of the final paper in the
Lindell Library.
Performance Assessment/Teacher Leadership Degree Completion Option
This degree completion option requires a minimum of the following 4.0 courses:
• Choose one ML leadership-focused course: ML 510 Visions of Leadership when taught with an
emphasis on leadership rather than literature, ML 531 Dynamics of Change, ML 535
Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545
Decision Making and Leadership, or ML 565 Women and Leadership Additional courses, as
developed, may also be used.
• EDC 570
Teacher Leadership
EDC/ML 514 Research Methods–Education focus. (ML 514 can be substituted if
necessary)
• EDC 594
Performance Assessment/Teacher Leadership
Students electing this degree completion option do so because they are especially interested in
considering leadership within the context of education and themselves as potential change agents.
Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in
Education program is also offered in Rochester. Licenses are available in elementary education and
special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church
in Rochester. Beginning Summer 2012, the Performance Assessment degree completion option is
offered at the Rochester campus.
Elementary education
The K-6 elementary education license allows students to teach in grade K–6. Augsburg College offers
this license at the graduate level to students who already hold a bachelor’s degree and meet
admissions requirements. Courses for this license are available in Rochester.
Special education
The K–12 Emotional Behavioral Disorder/Learning Disability program is designed for students
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.
Graduate Degree Completion Course Descriptions
EDC 570 Teacher Leadership
This course will explore generative questions about leadership, change, and our own paradigms,
visions, and values. Questions like the following are at the heart of this course: What does it mean to
you to be a teacher leader? What do teacher leaders do? How does one become a teacher leader?
What are the ways in which teachers can take leadership? What are the skills and tools of teacher
leadership? How do we bring about change? Who am I as a leader?
EDC 585 Leadership Application Project (LAP)
The leadership application project is either a research-based study or a curriculum-based project that
links issues of leadership and education with the degree candidate’s personal interests. The character
of the project will vary with the nature of the investigation, but will always be application oriented. The
central component of the LAP is the demonstration of leadership ability through a concrete project
appropriate to the candidate’s workplace or place of service. P/N grading.
EDC 592 Action Research 1
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.
EDC 593 Action Research 2
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. P/N grading.
EDC 594 Performance Assessment/Teacher Leadership
This performance assessment course will require the students to integrate their knowledge about
leadership, their sense of themselves as education leaders, and their understanding of a specific
teaching/learning problem into a solution to the problem and a process for change. P/N grading.
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. EDC 514/ML 514 Research
Methods–Education focus will place more emphasis on reviewing existing literature and less
emphasis on designing an independent research proposal.
MAL Elective Courses
At least one elective must be taken from the Master of Arts in Leadership courses. The following are
recommended, but others may also be used. Course descriptions can be found in the MAL portion of
the graduate catalog.
ML 510
ML 511
ML 520
ML 530
ML 531
ML 545
ML 550
ML 560
ML 565
Visions of Leadership: A Historical and Literary Journey
Creativity and the Problem-Solving Process
Self-Identity, Values, and Personal Growth
Ethics in Communication
The Dynamics of Change
Decision Making and Leadership
Communication, Decision Making, and Technology
Developing a Multicultural Perspective
Women and Leadership
ML 599
Special Topics (as appropriate)
Admission to MAE
Admission Requirements
Students admitted into the MAE licensure and degree programs must have:
• bachelor’s degree from a regionally-accredited four-year institution
• cumulative grade point average of 3.0 or higher (required for full admission for the graduate
licensure option and degree program). Students with a cumulative grade point average of 2.5–
2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the
MAE degree completion program, these students must have a 3.0 or better Augsburg GPA.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
• Completed application form— http://www.augsburg.edu/admissions/mae/admissions/
• $35 non-refundable application fee
• Personal summary outlining your tentative educational objectives and reasons for wanting to
attend Augsburg
• Official academic transcripts from all previously attended post-secondary institutions (including
colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the
admissions office.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the
additional requirements outlined in Admission of International Students.
Transfer Policy
Acceptance of previous education coursework completed at institutions other than Augsburg College
is limited. Most courses that have not been completed in the last seven years are considered to be too
old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533
Learning and Development, EDC 220 Education Technology, and ESE 3XX K–12/5–12 Special
Methods in Content Area are courses which may have a shorter acceptance time frame. Additional
information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed
as part of the admissions process. Education coursework is evaluated by the Education Department.
For secondary licenses, content area coursework is evaluated by the content area department. This
process is initiated as part of the admissions process. Generally, the requirement is that two or more
classes in the content area must be taken at Augsburg, even with an undergraduate major in the field.
In all cases, previous undergraduate courses must have received a grade of C or better to be eligible
for transfer. Previous graduate coursework must have received a grade of B or better to be
considered. Content area departments determine when courses are too old to be counted towards
licensure.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants are notified by the admissions office of
the admission decision, usually within one to two weeks after the application file is complete.
Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE
program; however, these applicants can be reconsidered when additional undergraduate coursework
raises the cumulative GPA to 2.5 or above. An exception to this occurs when the applicant has
completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances,
the applicant can be considered for full admission into the MAE degree and licensure programs.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically,
first-term registration occurs with intake advising. After the first term, students generally are able to
register online through Records and Registration. All students are assigned an Education Department
adviser early in the first trimester of courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students may take designated courses in
education and content areas. 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.
Academic Achievement
Conditionally-admitted MAE students are expected to achieve a 3.0 or better GPA in a minimum of
2.0 courses. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to
complete the license but are not eligible for the degree.
Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both
license and degree completion.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be
admitted to the degree completion component of the MAE degree. Students who are ready to begin
the degree completion component must file an Intent to Complete form (available through the MAE
coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to
determine the completed courses that apply to the degree and the courses that remain.
Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise
their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5
in any graduate course required for licensure are expected to repeat the course as soon as possible
and raise the grade to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior to student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of College
policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of
established department procedures described in the Education Department Handbook available
through the Education Department. Students have the right to appeal dismissal from the licensure
program on the grounds of procedural error, using the College’s program dismissal appeals process.
Information about the program dismissal appeals process is available in the Augsburg Student Guide.
Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA.
Students have the right to use the College’s academic grievance procedure as they feel necessary.
The full academic grievance policy is available in the Augsburg Student Guide.
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are
conducted within a service-learning framework, providing service to the school and classroom while
also providing students opportunities for focused reflection linked back to course objectives. In
general, students should plan for a minimum of 20 hours field experience per term. When multiple
courses with field experience are taken in the same term, the requirements expand accordingly.
Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn
from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education
Department files and used in decisions regarding progress through the program and student teaching.
A full description of field experience requirements are available in the Education Department
Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for three terms are withdrawn from the MAE
program. To be readmitted to the College and the MAE program, students file a Readmission form
through the registrar’s office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon
admission to the department, as well as liability insurance at the student rate during student teaching
and the cost of a background check for licensure and, possibly, field experience. In addition, optional
international travel courses have associated costs above and beyond the charge for tuition.
MAE/Full-time Education Department
Full Time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside
College; PhD, Colorado State 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, LutherNorthwestern Theological Seminary; PhD, University of Minnesota.
Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Dennis Greseth, Instructor of Education. BA, MS, Winona State University.
Ann Grugel, Assistant Professor of Education. BA, St. Olaf College; MS, PhD,University of
Wisconsin-Madison.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of
Wisconsin-River Falls; PhD, University of Minnesota.
Anne Kaufman, Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis
University; PhD University of Minnesota.
Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline
University.
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.
Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of
Minnesota.
Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State
University; EdD Illinois State University.
Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University;
PhD University of Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia
Southwestern College.
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
MAL Mission
The primary purpose of the Master of Arts in Leadership (MAL) 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.
The Augsburg leadership development model provides a framework through which the program
recruits its students and develops their skills.
Program Overview
The study of leadership is central to Augsburg College. The College mission statement says,
“Augsburg College educates students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg.
The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg
difference.”
MAL is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and
launched in 1987, MAL is celebrating its 25th year in 2012-2013. It is Augsburg’s oldest graduate
degree and one of the oldest leadership graduate degrees in the United States. The program
responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL
has a deep theoretical base in leadership studies, yet also offers its students practical approaches to
leadership that can be applied in the workplace and society.
Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working adults, the MAL program is based on the
assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated
individuals seeking a balance of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for discussion and dialogue.
The program features classes taught by faculty from multiple disciplines and offers a choice of two
formats to allow students to choose the option that works best for them. Both formats offer a
combination of classroom and online learning styles in different proportions. The classic classroom
format emphasizes face-to-face instruction augmented by online work. The integrated hybrid
format combines online and intensive learning experiences with occasional sessions in a traditional
classroom setting.
Community of Learners
Essential to the goals of the MAL program is participation in a community of learners. 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.
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, which serve as specific
outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess,
promote, enhance, and refine these capabilities within the individual.
Two Convenient Formats: Classic Classroom and Integrated Hybrid
Cohort
Classic Classroom Format
An emphasis on face-to-face learning
Overview
For more than 25 years, our classic classroom format has featured a flexible choice model that allows
students to select courses and a completion option that focus on individual goals, interests, and
learning style. Students can also determine the pace at which they move through the program. This
format offers numerous electives and allows for individualized studies. Courses are organized as
seminars with the opportunity for discussion and dialogue. Some online work is incorporated into this
format.
Schedule
During the academic year, classes usually meet every other Saturday morning or afternoon for four
hours. Seven Saturday sessions are included in one trimester. Some select classes meet on Monday
evenings. Students can take a combination of Saturday and Monday courses. Following this model,
students can complete six courses during the academic year and a seventh during a summer session.
A sample class schedule in the classic classroom format:
Period I
Saturday
8 a.m. to noon
Period II
Saturday
1 p.m. to 5 p.m.
Period III
Monday
6 p.m. to 10 p.m.
Note: Each class taken commits a student to either Period I, Period II, or Period III, an average of two
meetings a month. A few courses are taught on an immersion model, which features fewer but longer
sessions.
Augsburg College has a summer session. The MAL program usually offers several classes during the
summer; the courses are five weeks in duration, meeting normally two nights a week, except for
special immersion courses.
Curriculum
Four core courses:
Visions of Leadership
Research Methods
Two courses related to the final project
Seven electives, selected from more than 20 offerings
Final Project Options for the Classic Classroom Format
For non-cohort students there are three ways to complete the final project option in the MAL degree
(Plans A, B, and C). All final projects are taken on a Pass/No Pass basis.
In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11
courses, including a thesis or a major leadership application project. In the Non-Thesis Option (Plan
B), students must complete 11 courses, two major papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete 11 courses, 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 research-based study gives the
student an 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 are given a continuation period of up to 15 terms to complete the project.
During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy in the Academic Programs and Policies section.
Plan B: 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 and Non-Thesis Project
Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project.
During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy in the Academic Programs and Policies section.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a
comprehensive exam seminar (ML 589). This course must be taken as the last course in the program.
This course is taken on a pass/fail basis, and when the course and the oral, written, and take-home
examinations are successfully completed, the program requirements are satisfied.
Core courses for the thesis/LAP option (Plan A):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II
Core courses for non-thesis option (Plan B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
ML 580
ML 597
Research Methods
Colloquium on Contemporary Theories of Leadership
Non-Thesis Independent Project
Core courses for the comprehensive exam seminar (Plan C):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of Leadership
ML 589
Comprehensive Exam Seminar
Core courses for the cohort final project program
Elective courses for ALL Classic Classroom options
(at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list. All
courses are 1.0 course credit (4 semester credits):
ML 511
Creativity and the Problem-Solving Process
ML 513
Creating a Compelling Literature Review
ML 520
Self-Identity, Values, and Personal Growth
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organization Theory and Leadership
ML 536
Facilitating Organizational Change
ML 538
Communication Skills for Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 553
Design and Leadership
ML 557
Language of Leadership
ML 558
Leadership and Science
ML 560
Developing a Multicultural Perspective
ML 562
Global Multiculturalism, World Religions, and Leadership
ML 563
Leadership in a Global Society
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 570
Negotiation
ML 574
Strategic Leadership
ML 577
Universal Responsibility and Leadership: A Nicaraguan Experience
ML 580
Colloquium on Contemporary Theories of Leadership (elective for Plan A)
ML 598
Independent Study (special permission required)
ML 599
Topics: special courses offered only once or twice
Integrated Hybrid Cohort Format
A combination of online, classroom, and experiential learning
Overview
The integrated hybrid model is completed in two years with a combination of intensive face-to-face
sessions and online coursework. Students complete the program with a cohort of peers representing
many different perspectives. Students learn from each other and build relationships that will provide
support throughout the program and a valuable network for the future.
Schedule
After starting with a five-day summer experience, classes meet on a trimester schedule September
through mid-June (fall, winter, and spring trimesters). Coursework will be online and supported by
three on-campus class sessions per term.
Curriculum
ML 510
ML 512
ML 514
ML 520
ML 523
ML 553
ML 563
ML 574
ML 580
ML 588
ML 599
Visions of Leadership
Responsible Leadership for the 21st Century (Intensive)
Research Methods
Self-Identity, Values, and Personal Growth
Leading Authentically
Design and Leadership
Leadership in a Global Society
Strategic Leadership
Colloquium of Contemporary Theories of Leadership
Final Action Research Project
Mid-point Augsburg Signature Experience (Intensive)
Core courses for the Integrated Hybrid Cohort format
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of Leadership
ML 588
Final Project Seminar: Action Research
In addition, a sequenced list of electives is prepared for each cohort. In the cohort program, students
complete 11 courses, including an action research final project seminar (Plan D).
Final Project for the Integrated Hybrid Cohort Format: Plan D
The Integrated Hybrid Cohort format includes a final seminar in which each student prepares an
action research project during the course of one trimester (Plan D). For Classic Classroom students
there are three ways to complete the final project option in the MAL degree: Plan A, B, or C ( See
section above, Final Project Options for the Classic Classroom Format.) Plan D is comparable to Plan
B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of
Leadership as prerequisites to ML 588 Final Project Seminar: Action Research. ML 588 is taken on a
Pass/No Pass basis.
Course Descriptions for Both MAL Formats
Each 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, debate, written and oral presentations, and group
activity. These techniques develop targeted leadership abilities and understanding. Students are
encouraged to see abilities and understandings as cross-disciplinary and to view content areas as
integrated. The program reflects the view that the world in which we operate is complex, and that
dealing with it successfully requires well-developed integrative abilities.
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 512 Responsible Leadership for the 21st Century
The Augsburg mission statement sets forth the goal of educating students to be responsible leaders.
By examining current social issues and through immersion in Augsburg's Cedar-Riverside
neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the
Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship
and thoughtful stewardship shape a responsible leader. This course also seeks to build a learning
community and orient students to ideas and theories that will allow them to function effectively as a
cohort throughout the MAL program. The course is structured as a five-day intensive experience.
ML 513 Creating a Compelling Literature Review
As leadership scholars and practitioners, our work should be evidence-based. The purpose of this
course is to explore the published literature to determine what credible evidence tells us about
effective leadership practices. Students will learn how to read research critically, analyze and develop
arguments, and recommend best practices.
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.
ML 520 Self-Identity, Values, and Personal Growth
Study of the concepts of self-identity, value formation, and personal growth as they relate to
professional life; factors that influence the development of self-identity and personal values; and the
effect of personal values on learning and leadership strategies.
ML 523 Leading Authentically
What does it mean to lead authentically? How can you best align your strengths with the organization
in which you lead? This course will build on the work done in ML 520 to help students identify their
strengths, develop self-awareness, and articulate their life purpose. By looking at different theories of
leadership and various perspectives on organizational development, students will be able to
purposefully create a leadership style and plan that honors their authentic selves.
ML 527 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.
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
Effective leadership, by definition, involves social and organizational change. Beginning at the macro
level of analysis and ultimately focusing on leading and responding to change in organizational
settings, this course examines the paradigms, theories and practices that support successful
leadership for change. Collaborative presentations provide an opportunity to apply course ideas to
historical and contemporary issues.
ML 535 Organization Theory and Leadership
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is
designed to enable the student to acquire knowledge and develop skills in order to function as a
responsible, ethical participant within various types of organizational structures and cultures.
ML 536 Facilitating Organizational Change
This course will explore the impact of change on organizations, teams, and individuals. It will prepare
current and future leaders to effectively lead change efforts in their organizations. This leadership
development will be accomplished through the study of several change management theories and
frameworks. Moreover, application and evaluation of change management theories will be
emphasized. This course will further differentiate change and transition and further highlight strategies
to help leaders coach individuals through difficult change events. Furthermore, this course will discuss
organizational changes related to structure, strategy, technology, teams, and individuals.
ML 538 Communication Skills for Leadership
The course is designed to provide background in rhetoric as well as practice in speaking, writing, and
presentation skills. A substantial performance component is included; evaluation of student work is
based on mastery and performance of these skills. Students will perform communicative tasks in a
variety of genres and evaluate their own performances and those of class members.
ML 539 Communicating a Self in the Modern Organization
Understanding through reading, reflecting, and dialogue of the functions of communication in
organizational settings with particular emphasis on the self-defining aspects of the social contract
between the individual and the organization in a changing world. Supplementary reading packet, open
dialogue, and individual projects.
ML 540 Political Leadership: Theory and Practice
Analysis of leadership perspectives in selected political systems and other organizations. Special
focus on significant leadership theories and leaders, past and present. Most theories studied are
interdisciplinary and relevant to business and nonprofit organizations as well as to politics.
ML 545 Decision Making and Leadership
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders
and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and
their relationship to decision making. Assessment of major social decisions, past and present—their
intentions, consequences, arguments, explanations, and justification.
ML 548 Coaching and Consulting
The purpose of this course is to develop influence skills through the exploration and application of
consulting and coaching practices. To fulfill that purpose participants will read the work of master
consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and
reflect on these experiences to develop their own purpose, principles, and practices for influencing
others.
ML 550 Communication, Decision Making, and Technology
Analysis of the role various forms of digitally-mediated communication play in our society and how
communication, decision making, and leadership have been altered by these technologies. Students
examine how they can engage and manage these processes in their organizations.
ML 553 Design and Leadership
“Design thinking” has transcended the world of engineering and architecture and is now a mainstream
concern for most industries. This course explores the impact of “design thinking” on leadership,
especially in the business world.
ML 557 Language of Leadership
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to
make judgments about rhetorical and stylistic strategies. Topics include the use of language as an
organizing principle for social interaction; speech act theory; strategies for giving effective directives;
the creation and manipulation of style; the development of persuasive appeals; the protection of
“face;” and strategies for maintaining personal relationships across hierarchical levels in
organizations.
ML 558 Leadership and Science
Explores the common methods of science and the issues that science has encountered which affect
the uses of science by leaders in the public and private sectors. Case studies include global warming
and politics, psychology, and medicine.
ML 560 Developing a Multicultural Perspective
This course focuses on the ability to function and lead in culturally diverse contexts within the US.
Goals include improved communication skills and interpersonal sensitivity, appreciation for the
complexity of the racial and ethnic groupings, and awareness of key issues facing those groups.
ML 562 Global Multiculturalism, World Religions, and Leadership
In the global meeting of cultures, religion is a vital factor. This course examines the nature of religion
as an essential feature of the cultures of the US. (Christianity), the Middle East (Islam), India
(Hinduism), China (Buddhism, Confucianism, Taoism), and Japan (Shinto, Buddhism). Special
emphasis is put on leadership and religion in all these cultures.
ML 563 Leadership in a Global Society
This class focuses on enhancing global leadership competencies, beginning with core concepts and
personal assessments and concluding with a global leadership development project where learners
demonstrate their ability to take theory to practice. Course activities include personal assessments, a
critical review paper, a literature review, and a final project proposal paper in which all the elements
come together.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and
social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of
alternative approaches to leadership, women and careers, and women in society past and present.
The course is intended to enhance the analytical and leadership skills of the participants.
ML 570 Negotiation
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills
involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the
collective bargaining model with survey of examples of other types of negotiation.
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 one or two weeks in Nicaragua. The Nicaraguan portion includes
meetings with leaders, a homestay in the two-week option, and visits to multiple sites and
organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care,
literacy, the arts, business foreign investment, and relations with the US government and nonprofit
organizations are explored. Special fees apply.
ML 580 Colloquium on Contemporary Theories of Leadership
Selected contemporary theories of leadership plus a case study on a prominent leader. Emphasis on
critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework in MAL and ML
510) Required for Plans B, C, and D.
ML 588 Final Project Seminar: Action Research (Plan D)
In this course students who are pursuing the cohort program will have the opportunity to write their
final project doing action research on their own organization. This course will span one trimester.
ML 589 Comprehensive Exam Seminar
This course is a completion option for the Master of Arts in leadership. Students prepare for the
examination series—oral, written, and take-home—through discussion, readings, and critical analysis
in the seminar. It must be the final course taken in the program; no other course may be taken at the
same time.
ML 592 Thesis/LAP Consultation I
Independent research project supervised by an academic adviser.
ML 593 Thesis/LAP Consultation II
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.
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. Students may not take more than one
independent study 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.
Special Programs
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, leadership development, or the liberal
arts. 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 post-master’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 or Monday
evening. Refer to the MAL program catalog supplement for the list of courses each year and to 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
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
• 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: Professor Stu Stoller.
Admission to MAL
Admission Requirements
Applicants to the program must have:
• Bachelor’s degree from a regionally-accredited, four-year college or university
• Minimum cumulative undergraduate grade point average of 3.0 (on a scale of A = 4.0) and a
minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited
college or university. Should an applicant not meet the minimum admission requirements, a
conditional admission may be possible as decided on a case-by-case basis.
• Applicants to the program must have two years of experience (or equivalent) with one or more
organizations in a position of leadership or position demonstrating leadership potential.
• Applicants holding a master’s or other advanced degrees from accredited colleges or universities
are admissible.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions
Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the
fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of
each applicant’s:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
•
Interview, if requested
Application Checklist
The following materials must be submitted to the Office of Admissions:
• Completed application form
• $35 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
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any
degree(s) conferred
• Official transcripts from all graduate institutions attended, listing courses taken and degree(s)
conferred, if any.
Applicants may be asked to participate in an interview with graduate program faculty and/or staff
members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the
additional requirements outline in Admission of International Students in the Graduate Admissions
section.
Academic Policies
Equivalencies
Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is
equivalent to four semester credits or six quarter credits.
Academic Evaluation
Courses not offered on the numbered grading system are noted in the course descriptions in this
catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at
least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree.
No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades
earned the second time are counted in the grade point average. Any course with a grade of 2.0 or
lower will be transcribed as 0.0 academic credit.
In order to graduate a student must have a cumulative GPA of 3.0 or above. All required courses and
the final projects must be successfully completed. A student registered for the final projects (ML 588,
ML 589, ML 592, ML 593, or ML 597) may be permitted to participate in Commencement but will not
receive a diploma until all courses and projects are successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average
must be restored in order for a student to be removed from probation. If a student receives a grade of
N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before
being allowed to continue in the program. A plan for the student to follow would be outlined at that
time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the
MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for
behavior detrimental to the program, such as a gross violation of College policy (as published in the
Student Guide). Dismissal would occur only after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for
Readmission and submit it to the Office of the Registrar. Students who have been out of the program
for three to five years must take one additional course to refresh their understanding of the field.
Students who have been out of the program for five years or longer must take two additional courses
to refresh their understanding of the field of leadership studies.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges
and Schools.
For a complete list of Augsburg’s accreditation, approvals, and memberships, in the About Augsburg
College section.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of
Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological
Seminary; MA, PhD, Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of
Minnesota.
Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice
President Human Resources, TrueStone Financial.
Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther
Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther
Seminary; PhD, University of Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of
Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
John A. Furia, Assistant Professor of Business Administration. BA, Rhode Island College; MPA,
University of Rhode Island.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv,
Union Theological Seminary; MA, PhD, University of Notre Dame.
Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA,
Southern Illinois University-Carbondale; JD, University of Minnesota; MAL, Augsburg College. Vice
President and Special Accounts Consultant, Wells Fargo Bank N.A.
Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education
and MED in Training and Organization Development, University of Minnesota; MA, PhD, Fielding
Graduate University. President of Leadership Resources Consulting.
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD,
University of Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for
Teaching and Learning. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia
University.
William Lashbrook, Instructor of Leadership Studies. BA, MA, University of Kansas; PhD, Michigan
State University. Senior Research Associate, Strategy Implementation Associates.
Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University
of Minnesota. President, Lokkesmoe Consulting, LLC.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS,
University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational
Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St.
Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Thomas Morgan, Professor of Business Administration and Executive Director, Augsburg Center for
Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD,
University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of
the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of
Pennsylvania; MA, PhD, Indiana University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans;
PhD, The University of Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Alan Tuchtenhagen, Director of the Center for Leadership Studies and the MAL Program. BS,
Westmar College; MA, University of Nebraska; DPA, Hamline University.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD,
University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc.
Staff
Patty Park, MA, Program Coordinator
Master of Arts in Nursing
Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse
professionals rich educational opportunities, engaging practicum experiences, and a wealth of
transcultural nursing knowledge that will enhance your practice and advance your careers.
The increasing diversity of our population challenges nurses to respond with creativity and
competence in a variety of contexts. The Master of Arts in Nursing program prepares nurses for
leadership across care systems, population groups, cultures, and care settings, with particular
emphasis on addressing global and local health inequities. Students choose between transcultural
nursing in community or transformational nursing leadership tracks of study.
The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative
practice that builds upon a transcultural foundation and embraces community health and holistic
nursing. The advanced practice focus is on health and collective life lived in relationship. Thus our
curriculum emphasizes advanced nursing roles that maximize health of communities and change the
paradigm from one that focuses on disease and illness to one that focuses on prevention and
wellness.
In all our programs, our students are our greatest asset. They come from all parts of the world to
continue their education in transcultural nursing. Classes are therefore a dynamic mix of cultures,
spiritual traditions, and lifeways. The Augsburg College mission focuses our curriculum and unites us
in ongoing efforts to become better informed citizens, more thoughtful stewards, critical thinkers, and
responsible leaders.
Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in
downtown Rochester, Minn. Video conferencing is used for most classes and allows for real-time
connections between students at the two sites. Program faculty and staff are available at both sites
and eager to assist students in whatever ways we can.
Cheryl J. Leuning
Chair, Department of Nursing
Director, Master of Arts in Nursing Program
and Doctor of Nursing Practice Program
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.
Curriculum
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 as an Advanced Public Health Nurse (APHN-BC).
Ten courses plus a transcultural field project course are required. Three courses in the advanced
nursing core, which all master’s 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 (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice hours)
NUR 523
Theory, Research, and Practice Seminar (36 practice hours)
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care (36 practice hours)
NUR 503
Transcultural Health, Families, and the Life Cycle (36 practice hours)
NUR 541
The Politics of Health Care (72 practice hours)
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I: Health As Membership; Living in Community
(36 practice hours)
NUR 511
Advanced Community Health Nursing II: Emerging Models of Care in Diverse
Communities (72 practice hours)
or
NUR 530
The Power of Ritual and Ceremony for Transformation**
NUR 532
Transcultural Healing Practices**
Electives—two graduate elective courses from Nursing, MAL, or another graduate program.
*Students seeking certification as an Advanced Public Health Nurse 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.
**Course has 0 practice hours.
Graduate Project—students are required to complete a graduate project, which is equivalent to
one course.
NUR 525
Graduate Field Project (144 practice hours)
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 health care 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 transformational leadership project course. Three courses
in the advanced nursing core, which all Master of Arts in Nursing students must take, four courses in
the Transformational Leadership and Management track, and three elective courses make up the
coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nursing Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice hours)
NUR 523
Theory, Research, and Practice Seminar (36 practice hours)
Transformational Nursing Leadership Track (four courses)*
NUR 501
Transcultural Care Systems (36 practice hours)
NUR 521
Transformational Nursing Leadership (72 practice hours)
BUS 520
Management of the Health Care Organization
ML 541
The Politics of Health Care (72 practice hours)
Electives—three graduate elective courses from Nursing, MAL, or another graduate program.
*Upon graduation from the program and completion of the Transformational
Leadership and Management track, students have the educational preparation to be
eligible to apply for certification in Advanced Nursing Administration from the
American Nurses Credentialing Center (ANCC).
Graduate Project
Students will fulfill their Master of Arts in Nursing through a final project, which serves as the capstone
of the master’s program: a graduate field project or course.
In the three core courses students will develop a plan for their final field project, which will be
completed in NUR 525.
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 offer four examples of existing practicum experiences.
Students may travel to Namibia in southwest Africa to spend two weeks exploring health and health
care 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.
These practice experiences include fees for travel and education costs on-site in addition to course
tuition. Fees vary by practice site.
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 self-organization, 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 health care 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, health
care 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: Health As Membership; Living in Community
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 communityfocused health care 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: Emerging Models of Care in Diverse
Communities
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 health care provisioning. (Prereq.: NUR 510) (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. (Prereq.: 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. (36 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. This course focuses on a written report of the student’s project that has been
developed in the nursing core. Relevant coursework is integrated into the project and the final written
report. Plans for disseminating the report for public and professional use are encouraged. Students
will defend the project to their graduate committee (major faculty adviser and two readers) and invited
guests at the time of completion. (144 hours of practice experience)
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 ritual and ceremony into their lives and health care practices.
Students will also discuss the meaning of ritual and ceremony to their own lives and professional
practice.
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 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 health care 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 the Millennium Development Goals (MDGs)
in Sub-Saharan Africa
This course explores the influence of cultural values and gender roles on the achievement of the
Millennium Development Goals (MDGs) in sub-Saharan Africa. The social determinants of health and
illness—economic realities, education levels, governmental policies, access to technology, and the
competence of health care providers—are examined in relation to the unequal burdens of suffering
and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and
national contexts are identified and applied through experiential practical learning activities.
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 Health Care Organization
This course provides an overview of the key organizational and behavioral concepts that underlie
effective management practices in health care 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 health care system, e.g., issues of access and cost.
Admission to MAN
Admission 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
• Current nursing license
• All required immunizations
• National Criminal Background check
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 (January), 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
• Written statement describing professional and educational goals
Application Checklist
The following items must be sent to the Office of Admissions:
• Completed application form—www.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 in the Graduate Admissions
section.
Academic Policies
Evaluation Standards
Evaluation of academic performance in the Master of Arts in Nursing program will be based on
number grades using a 4.0-point scale. See detailed information in the Academic Programs and
Policies section.
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.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average
must be restored in order for a student to be removed from probation. If a student receives a grade of
2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in
Nursing program before being allowed to continue in the program. A plan for the student to follow
would be outlined at that time. If a second grade of 2.0 or less is received, the student may be
dismissed from the program. Students may also be dismissed for behavior detrimental to the program,
such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur
only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of any variation in the
curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis.
The only courses that will be considered for transfer credit are those earned from accredited colleges
and universities, whose course content is comparable to those in the Master of Arts in Nursing
program. No more than three courses will be accepted for transfer credit.
Credit and Contact Hours
Each full-credit graduate course is the equivalent of four semester credits or six quarter credits.
Classes are scheduled to meet the needs of working adults, combining in-class and web-based
components. Clinical practica opportunities are included in selected courses.
Last Day to Withdraw from Class
The last date on which students may withdraw from a class and receive a “W” on their records is
available on the Grad/Weekend and Evening College calendar:
www.augsburg.edu/enroll/calenders/index.html.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing
Education (CCNE).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges
and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the
listing in the About Augsburg College section.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of
St. Thomas.
Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg
College.
Marty Alemán, 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.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, 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.
Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA,
Augsburg College.
Doctor of Nursing Practice
The Doctor of Nursing Practice program prepares nurses to envision new models of advanced
practice in transcultural nursing, community/public health, and advanced holistic nursing. Emphasis is
placed on maximizing health within populations and communities through peaceful, collaborative
actions across care settings and cultures, focusing on eliminating health inequities locally and
globally. As a post-master’s program, the DNP builds upon the strengths of the Master of Arts in
Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing
(APTCN), Public Health Nursing (APPHN), and Holistic Nursing (AHN).
Program Goals
Graduates of the Doctor of Nursing Practice program will have advanced preparation to:
• Negotiate the complexity of multicultural care settings and care systems to eliminate health
inequities among populations and communities
• Challenge conventional knowledge about illness through an ecological approach to social
determinants of health
• Lead change through building coalitions with marginalized people that are based on mutuality and
common cause
Program Structure
The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the
fall term. It is expected that most students will take courses on a part-time basis as one didactic
offering, one practicum, and one seminar each term. As a part-time student, completion of the
program is expected to be 32 months, including completion of the capstone project.
The curriculum for the DNP combines didactic, practicum, and seminar courses, with a capstone
project to complete the degree. As a practice doctorate, the emphasis is on building skill in knowledge
application among diverse cultural groups. The goal is to improve health and decrease inequities that
lead to unnecessary morbidity and mortality in communities.
Didactic
A total of seven didactic courses constitute the DNP core, with one additional elective course credit
required for completion of the didactic coursework. The didactic offerings carry 0.5 course credits
each (1.0 course credit equals 4.0 semester credit hours) and are taught as an immersion one day a
month with a half-day for seminar on the subsequent day.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing
independence and depth of practice experience at the doctoral level. Students select practicum
experiences that are either structured immersions in a variety of cultural contexts led by nursing
faculty or that are student initiated and individually directed experiences mentored by nursing faculty.
Practica course credits range from 0.25 (36 hours per 12-week term) to 1.0 (144 hours per 12-week
term). To achieve the DNP, students must complete a total of 1,000 practicum hours in their MA and
DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in
nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are computed as
follows:
• (.25 course credits) 1 semester credit hour = 3 “clock” hours of practicum time per week x 12
weeks = 3 “clock” hours per week or 36 “clock” hours of practicum time per semester
•
•
•
(.50 course credits) 2 semester credit hours = 6 “clock” hours of practicum time per week x 12
weeks = 72 “clock” hours of practicum time per semester
(.75 course credits) 3 semester credit hours = 9 “clock” hours of practicum time per week x 12
weeks = 108 “clock” hours of practicum time per semester
(1.00 course credits) 4 semester credit hours = 12 “clock” hours of practicum time per week x 12
weeks = 144 “clock” hours of practicum time per semester
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s
particular practice interest. Students are required to participate in a doctoral seminar (.25 course
credits) every term—fall, winter, and spring—until completion of the DNP degree. Cohorts of students
who enter the DNP program together progress as a group in the seminars in which they enroll each
term. The final seminar culminates in the project presentation and completion of the requirements for
the DNP degree. Students will participate in a seminar (.25 course credits) every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact on nursing practice and health outcomes
of populations and communities, demonstrate an evidence-based contribution to existing nursing
knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this
scholarly project students demonstrate synthesis and application of scientific knowledge in advanced
transcultural public/community health nursing practice. Students should begin working on their DNP
capstone projects in the early stages of the DNP program and continue throughout. This scholarly
project is planned in collaboration with a major faculty adviser.
Curriculum
Didactic Courses
NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence: The Dialectic between Knowledge
and Engagement
This course provides a foundation for building the scholarship of advanced practice in transcultural
nursing and community health. Sources of knowledge and procedures for acquiring knowledge, both
formal and informal, will be studied for the power to positively influence health outcomes. Evidence
will be evaluated for relevance to practical experience based on context-specific (emic) positions and
for rigor in empirical procedures based in context-free (etic) perspectives. Utilizing selected evidence
suited to particular transcultural issues, practice modes building on both local expertise and
professional research will be analyzed through systematic reflection. Students will begin developing
original practice models suited to their transcultural interests and relevant to concerns of people
marginalized by dominant health systems.
NUR 802 Making Room at the Table: Applying Ethics to Ending Hunger and Sharing
Abundance
This course in applied ethics focuses on health as a human right with emphasis on the development
of skills in community building as citizen professionals. From the perspective that hoarding abundance
compromises the health of everyone, the course facilitates human connections that go beyond charity
to acting from a basis of shared risk and solidarity.
NUR 803 Transcultural Cosmologies and a Global Perspective
This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles,
rhythms, and patterns of nature are correlated to a Western understanding of natural science. These
interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider
horizon of meaning derived from a broad understanding of diverse methods and healing practices
allows for conceptual models of nursing care to emerge that are responsive to diverse cultural
expressions of health and illness.
NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in
Community Building and Health Care
This course focuses on communities as the foundation of health by recognizing strength in community
residents and models that utilize the qualitative methods of participatory action that minimize the
expert role in planning. Globalization as a model of neoliberalism will be critiqued, and a perspective
of building solidarity among local communities will be emphasized. Skill building in participatory action
processes will occur.
NUR 805 Ways of Knowing: Synthesizing Qualitative and Quantitative Evidence
Drawing on insights from complexity science, this course examines the diverse ways of knowing that
guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data.
Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data
that supports their practice. Comparing the positivistic and interpretive stance, the students will
examine relevant knowledge and ways of knowing that provide scholarly grounding for their
professional expertise.
NUR 806 Ecology of Human Suffering in a World of Extremes
This course examines the cumulative illness-producing effects of inequities that are embedded in
structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor
inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological
approaches are used to trace patterns of disease and illness that strike population groups and
communities unequally around the world. Health status appraisal, risk analysis, and the levels of
structural violence in society will be examined using culturally responsive data collection methods,
resource accessibility, and the application of appropriate technology.
NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
This course explores transcultural healing and caring modalities including the integration of traditional
and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be
examined, including spiritual forces that promote health and cause illness. The use of medicinal plants
for healing in indigenous traditions will be compared to contemporary views of health and healing in
bio-scientific models of curing.
Practica
Practica in the DNP include structured immersion experiences led and facilitated by faculty, and
student initiated, self-directed practice experiences mentored by faculty. All practica are designed to
develop students’ individual practice interests and skills.
Practica are taken concurrently when students enroll in a didactic course. Guidelines for the
integration of DNP practica into a plan of study include the following:
• Practica will be completed incrementally throughout the DNP program.
• Students may register for varying practica and credits each term, including summer
• Practicum hours may be completed at the student’s job site, if approved by a supervisor and the
nursing faculty adviser, but the practicum work must go beyond the student’s current job
responsibilities and be consistent with the DNP program expected student outcomes.
• Practica must be led or mentored by either a nursing faculty member or another approved mentor
who is an “expert” within a community, population group, or has expert knowledge related to a
particular phenomenon of interest to the student.
• Students will develop objectives for practicum experiences in collaboration with faculty advisers
and keep a record of practicum work in a professional portfolio.
•
Students must register for enough post-baccalaureate practicum credits to reach a total of 1,000
practicum hours to earn the DNP degree. This will be evaluated when students are admitted to the
DNP program.
The following are examples of directed study practica and immersion practicum experiences
developed and led by faculty in the DNP program:
NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00 credits, 36-144 practicum hours)
Directed study practica build upon advanced nursing competencies developed at the master’s level to
expand and deepen knowledge supporting expert nursing practice. In the practica students will
integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical,
and organizational sciences as the basis for the highest level of transcultural nursing practice.
Students are expected to enhance practice and/or systems management skills, including clinical
reasoning, and advance to a higher level of expertise in transcultural nursing and community health.
As such, directed study practica are individualized to students’ specific areas of interest and are
planned by students in consultation with a major faculty adviser, cultural guides, and other mentors in
the communities in which they wish to carry out the practicum.
NUR 712 Culture Care on the Pine Ridge Reservation (0.5 course credits, 72 practicum hours)
In this practicum students live on the Pine Ridge Indian Reservation in western South Dakota, where
they have opportunities to gain knowledge about health inequities and structural violence from the
viewpoint of persons living with poverty and cultural devastation. The strengths of the traditional
Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation.
Healing care systems and beliefs about health and illness are compared and contrasted with Western
biomedical care and the politics of health care provided through the federal government’s Indian
Health Service (IHS) are examined.
NUR 742 Dia de los Muertos—Location: Mexico (0.5 course credits, 72 practicum hours)
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors
during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico,
students are guided by indigenous participants in rituals and ceremonies that invite the return of
ancestors who have died. Globalization of the holiday and its modifications through culture contact are
revealed.
NUR 723 Ancient Healing Practices—Location: England (0.75 course credits, 108 practicum
hours)
This practicum immerses students in ancient settings of healing in England—the healing waters of the
Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a
connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to
Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of
immigrants and asylum seekers.
NUR 752 Health Care on the Mexican–US Border (0.5 course credits 72 practicum hours)
This study abroad opportunity explores issues of poverty, public health, environment, immigration,
and globalization in the context of displaced communities. Participants meet face to face with
immigrants, refugees, border patrol agents, factory workers, and community leaders on both sides of
the US–Mexican border to listen and learn about their health concerns, economic development,
human rights struggles, and efforts to achieve social justice.
NUR 734 Health and Community Building—Location: Guatemala (1.0 course credits, 144
practicum hours)
This practicum explores health as a human right. Analysis will focus on how widening gaps in the
distribution of wealth diminishes the health of all members of society. Learning is based on immersion
experiences in Guatemala City and highland Mayan communities. Observation, presentations by
cultural guides, and classroom discussions will reflect on health and social justice for marginalized
people. Participation in traditional back-strap weaving will guide reflection on the relationship of health
and cultural continuity. Spanish language school is an option in this practicum.
NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in SubSaharan Africa (.5 course credit, 72 practicum hours)
Students focus on the development of leadership skills that promote Millennium Development Goal
(MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care
professionals and members of local communities in best practices for achieving MDG targets by 2015.
Structured lectures and discussions supplement practice and encourage students to explore
sociocultural determinants of health and illness—economic realities, cultural values and gender roles,
education levels, governmental policies, access to technology, and the competence of health care
providers—in relation to the unequal burdens of suffering and disease evident in Africa.
NUR 794 Culture Care in a World of Extreme—Location: Republic of Namibia (1.0 course
credits, 144 practicum hours)
Emphasis is on transcultural nursing leadership in partnership with persons and communities.
Participants experience the challenges care systems face in providing health care within
geographically and economically extreme contexts where isolation, poverty, and virulent disease are
epidemic. Participant-observation among Ju/’hoansi communities in the Nyae Nyae Conservancy
provide opportunities to collaborate and practice with nurses and other health care professionals
striving to provide culturally safe and effective health care to one of the world’s “first peoples.”
NUR 782 Poverty and Community Building in the Inner City—Location: Minneapolis, Minn. (0.5
course credits, 72 practicum hours)
An immersion in the inner city of Minneapolis provides experience with the rich diversity in the inner
city. Concepts of advanced practice in public health nursing are applied among the community of
people who visit the Augsburg Central Nursing Center, a community-based nursing service. In
addition to participation at the Nursing Center, students explore issues of health and social reality with
cultural guides from the inner city populations and with nurses who work effectively with them.
Seminars
NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and
NUR 841 Final Seminar (0.25 credits per term while enrolled in the DNP)
Students are required to register for a seminar each term they are in the DNP program. The purpose
of DNP seminars is to integrate diverse practicum experiences with students’ individual practice
interests. As such, the seminars provide a venue for students to test ideas for their practice with
faculty and peers and receive relevant feedback and support. Through dialogue in the seminars,
students work on their DNP capstone projects and professional portfolios. The last seminar (NUR
841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and
presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice
innovations the student is implementing.
Elective courses
Elective courses are selected in collaboration with faculty advisers. Students may choose relevant
elective graduate courses (at the 500 level or above) to add depth and breadth to their nursing
specialty focus. These credits may be chosen from within the Department of Nursing or from a
number of interdisciplinary programs and courses, including those offered by Master of Arts in
Leadership, Master of Social Work, Master of Business Administration, Economics, and the Master of
Arts in Education. This allows students to take optimal advantage of the richness and diversity of
opportunities afforded through Augsburg College graduate programs.
Admission to the DNP
Admission Requirements
Applicants to the Doctor of Nursing Practice program must have:
• Earned master’s degree in nursing from a nationally-accredited institution
• GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
• A current unencumbered RN license to practice in the US.
• Evidence of a completed graduate research course
• Evidence of up-to-date immunizations
• Satisfactory results of a certified federal criminal background check
Decisions about admission to the program will be made on an individual basis. Selection of
candidates will be made on the basis of an evaluation of the following items for each applicant:
• A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent
manner
• Official transcripts from all colleges and universities attended (Applicants with a college or
university degree completed outside of the United States must submit an official evaluation from
World Educational Services.)
• Three professional references
• An interview with program faculty
The number of applicants admitted to the DNP program will be limited and based on availability of
faculty members who share a student’s practice interests and goals. Meeting the minimum admission
criteria does not ensure that an applicant will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for
validation to the World Education Service (WES) and have the reports sent directly to Augsburg
College. Additionally, internationally-educated applicants may request the Commission on Graduates
of Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to forward their educational credentials
report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must
apply for licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota,
who have passed the NCLEX, will be considered for admission and must meet the same residency
requirements expected of all students.
Applicants whose first language is not English must submit evidence of earning a minimum score of
95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign
Language (TOEFL).
Transfer of credits
Transcripts of students who have completed a master's degree in nursing or other graduate work are
required for admission to the DNP. Doctoral credits may be transferred into the DNP program if
assessed as equivalent to courses offered at Augsburg College. DNP students may potentially
transfer up to 2.0 course credits or 8 semester credit hours into the DNP program. Elective courses
acceptable for transfer are determined by the Department of Nursing faculty and the registrar. The
process of obtaining transfer credit must be initiated by the student before the end of the first
academic year of study. Submission of course syllabi and/or a detailed description of course content
will be needed to initiate transfer of courses into the DNP program.
To qualify for credit the practicum hours must be officially documented from the master’s degree
program.
Students may transfer up to 600 practicum hours that were earned and documented in their master’s
degree program. These 600 hours will be counted toward the 1,000 hours required for the DNP
degree.
Accreditation
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges
and Schools.
The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on
Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the
Bachelor of Science in Nursing programs at Augsburg. An accreditation site visit by CCNE is
scheduled for March 2011.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the
About Augsburg College section.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St.
Thomas.
Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, Augsburg College.
Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College
Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, Augsburg
College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing
Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg
College.
Susan Nash, Associate Professor. BSN, MSN, EdD, University of Minnesota.
Joyce Perkins, Assistant Professor. 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.
Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center. BS, MA,
Augsburg College.
Program Staff
Sharon Wade, Administrative Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
Patricia Park, Program Coordinator, MA, Augsburg College.
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg
MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “handson,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze
and act. The Augsburg MBA provides students a unique opportunity to investigate business cultures
and practices through a faculty-led international experience. Our curriculum integrates the global
experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a proven accelerated program focusing on practical skills, knowledge, and
teamwork; while built on a foundation of ethical decision-making. The Augsburg MBA additionally
offers students the ability to include enhanced instructions in several professional business
disciplines. We invite students to challenge themselves and their classmates to bring a new and
expanded focus through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and
lives, and positive engagement with their community and associates. We invite you to become part of
a growing community of Augsburg MBA alumni.
Steven M. Zitnick
Director, Master of Business Administration Program
MBA Mission
To prepare students for professional careers in business by developing their decision-making skills,
critical thinking and by transforming them into effective managers and leaders in service to others.
The program aspires to provide an outstanding student-centered education that produces graduates
who are critically astute, technically proficient, and who understand the moral and ethical
consequences of their decisions on their organization and on the world.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically
analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students
to accept greater responsibility in organizations facing this dynamic and fast-evolving business
culture. The curriculum of the MBA gives students the ability to think critically and ethically as they
face the increased challenges of a global business environment. Quality, individual initiative, ethics,
and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve
students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory
and real-world application, giving MBA students opportunities to acquire skills and knowledge in a
variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or
a specialized MBA with a concentration that matches their interests and career goals.
Accreditation
The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business
Schools and Programs (ACBSP).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges
and Schools. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the About Augsburg College section.
Plan of Study
The Augsburg MBA is an accelerated, part-time program that allows working professionals to
complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model
in which students follow a predetermined schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the
duration of the program. This provides a continuous, collaborative learning process. The cohort
environment fosters a cohesive learning community where students learn from each another, mentor
each other, and peer coach. You’ll share diverse professional expertise and experience as you work
in teams on projects, case studies, presentations, and simulations, both inside and outside of class.
Working both individually and in small groups enables you to enhance your strengths, build your skills,
expand your business acumen, and improve your decision-making. Together as a community you’ll
build personal, social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom,
multiplying the opportunities for learning. The personal connections and relationships you build with
fellow students and faculty will extend into an important and valuable network as you take your career
to new levels.
Course Credit
Augsburg College uses a course-credit system. A full course credit (1.0) is equal to four semester
credits or six quarter credits. Each full course on the semester schedule meets for approximately 28
contact hours with the expectation of substantial independent and group study offered through our
web-based electronic course management system. Learning is supplemented by the use of our class
management software; allowing students and faculty to share ideas, information and learning.
Specialized Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA
with a specialization that matches their interests and career goals. The general Augsburg MBA
consists of 13 courses that can be completed in approximately 24 months. An Augsburg MBA with a
concentration consists of nine core MBA courses and 3 additional courses that focus on their chosen
area of interest. An MBA with a concentration can be completed in 28 months.
Full-credit MBA courses consist of seven four-hour sessions. Classes are scheduled to meet one
night each week. It is sometimes necessary to include an occasional Saturday session due to national
holidays.
Academic Calendar
Currently, the Augsburg MBA uses the semester schedule as well as a summer session. Courses are
offered consecutively during each term so students are able to concentrate on one subject at a time.
The program is designed to have students take at least two full-credit courses per term.
Official academic calendars and the MBA registration policies can be found at
www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual
calendars for each cohort, which are provided by the MBA department.
The Faculty-Led International Experience
Each year, all current MBA students will be offered the opportunity to participate in a faculty-led
international experience. This trip is taken in conjunction with either of these courses: MBA 565
Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group
to an international location, visit businesses, participate in faculty lectures, and learn about the culture
and traditions of the countries visited. Each MBA student should have two opportunities during their
matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include
tuition (for the course selected), airfare, lodging, and travel in-country, as well as some meals.
The Augsburg MBA
The 13 required courses of the general Augsburg MBA are as follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Behavior
MBA 550
Marketing Management
MBA 560
Communication Issues in Management
MBA 565
Managing in a Global Environment
MBA 570
Quantitative Decision Making for Managers
MBA 575
Strategic Technology
MBA 592
Leadership: Ethics, Service, and Transformation
MBA 595
Strategic Management
MBA 581&2 Management Consulting Project (Capstone)
MBA Course Descriptions
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 following the path of
others.
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, break-even calculation, and capital budgeting.
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
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 545 Organizational Behavior
Theory and application of organizational behavior to human resources within organizations. Topics
include strategies and tactics for developing human resources to support organizational cultural
changes (such as total quality management), team building, collaboration with other teams, training,
the impact of diversity, and evaluation of contemporary organizational strategies.
MBA 550 Marketing Management
Applying marketing theory and practice to real-life marketing situations. Topics include market
segmentation, targeting, positioning, distribution of goods and services, the relationship between price
and demand, brand management, and marketing plans and strategy. Students gain hands-on
experience with marketing in cross-functional organization strategies.
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.(This course may be taken in conjunction with the
faculty-led international experience.)
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 581-582 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. (The Management Consulting Project course is
divided into two required .5 credit courses.)
MBA 592 Leadership: Ethics, Service, and Transformation
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and
organizational effectiveness. Leadership skills and abilities have long been viewed as important
contributors to success in personal and professional spheres. Topics include leadership strategy,
critical and distinctive functions and skills of management and leadership, relationship building,
servant leadership, leadership communication, and self-awareness and discovery of leadership styles,
traits, and abilities.
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 decisionmaking. This course is integrative of all subject matter in the MBA program, and adopts the
perspective of senior management. (This course may be taken in conjunction with the faculty-led
international experience.)
Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses,
including nine foundational courses and six required concentration courses. Students may choose
one of five concentrations: finance, marketing, international business, human resources management,
or health care. A concentration may allow students to become competitive in a specific career field or,
in some cases, it may assist students in achieving professional certification or accreditation.
The nine required core courses are as follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
MBA 550
MBA 570
MBA 580
MBA 592
Marketing Management
Quantitative Decision Making for Managers
Management Consulting Project (Capstone)
Leadership: Ethics, Service, and Transformation
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.
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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.
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Marketing research
Marketing communications
Sales management
Consumer behavior
Technology and e-commerce
Strategies in global marketing
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.
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International business: strategies, trade agreements, and policies
International finance
Negotiations in a global environment
Strategies in global marketing
Global supply chain management
Legal aspects of international business
Human Resource Management Concentration
The certificate in human resource management prepares human resource professionals for a variety
of human resource positions. Successful completion of the certificate program as well as passing the
examination and meeting job experience requirements meet the criteria for certification as a
Professional in Human Resources (PHR) or Senior Professional in Human Resources (SPHR).
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Global human resources
Organizational effectiveness
Training, selection, and performance
Compensation and benefits management
Industrial labor relations
Health Care Management Concentration
The concentration in health care 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 health
care organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex
management problems with a foundation of health care concepts and decision models that will
support the variety of management roles in today’s health care environment.
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Legal and ethical considerations in health care management
Integrated health delivery systems
Health care financing
Cross cultural issues in health care
Global health care issues
Health care operations management (elective)
Concentrations as Graduate Certificate Programs
For 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, the five
concentrations are available as graduate certificate programs. These courses are transcribed as “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 Office of Admissions at 612-330-1390
for more information.
MSW/MBA Dual Degree
Many social service agencies today require that agency managers combine financial and business
expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to
function in a workplace that demands the delivery of quality services with increasingly limited
resources. The MSW/MBA dual degree option is available to MSW students who elect the Program
Development, Policy, and Administration (PDPA) concentration.
MSW/MBA students will spend their first two years taking Master of Social Work courses followed by
approximately 15 months of MBA courses. For more information regarding the Program Development,
Policy, and Administration (PDPA) coursework required for the MSW/MBA dual degree, refer to the
Master of Social Work section in this catalog. MSW students who graduated after June 2002 are
required to complete the following eight MBA courses:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 545
Organizational Development
MBA 550
Marketing Management
MBA 560
Communication Issues for Managers
MBA 575
Strategic Technology
MBA 595
Strategic Management
MSW students who graduated prior to 2002 are required to complete nine MBA courses. This
includes the eight MBA courses listed above as well as MBA 592 Leadership: Ethics, Service, and
Transformation.
MSW students may also be required to adjust their summative evaluation project to meet the
requirements of the MSW and MBA programs.
Students interested in the MSW/MBA program must apply to both programs. See the application
guidelines listed under each individual program.
NOTE: Admission to one program does not guarantee admission to the other.
Locations and Schedules
MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in
downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic
year: fall term (September), winter term (January), and spring (May).
Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the beginning
of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office
of Admissions at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is comprised 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.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a committee decision. The committee may
include MBA program staff, Business Administration Department faculty, and Office of Admissions
staff.
Admission Requirements
Applicants to the MBA program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Office of Admissons:
• 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 Office of Admissions
• Current résumé of work history
• Two confidential letters of recommendation
• Official GMAT score report (school code 6014)—not required for certificate applicants Or
completion of the Individual Learning Profile (ILP) For information about the ILP, contact the
Graduate Admission Department
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions
section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure
as new applicants.
Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit in
Academic Programs and policies.) Students must complete no fewer than seven (7.0) courses at
Augsburg in order to receive their MBA degree from Augsburg College. All students must complete
the Management Consulting project, (MBA 581/2) to graduate. Eligible coursework must be approved
by the MBA program director before transfer credit will be granted.
GMAT Alternative Option; The Individual Learning Profile (ILP)
Applicants to the MBA program who have not taken the GMAT may instead elect to complete the
Individual Learning Profile (ILP) assessment. This option consists of two parts; an analysis of the
applicants quantitative skills and a writing assessment. Both portions of the assessment are taken
online, and the quantitative skills evaluation also offers the student interactive remedial instruction.
The ILP is normally completed as part of the application process, prior to admittance.
GMAT Waiver Policy
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 to 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.
Eligibility for GMAT Waivers
GMAT waivers may be offered to:
• Candidates with an appropriate and current GRE score.
• 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.
• Candidates 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)
• 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 US These will be evaluated by the Admissions
Committee. (See grade requirement above)
• Candidates who have completed a graduate program at Augsburg College in the MAL, MAN,
MSW, MAE, or PA programs.
• Candidates with current and active CPA designation. If the CPA designation has been inactive
and not current for a period greater than five years, the waiver may not be granted.
GMAT Waiver Checklist
Submit the following documentation to the associate director of the MBA program:
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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 Office of Admissions)
Current résumé (unless previously submitted to the Office of Admissions)
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, contact either the Office of Admissions 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. Adjustments or modifications to the MBA schedule require the approval of the MBA
program director.
All students are required to complete all components of the program within five years of matriculation.
Extensions beyond five years will be considered on the basis of petition to the MBA director. Students
who leave the program for more than one 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.
Academic Evaluation
Evaluation of academic performance in the MBA program will be based on number grades using a
4.0-scale. For complete information, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a
“W” on their records, refer to the course information on Records and Registration.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty
understand that MBA students are working adults with significant responsibilities who, on occasion,
face unforeseen situations that may interfere with attendance. Students should notify the faculty
member teaching the course as soon as possible when the problem is immediate. When the student
knows in advance of a class date where a potential conflict exists, they must discuss the proposed
missed class with the faculty member prior to the date of the class. Students are responsible for the
work covered during that class session and for making appropriate arrangements for obtaining
handouts, lecture content, or other materials. Faculty members may assign appropriate independent
work to insure that the student understands the material covered during the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade
reduction for a single missed class session. This may be dependent on assignments due on the date
of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for
unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or
excused, may be grounds for directing the student to withdraw from the course. More than two
absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or
higher at the completion of the program
• Successful completion and submission of the management consulting project (capstone)
Students who successfully complete Augsburg’s MBA program will receive a Master of Business
Administration degree.
MBA Faculty
William Arden, Assistant Professor of Business Administration. BS, New York University; MS,
Northeastern University; MBA, Boston University.
Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD,
Medical College of Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA,
Ed.D, St. Mary’s University of Minnesota.
George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota;
MA, International Studies, University of St.Thomas; MBA, Fairleigh Dickinson University; Ed.D,
Organization Development, University of St Thomas
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS,
Rensselaer Polytechnic Institute.
Ashok Kapoor, Associate Professor of Business Administration. 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.
Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA,
Harvard University; DBA, Argosy University.
Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business
Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia
Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati;
MBA, Harvard University.
Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA,
Pepperdine University.
Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS,
Economics, University of Utah.
Master of Science in Physician Assistant
Studies
PA Program Mission
The mission of the Augsburg College Physician Assistant Program is based on a foundation of
respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care
to underserved populations. Students are well educated in current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes dedication to
excellence in performance, with the highest standards of ethics and integrity, and commitment to
lifelong personal and professional development.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has
granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg College.
Continued accreditation is an accreditation status granted when a currently accredited program is in
compliance with the ARC-PA Standards.
Continued Accreditation remains in effect until the program closes or withdraws from the accreditation
process or until accreditation is withdrawn for failure to comply with the Standards. The approximate
date for the next comprehensive review of the program by ARC-PA will be September 2018.
About PA
A physician assistant (PA) is a dependent practitioner of medicine who practices under the
supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of
medicine. Common job responsibilities including taking patient histories, performing physical exams,
ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and
administering treatment.
In the state of Minnesota, a PA is registered with the Board of Medical Practice. In Minnesota, and
most other states, the PA must be NCCPA (National Commission on Certification of Physician
Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota
registered PAs have prescriptive privileges under delegatory supervision with their physician for
prescriptive medications.
Curriculum
The Physician Assistant program at Augsburg is 36 months long with studies beginning each year in
the summer semester (late May). The program accepts 30 students for each new class. The
Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring
breaks, and summer breaks. Length of breaks varies depending upon the student’s year in the
program; these breaks contribute to the overall three academic year length of the program.
Studies begin in late May of each year. The first 19 months of study is didactic, or classroom work,
including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy,
history and physical exam skills, research, and ethics and legal issues in medicine.
The clinical phase is 17 months in length. Each student is required to successfully complete clinical
rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal
medicine, surgery, and an elective rotation by choosing from various specialties. The clinical phase
will culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in
Minnesota in both rural and urban locations. Graduates will receive a Master of Science in Physician
Assistant Studies and a PA certificate.
PA Program Sample Calendar
Calendar—Year 1
Summer
• Anatomy
• Pathophysiology
Fall
• Clinical Medicine I
• Pharmacotherapy I
• History and Physical Exam Skills I
Spring
• Clinical Medicine II
• Pharmacotherapy II
• History and Physical Exam Skills II
• Research Tools for the PA
Calendar—Year 2
Summer
• Master’s Project course
Fall
• Clinical Medicine III
• Clinical Phase Transition
• Professional Issues
Spring
• Clinical Rotations 1, 2, 3
Summer
• Clinical Rotations 4, 5
Calendar—Year 3
Fall
• Clinical Rotations 6, 7, 8
Spring
• Preceptorship
• Capstone Course
PA Program Course Descriptions
Academic Phase (first 19 months)
PA 501 Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy. The course uses lecture,
demonstration, discussion, and dissection of human cadavers. The intention is to give the students a
foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor
PA 503 Human Pathophysiology
This course uses lecture, detailed objectives/study guide, quizzes and exam, discussion, and case
studies to learn and review basic human physiology and pathophysiology involving fluids and
electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation,
and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous
system; and musculoskeletal system. The intention is to give the students a foundation for Clinical
Medicine. Prerequisites: PA student or consent of instructor
PA 511 History and Physical Exam Skills I
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills
essential to interviewing and physical examination of patients. Topics covered include history taking
and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and
otorhinolaryngology systems. Basic nutrition, genetics, preventive health care, and complementary
and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and
Pharmacotherapy I. Prerequisites: PA 501 and 503
PA 512 History and Physical Exam Skills II
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills
essential to interviewing and physical examination of patients. Topics covered include history taking
and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the
male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II.
Prerequisite: PA 511
PA 521 Pharmacotherapy I
This course will cover pharmacology and pharmacotherapy related to disease processes of the
dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems and infectious
diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I
courses. Prerequisites: PA 501 and 503
PA 522 Pharmacotherapy II
This course will cover pharmacology and pharmacotherapy related to disease processes of the
orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems, and pain
management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills
II courses. Prerequisite: PA 521
PA 531 Clinical Medicine I with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation,
diagnosis, and treatment of common and serious disorders. Topics covered include dermatology,
cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the
foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in
History and Physical Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501 and 503
PA 532 Clinical Medicine II with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation,
diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics,
rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology.
Global health and health care disparity are explored. Units are coordinated with concurrent courses in
History and Physical Exam Skills II and Pharmacotherapy II. Prerequisite: PA 531
PA 533 Clinical Medicine III : Integrative Health Care
This course provides an integrative approach incorporating clinical medicine, history and physical
exam, and pharmacotherapy in the study of mental health, geriatrics, women’s health, and pediatrics.
Common problems encountered in primary care and other issues unique to these populations are
explored. The Community Seniors unit provides a service-learning experience where students work
one-on-one with an elderly person from the community. Prerequisites: PA 532
PA 542 Professional Issues
A course designed to introduce the physician assistant student to medical ethics and various
professional topics that affect the practicing physician assistant. The course focus is on the medical
and non-medical aspects of the profession such as history of the physician assistant profession, laws
and regulations governing physician assistant practice and education, human experimentation,
abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior.
Prerequisites: PA student or consent of instructor
PA 545 Clinical Phase Transition
This course incorporates experiential learning to prepare the student for clinical practice. It will also
facilitate the transition of knowledge and skills from the academic phase into the clinical phase.
Students will be placed in a clinic or hospital setting for part of the semester. Students will also have
other health-related community experiences and activities during this course. In-class time will be
used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA
532
PA 555 Research Tools for the PA
The course emphasizes research as a tool at all levels of physician assistant practice and education;
identifies the linkages between research, theory, and medical practice; and the responsibility of
physician assistants to expand their knowledge base. Primary, secondary, and tertiary disease
prevention applications to public health are introduced. Information literacy in relationship to medical
literature is integrated throughout the course. Prerequisites: PA student or consent of instructor.
PA 570 Interdisciplinary Perspectives on Aging
This course provides an opportunity for students in health and social services disciplines to explore
issues related to aging and care of the elderly. Students gain real world experiences b working
collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills
directly with elders utilizing an experiential learning model. Students will build a beginning expert level
knowledge base regarding issues that affect older adults in contemporary health and social welfare
contexts. Prerequisites: PA student or consent of instructor
PA 599 Directed Study
This course provides a practice-oriented approach to the information literacy methods used in health
care. Students will develop a topic, complete a full review of the literature, and produce an analytic
paper in consultation with the supervising professor. Prerequisite: PA 552
Clinical Phase (17 months)
The clinical phase of the physician assistant graduate program is 17 months in length. The initial 12
months is designed much like a physician’s internship. Each student is required to progress through
seven required rotations in the following disciplines: family medicine, internal medicine, pediatrics,
general surgery, women’s health, emergency medicine, and psychiatry. Each of these rotations is six
weeks long. Additionally, within that first 12 months, each student will complete six weeks total of
selected electives from disciplines such as orthopedics, ENT, dermatology, etc.
The clinical phase of the program is designed to effectively train students for practice by providing
them with rotation experiences in different specialties and different practice settings. To that end,
each student will be required to complete several rotations outside the metropolitan area.
The clinical phase culminates with a 12-week preceptorship. This preceptorship is designed to solidify
the student’s primary care skills, and potentially place them in a setting that might be interested in
recruiting a graduate PA. The preceptorship may be completed within the community that the student
has been in for the required rotations, or may be elsewhere in the state.
The clinical curriculum is taught by physicians, and supplemented by physician assistants and other
health care providers. Each student is evaluated by the clinical instructor for the designated rotation.
Students will return to Augsburg College five times during the clinical phase for evaluation and
education.
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 evidencebased 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 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 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 evidence-based 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
Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at
www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process. Augsburg College’s
graduate program in physician assistant studies receives approximately 350 complete, competitive
applications for each entering class of 30 students.
Qualified applicants will have:
• Bachelor’s degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or
higher strongly recommended)
• Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher
strongly recommended)
• Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies program, you must have completed the
prerequisite courses listed below. These courses must have been completed within 10 years of the
year you are applying for admission.
Applicants completing their first undergraduate degree in the spring term may complete prerequisite
coursework in the summer, fall, and spring term of the academic year they apply as long as the
degree and prerequisite coursework will be completed by the start date for the program. Applicants
who already have an undergraduate degree, or who will complete their degree in a term other than
spring, have the summer and fall semesters of the year they apply by which to complete prerequisites.
All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum
prerequisites does not guarantee admission into the program.
• one full course of 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:
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Cumulative GPA of 3.2 or higher
Science GPA of 3.2 or higher
Additional science courses such as anatomy, genetics, immunology, other biology courses, and
organic chemistry
Clinical health care experience. Direct patient care is the best type of experience to obtain in order
to strengthen an application. Health care experience may be full-time or part-time, paid or
volunteer. We recommend 750-1000 hours to be competitive in this category.
Demonstration of a commitment to, and involvement with, underserved communities.
Note: The Graduate Record Exam (GRE) is not required.
PA Studies Application Process
The Augsburg Physician Assistant Studies program has a two-step application process—applying
through CASPA and to Augsburg’s PA Studies Program.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants
(CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All
applications to the PA Program for the entering class must be processed through CASPA, following all
guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be
obtained online at www.caspaonline.org.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time
of application (as calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of
application (as calculated by CASPA), if you have completed or will complete your undergraduate
degree prior to the start date of the program, and if you have completed or will complete your
prerequisite courses within the timeline specified for your degree status.
Augsburg’s PA Program Supplemental Application can be downloaded from our website at
www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact
eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable.
You will be required to print and sign the supplemental application and mail it to the program by the
application deadline.
Selection Process
All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by
the admissions committee. The admissions committee procedures utilize a blinded review, so
applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of
the committee.
The selection committee looks for a balanced application by reviewing many criteria including key
criteria of cumulative GPA, science GPA, and direct patient care experience, along with overall
academic record, service to underserved (meaning disadvantaged, minority, or under-represented
populations), knowledge of the profession, fit with the program goals and mission, and
recommendation letters.
Once the committee has completed the file review, a group of candidates is selected for a telephone
interview. The telephone interviews are generally conducted between November and January. Those
selected for a telephone interview are invited to a Candidate Information Session in the program to
meet faculty, staff, current students, and to view the facilities. After telephone interviews are
conducted, the class of 30 students, as well as a list of alternates will be selected. All applicants are
notified of their status no later than mid-February. Accepted applicants must complete and pass a
background check prior to matriculation and annually throughout the program. Failure of the
background check could result in dismissal from the program.
Academic Policies
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.
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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.
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Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients.
Candidates must also be able to communicate effectively and efficiently with other members of the
health care team. In emergency situations, candidates must be able to understand and convey
information essential for the safe and effective care of patients in a clear, unambiguous, and rapid
fashion. In addition, candidates must have the ability to relate information to and receive
information from patients in a caring and confidential manner.
Motor: Candidates must possess the motor skills necessary to perform palpation, percussion,
auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor
movements reasonably required to provide general and emergency medical care such as airway
management, placement of intravenous catheters, cardiopulmonary resuscitation, and application
of pressure to control bleeding. These skills require coordination of both gross and fine muscular
movements, equilibrium, and integrated use of the senses 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
outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit
interview with the program director prior to leaving the program. For information on withdrawal, see
the Academic Programs and Policies section.
Readmission
Students may request readmission after voluntary withdrawal by submitting a letter to the program
director stating the reasons the student wishes readmission and the anticipated date for readmission.
The submission of a letter and previous enrollment does not constitute automatic acceptance and/or
reentry into the program. Reapplication to the PA Program after dismissal from the program will be
considered only under extremely unusual circumstances. 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.
PA Program Faculty
William Patricio Alemán, Assistant Professor of Physician Assistant Studies. MD, University of
Ecuador; PA-C, University of California Davis; MEd, University of Minnesota.
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.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS,
University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola
University Chicago Stritch 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 and Clinical Coordinator of Physician Assistant Studies. BS,
University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University;
MS and PA Certification, Finch University.
Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding
prospect of joining with others to respond to problems and develop opportunities that benefit
individuals, families, groups, and communities. The MSW degree prepares you for advanced
professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups,
and communities, and with a dedication to system change that reduces oppression and
discrimination. Graduates of our program share how they appreciated the opportunity to learn new
ideas as well as learn more about themselves. These graduates valued our small class size, our
cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a
small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We
have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct
clinical practice with individuals, families, and groups. The second, Program Development, Policy, and
Administration (PDPA), will prepare you for macro social work practice with organizations,
communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure
in learning. The personal and professional growth necessary to become an advanced professional
social worker is challenging. We encourage you to take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
MSW Mission
Our mission is to develop social work professionals for practice that promotes social justice and
empowerment towards the well-being of people in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit
settings. By working in the agency setting, social workers collaborate with others to provide holistic,
affordable, and accessible services to individuals, families, groups, and communities. Our challenging
MSW curriculum integrates social work theory with micro- and macro-practice methods. Students
develop skills, knowledge, and values necessary for ethical social work practice. As you progress
through our MSW program, you will:
• learn how an individual lives in and is affected by his or her social environment;
• understand how social policies and programs affect individuals, families, communities, and
society;
• apply theories and methods of practice through the field practicum experience;
• use a range of client-centered approaches to practice with client groups of all types and sizes;
• engage in practice informed by sound, scholarly research;
• evaluate the effectiveness of your social work practice or social work programs;
• advocate for the eradication of oppression and discrimination; and
• be a responsible and contributing citizen in the local and global community.
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your
MSW degree must be accredited by CSWE if you wish to seek licensure with the social work board of
your state. For more information on CSWE accreditation go to www.cswe.org.
Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than
social work are foundation students. Foundation students complete 18 full courses. Full-time
foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in
a four-year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE
(Council on Social Work Education) accredited institution have advanced standing. Advanced
standing students complete 13 full courses and are enrolled in a one-and-a-half-year program. The
part-time option is not generally available for students with advanced standing.
All students must complete the MSW degree in no more than four years following matriculation.
Academic Calendar
The MSW program meets on a trimester academic calendar, offering classes September through
June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field
practicum hours are generally completed during weekday hours. If a student lives outside the Twin
Cities metro, the field practicum hours can be completed at a placement near the student’s place of
residence. Hours per week vary depending on the agency placement and the student’s availability.
For academic calendars and schedules, go to www.augsburg.edu/enroll/registrar.
Class Periods
Classes meet in four-hour blocks on Friday evenings, 6 to 10 p.m.; Saturday mornings, 8 a.m. to 12
p.m.; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a given trimester.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class
weekends and weekdays. On a class weekend, the typical student will spend 12 hours in class within
a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of
class working on assignments or group projects. A student may also spend 15 to 20 hours per week
in the field practicum during the fall, winter, and spring trimesters (a span of 7 to 9 months for each
practicum). In the final year of study, students complete a summative evaluation or a portfolio, which
requires significant independent research, analysis, and writing.
Some MSW students work full time while enrolled in the program; however, full-time employment is
not recommended. Most students arrange to reduce their work hours or request time away during
their graduate studies. Each student’s situation is unique and must be decided individually. All
students must develop strategies for balancing family, work, and academic responsibilities.
Course Credit and Contact Hours
A full credit MSW course (1.0) is equal to 4 semester credits or 6 quarter credits. Each full course
meets for 32 contact hours, with the expectation of substantial independent study outside of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission
(foundation or advanced standing), rate of attendance (full-time or part-time), and chosen
concentration (Multicultural Clinical Practice [MCCP] or Program Development, Policy, and
Administration [PDPA]). Any changes to a student’s cohort selection must be approved by the MSW
director.
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete
500 hours in one field practicum. Successful completion of the first field practicum, applicable for
foundation students, is a minimum of 420 hours. Successful completion of the second field practicum,
required for both foundation and advanced standing students, is a minimum of 500 hours. Each
practicum experience is spread over at least two trimesters (fall and winter). These hours are
completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
The foundation curriculum is made up of nine full courses and a generalist field practicum. In the
foundation courses, you are introduced to social work as a profession. You will learn both historical
and contemporary theories and practice methods relating to both the individual and the environment.
During the foundation year, you will study human behavior and the social environment, history of
social welfare policy, research methods, assessment frameworks, family and community diversity,
and social work values and ethics.
In the foundation curriculum, you will apply this generalist knowledge of theories and practice methods
in the generalist field practicum. The field practicum is completed concurrently with your enrollment in
two fieldwork seminar courses. The full foundation curriculum is required of all students, with the
exception of those admitted with advanced standing. Before beginning the concentration curriculum,
all foundation coursework and field hours must be successfully completed.
Concentration Curriculum
The concentration curriculum is made up of nine full courses and an advanced field practicum. After
completing the foundation requirements, you will enroll in the concentration curriculum, which you
selected at the time of application. Augsburg offers two concentrations: Multicultural Clinical Practice
(MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will
deepen your knowledge of the primary issues affecting families and communities, develop a range of
client-centered approaches to practice, gain a broader understanding of human diversity, develop
competencies in practice-based research, and learn practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced knowledge of theories and practice
methods in the concentration field practicum. The field practicum is relevant to your chosen
concentration and is completed concurrently with your enrollment in two or three field seminar
courses. As a capstone to your MSW program, you will complete a portfolio project or a summative
evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and
cultural identities, as well as the ability to use multiple lenses when working with diverse populations.
With person-in-environment as an organizing perspective, multicultural clinical social work practice
addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this
end, graduates of the MCCP concentration develop competence in using relationship-based, culturally
informed, and theoretically grounded interventions with persons facing challenges, disabilities, or
impairments, including emotional, behavioral, and mental disorders.
Program Development, Policy, and Administration (PDPA) Concentration
In the tradition of Jane Addams, the heart of macro social work practice directs energy toward
changing agency, government, and institutional policies that obscure or oppress people. While many
social workers view their role as focused on individuals and families, social work must also actively
seek equality and justice for clients within agencies, institutions, and society. Social work leaders must
advocate for social change to ensure social justice. The Program Development, Policy, and
Administration (PDPA) concentration responds to this demand for leadership.
The macro (PDPA) social work practitioner recognizes the strengths and abilities of individuals and
communities to implement change. The social work macro practitioner works in partnership with these
individuals and communities to do so. In this concentration you will learn the knowledge and skills
necessary to work with others to achieve needed social change. You also will learn to develop, lead,
guide, and administer programs that serve diverse people in a variety of settings. If you are interested
in social work leadership, program planning, or community and policy advocacy, this concentration
helps you achieve that goal.
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer
more vivid portrayals of a student’s academic and professional experience than traditional
assessments. By definition, portfolios are formative, i.e., designed for guided reflection and selfevaluation. However they are also summative documents in that they illustrate students’
competencies. All MCCP students are required to create such a portfolio during their final year of
study. Items in a portfolio might include videotapes, process recordings, reflective statements, writing
samples, case analyses, term papers, electronic submissions, policy activities, feedback from service
users, self-evaluations of personal progress, and links to references.
Summative Evaluation Project (PDPA students)
All social workers must evaluate their practice to determine whether they are helping or harming
clients. While in the concentration practicum, PDPA students will design and implement a program
evaluation for their summative project, which requires integration and application of knowledge and
skills from both the foundation and concentration curricula. Students develop their research while in
their field internship and are advised by their field seminar professor. Students conduct and present
this evaluation/research project during their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the
portfolio or summative evaluation project. Course credit for the general elective is given for this option.
Students work with a thesis adviser to develop more in-depth research skills contributing to social
work knowledge. To pursue the thesis option, students should notify the MSW program director by the
end of spring trimester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
• Successful completion of any admission conditions (e.g., statistics, bachelor’s degree)
• Successful completion of MSW courses:
18 full courses for foundation students
13 full courses for advanced standing students
• No more than two courses with a grade of 2.5, and with a cumulative GPA of 3.0 or higher
• Successful completion of 920 hours of approved field practica for foundation students, 500 hours
of approved field practicum for advanced standing students
• Successful completion and submission of the portfolio project (MCCP) or the summative
evaluation project (PDPA)
• Successful completion of all degree requirements within four years of matriculation
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the
Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work.
To achieve LGSW licensure students must pass the state board exam and complete the MSW
degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical
Social Worker (LICSW) license, one must work two years full time (or 4,000 hours part-time) as an
LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement,
one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board
of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
SWK 500*
SWK 505*
SWK 530*
SWK 531*
Human Behavior and the Social Environment
Practice Methods and Skills 1: Individuals
Integrative Field Seminar 1 (.5) (taken concurrent with first practicum)
Methods Skills Lab (.5)
WINTER
SWK 501*
SWK 506*
SWK 510
SWK 535*
SWK 536*
History of Social Welfare Policy
Practice Methods and Skills 2: Groups
Advanced Practice Methods (advanced standing students only)
Integrative Field Seminar 2 (.5) (taken concurrent with first practicum)
Human Behavior and the Macro Social Environment (.5)
SPRING
SWK 504
SWK 509
SWK 516
Research Methods 1
Assessment and Diagnosis in Mental Health Practice
Community Development for Social Change
Concentration Courses
Multicultural Clinical Practice Concentration
FALL
SWK 610
Integrative Field Seminar 3: MCCP (.5) (taken concurrent with second practicum)
SWK 615
Diversity/Inequality 1: MCCP (.5)
SWK 628
MCCP with Individuals
SWK 629
MCCP with Families
WINTER
SWK 611
SWK 616
SWK 630
SWK 631
SWK 635
Integrative Field Seminar 4: MCCP (.5) (taken concurrent with second practicum)
Diversity/Inequality 2: MCCP (.5)
MCCP Policy Practice
MCCP with Groups (.5)
MCCP Evaluation 1 (.5)
SPRING
SWK 612
SWK 634
SWK 636
SWK 639
SWK 699
Integrative Field Seminar 5: MCCP (.5) (taken concurrent with second practicum)
MCCP Supervision (.5)
MCCP Evaluation 2 (.5)
MCCP Elective (.5)
General Elective
Program Development, Policy, and Administration Concentration
FALL
SWK 651
Integrative Field Seminar 3: PDPA (.5) (taken concurrent with second practicum)
SWK 657
Diversity/Inequality 1: PDPA (.5)
SWK 660
Research 2: Program Evaluation
SWK 667
Organizations/Social Admin. Practice 1
WINTER
SWK 652
SWK 658
SWK 668
SWK 675
Integrative Field Seminar 4: PDPA (.5) (taken concurrent with second practicum)
Diversity/Inequality 2: PDPA (.5)
Organizations/Social Admin. Practice 2
Planning and Policy Practice 1
SPRING
SWK 669
SWK 676
SWK 699
Organizations/Social Admin. Practice 3
Planning and Policy Practice 2
General Elective
*Course potentially can be waived for advanced standing students (BSW holders).
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
MSW Course Descriptions
Foundation Courses
SWK 500 Human Behavior and the Social Environment
This course provides the knowledge basic to an understanding of human growth through the life cycle.
It explores the interplay of sociocultural, biological, spiritual, and psychological factors that influence
the growth of individuals and families in contemporary world society. Basic knowledge of biological
systems is required.
SWK 501 History of Social Welfare Policy
This course analyzes the history of social welfare policy in the United States and its impact on current
social systems and social policy. It examines the major assumptions, values, ideas, and events that
contribute to the rise of the welfare state and the profession of social work. Social welfare policies of
other countries are also explored.
SWK 504 Research Methods 1
This course provides an introduction to social science research methods and ethics, including practice
and program evaluation. The course presents research designs, both quantitative and qualitative
approaches, and various ways to organize, compare, and interpret findings. Students will be
introduced to the use of computers in data analysis. Basic knowledge of statistics is required.
SWK 505 Practice Methods and Skills 1: Individuals
This course introduces students to social work practice. In sequence with SWK 506, it prepares
students to apply the generalist perspective for practice with systems of all sizes. Students begin by
learning about social work with individuals, with a dual focus on the person in the environment. In this
context, they learn about direct services as well as social change.
SWK 506 Practice Methods and Skills 2: Groups
This course prepares students for generalist social work practice with larger client systems. The
strengths perspective is emphasized, and students learn to complete assessments and formulate
intervention strategies in partnership with groups, organizations, and communities.
SWK 509 Assessment and Diagnosis in Mental Health Practice
This is a foundation Human Behavior and the Social Environment course which explores
psychopathology and mental disorders from a developmental and strengths perspective. Emphasis is
placed on understanding biopsychosocial influences on the incidence, course, and treatment of the
most commonly presented mental disorders and the differential effect of these factors on diverse
populations at risk.
SWK 510 Advanced Practice Methods
This course is for advanced standing students only and is designed to provide a transition from their
BSW program to advanced placement in the MSW program. It provides knowledge and skill building
in the latest approaches to social work practice, contemporary theories, and current research on
effectiveness. The program’s approach to graduate level social work practice with individuals, groups,
families, organizations, and communities will be covered, with opportunities to build on students’ BSW
background and post-graduate experience.
SWK 516 Community Development for Social Change
This course applies the ecological premise that what is personal is also political. The course focuses
on knowledge and skills necessary to practice at the community level of social work practice. Students
will analyze social organizations, policies, and community development.
SWK 530 AND SWK 535 Integrative Field Seminar 1 and 2 (.5 credit each)
The integrative field seminars are courses where field practice and classroom theory meet. The goal
is to strengthen the connections between social work theory and practice. Students are expected to
spend 420 hours in a fieldwork practicum during enrollment in these two courses and to be enrolled in
the corresponding practice methods courses.
SWK 531 Methods Skills Lab (.5 credit)
This half-credit course places an emphasis on active learning and the application of content presented
in SWK 505. The skills lab is an integral part of the required graduate school core curriculum. All
students in field placements must participate in the skills lab and Integrative Field Seminar 1.
SWK 536 Human Behavior and the Macro Social Environment (.5 credit)
This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of
the environment in all relationships, stressing the link between social issues and individual problems
plus defining the common human condition.
Multicultural Clinical Practice Concentration Courses
SWK 610, 611, and 612 Integrative Field Seminar 3, 4, and 5: MCCP (.5 credit each)
The field seminars are designed to address issues and experiences from the student’s field practicum
through rigorous application of different theoretical concepts and social work principles using a
culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the
students’ sophistication in understanding the interconnections between culturally appropriate theory
and practice skills related to a specific client system, and the students’ inherent and inescapable
contribution based on the students’ use of self. Secondly, the field seminars are the courses where
students reflect on the evolution of their practice and document their progress. All students in field
placements must participate in the appropriate concurrent field seminar.
SWK 615 and 616 Diversity and Inequality 1 and 2: MCCP (.5 credit each)
These courses are based on a dual focus of valuing diversity and understanding social justice. This
two-course sequence studies the history, demographics, and cultures of various disenfranchised
groups as well as the dominant culture. It examines the impact of inequality on people of all
backgrounds. In the second trimester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity,
age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to
diversity, with individual manifestations within different social identity categories; social injustice
occurs and is present at individual, institutional, and societal/structural levels; and, professional social
work ethics and values demand cultural competence and culturally sensitive practice at the micro,
mezzo, and macro levels.
SWK 628 MCCP with Individuals
MCCP with Individuals is a required methods course in the MCCP concentration. The course
prepares social work clinicians who are competent to assess, intervene and monitor clinical
interventions that are culturally sensitive and consistent with social work values and ethics. Although
focused on individual intervention, clients are viewed within the context of their families and social
context. The therapeutic process and treatment strategies are examined, incorporating content from
psychodynamic, cognitive-behavioral, and post-modern models. These content area are compared
from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the
problem-solving model and guided by an ecosystems, strengths, and empowerment perspective.
Particular attention is given to the development of self-reflective practitioners.
SWK 629 MCCP with Families
MCCP with Families is a required methods course that focuses on the family as a unit of assessment
and intervention in clinical social work practice. This course examines theory, knowledge and skills for
clinical practice with families within a multicultural context. Students apply major family therapy
models to assessing and intervening with families experiencing problems. The models are compared
from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the
problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and
to diverse family types. Attention is given to family-centered practice in different social work fields of
practice and settings and to the development of self-awareness of the practitioner.
SWK 630 MCCP Policy Practice
In this course, MCCP students learn how organizational and social policies affect the delivery of
clinical social work services in multicultural contexts. Students build upon the core policy practice
competencies gained in their MSW foundation courses. Clinical social work practice is distinguished
from other professional clinical practice by this use of the person-in-environment perspective. The
multicultural lens sharpens focus on both the strengths that come with diversity and the discrimination
and oppression, such as racism, that policies can uphold or undo.
SWK 631 MCCP with Groups (.5 credit)
This course prepares students for advanced multicultural group work within a clinical practice. It builds
on the foundational curriculum with particular attention to clinical practice skills. Students will focus on
the process of individual empowerment and change in the context of clinical group processes. Applied
theories of human development, change, and resilience are integrated with theories of group
processes, group leadership, and group communication as a critical knowledge base for planning,
intervention, and leadership. Students will develop an understanding of phases of group practice,
intervention skills, and ethical practices applied in a groupwork environment. In this course, the
reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive group work. Students will consider how their social identity and position
influences similar and mixed social identity groups and their processes.
SWK 634 MCCP Supervision (.5 credit)
Building upon the research to date on social work supervision, this course presents the functions of
supervision (administrative, educational, supportive) as they interrelate in achieving the primary
purpose of clinical supervision: assuring that client services prevent difficulties in client functioning
and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and
groups served by supervisees. Students hone skills necessary for each of the stages of the
supervisory process (planning, beginning, work, and ending), and they build a repertoire of
supervisory questions that have been associated in research with fostering success in meeting clients’
goals. Students learn to differentiate supervision with its dimensions of hierarchical power,
responsibility, liability, and authority from peer consultation. They gain competencies in both individual
and group supervision, as well as competencies related to consultation with a multicultural lens to
advance the application of theories and models of clinical social work practice.
SWK 635 and 636 MCCP Evaluation 1 and 2 (.5 credit each)
The values and skills of advanced clinical practice combined with research methods guide the
creation of culturally appropriate approaches to monitoring and evaluating clinical practice.
Multicultural evaluation is built on the values of social work, “dignity, self-determination, equity,
empowerment, and social justice” (Gutierrez, 2004, p. 127). Monitoring and evaluating clinical practice
requires the integration of evidence-based practice knowledge, multicultural clinical skills and multiepistemological research skills. This approach to evaluation critically applies the fundamental tenants
of social science research, including both modern and post-modern methods.
SWK 639 MCCP Elective (.5 credit)
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field
or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and
Trauma Therapy and Treatment.
Program Development, Policy, and Administration Concentration Courses
SWK 651 AND 652 Integrative Field Seminar 3 and 4: PDPA (.5 credit each)
The goal of these two courses is to strengthen the connections between theory and practice. All
students in field placements must participate in the appropriate concurrent field seminar. As part of
this integrative function, the seminar also serves as a means for making connections among course
components and the expansion of classroom content—particularly as relating to dynamics of groups,
communities, and organizations; human behavior; policy analysis; and research.
SWK 657 AND 658 Diversity and Inequality 1 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 structure; processes of development, research, and
evaluation; and social work values and ethics in the workplace. The need to work effectively within an
organizational context means that social work practitioners must acquire a level of expertise in
organization theory, dynamics, structure, and behavior, as well as an understanding of how
organizations provide practice opportunities and constraints. This course provides opportunities for
students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
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. It addresses
the role of economics, demographics, politics, values, and other relevant factors on policy design and
implementation. The course emphasizes the analysis of selected existing or proposed policies in such
areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax
policy including tax expenditures. Prerequisite: SWK 675
Both Concentrations
SWK 699 General Elective
Students in both concentrations complete at least one general elective course for graduation. The
following are examples of elective offerings that are rotated each year:
• Parent and Professional Planning
• Interdisciplinary Perspectives on Aging
• Cognitive Behavioral Therapy in Social Work Clinical Practice
• Spirituality and Social Work Practice
• Empowerment of Services Users in Mental Health
We also offer short-term electives abroad:
Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia,
South Africa, India, China, and Hong Kong)
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. 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.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that
students will demonstrate skills to bridge theory and practice. Collaborative efforts between the
student, the field agency, and the MSW program are essential to successful learning. The foundation
of the practice includes:
• ethical, competent professional practice;
• problem solving within a systems framework and strengths perspective;
• use of advanced practice theories in Multicultural Clinical Practice or Program Development,
Policy, and Administration settings;
• evaluation of the effectiveness of program or practice activities;
• an understanding of, and respect for, diverse peoples and cultures;
• responsibility and service to the local and global community in the interest of social justice; and
•
a commitment to oppose oppression of all forms.
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved
field instructors, foundation students will spend a minimum of 920 hours in two field practica.
Advanced standing students will spend a minimum of 500 hours in one field practicum. The
foundation practicum is spread over at least two trimesters (fall and winter) and the concentration
practicum is spread over the entire academic year. Both practica are concurrent with enrollment in
integrative field seminars, as well as other MSW coursework.
The fieldwork education of the MSW program is divided into two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a
professional generalist social worker. It requires a minimum of 420 hours and is completed by
students admitted at the foundation level. Students spend an average of 15 hours per week during the
fall and winter trimesters 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, winter, and spring trimesters 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. Students also have the opportunity 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 who wish to do so work with the MSW field
coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and
challenging field practicum. Our current list of approved field sites includes agencies in the following
areas of practice:
• family and children
• child welfare
• mental health
• crisis intervention
• senior resources
• family social policy
• health and human services
• corrections and probation
• public and independent schools
• youth services
• hospitals
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developmental disabilities
American Indian family services
chronic and persistent mental illness
chemical dependency
court services
immigrant, migrant, refugee services
victims of torture
faith-based social services
neighborhood services
legislation advocacy
housing services-employment services
community organizing
research centers
Dual Degree in Social Work and Theology (MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a
dual degree: Master of Social Work and Master of Arts in theology (MSW/MA). The dual degree has
been approved by both institutions and by the Council on Social Work Education. If you are interested
in combining a Master of Social Work with a Master of Arts in theology, we recommend you begin with
the Luther Seminary program first and identify yourself as seeking the dual degree. For application
information visit the Luther Seminary website at http://www.luthersem.edu/admissions/.
Purpose
The dual degree focuses on meeting the educational interests of people planning to serve the spiritual
and social needs of families, individuals, and communities in both rural and urban settings. Both
institutions have a commitment to social and economic justice and to teamwork in the pastoral and
human service settings. This joint program is ecumenical in its admission policies as well as its
academic outlook.
Objectives
Three primary objectives have been established:
• To educate practitioners in social work and ministry who can combine the values, skills, and
knowledge of both theology and social work to serve people in more holistic ways.
• To generate the partnerships necessary to serve the complex needs of communities and people
experiencing transition in their lives, including the change of government support for those in
poverty.
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and
pastoral settings.
Enrollment
We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of
this first year of courses, students then enroll in Augsburg courses for a second and third year (fulltime). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if
pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by
the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW
curriculum with the exception of the general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are
offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and
will be in a setting reflective of the dual degree program, such as congregational multidisciplinary
teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the
Augsburg College program are both full-time; it is not feasible for students to do both programs
simultaneously.
Summary of MSW/MA Theology Dual Degree Requirements
• Luther Seminary full courses: 9
• Augsburg College full courses: 12—advanced standing, 17—foundation (elective is met at Luther)
• MSW field practicum course credit hours: See guidelines under field practicum.
• MSW portfolio or summative evaluation project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of application deadlines for both
institutions. Applicants must apply to each program separately. Please note: admission to one
institution does not guarantee admission to the other.
To request the catalog and application materials, you must contact each program separately.
Financial aid is also a separate process.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social work and business administration.
Students enrolled in the dual degree program learn to create better managed and financially sound
service organizations to serve diverse communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business
expertise with social work practice and policy formation. The MSW/MBA dual degree prepares
graduates to function in a workplace that demands the delivery of quality services with increasingly
limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect
the Program Development, Policy, and Administration (PDPA) concentration. In this macro practice
concentration, students learn to affect positive change in social service systems through their work
with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have
completed the necessary PDPA coursework are eligible to return to complete the MBA portion of the
dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday
afternoons.
Year 3 (12–16 months)
MBA classes meet primarily one night per week. The MBA program includes a summer term.
Curriculum
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18 full MSW courses for foundation students or 13 full MSW courses for advanced standing
students
Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
The MSW summative evaluation project may be accepted by the MBA program as partial
fulfillment of the MBA project.
•
Complete a minimum of 8 MBA courses for students who completed the MSW degree 2002 and
beyond; complete a minimum of 9 MBA courses for students who completed the MSW degree
prior to 2002
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the
Master of Business Administration section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW
students may wait to apply to the MBA program until their concentration year. The GMAT is waived for
MSW/MBA dual degree applicants. MBA application materials include: completed application, two
short essays, an updated resume, two letters of recommendation, and a personal interview with the
MBA program director. Admission to one program does not guarantee admission to the other.
Admission to MSW
The Augsburg College MSW program promotes the widest possible diversity within its student
population. Therefore, the admission policies ensure that educational opportunities are provided to
persons with a range of abilities, backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the MSW application
documents for details regarding specific application requirements.
Admission Requirements
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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
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The following materials must be submitted to Augsburg’s Office of Admissions:
Completed and signed application form—www.augsburg.edu/msw or call 612-330-1101.
The application deadline is January 15 each year for entry in the following academic year. All
applications and materials noted below are due by 5 p.m. on the application deadline.
$35 application fee
One official transcript from each previously-attended postsecondary institution. This includes
colleges, universities, vocational/technical institutions, and PSEO institutions.
Liberal arts prerequisite coursework including 4 social sciences, 3 humanities, 1 biology, and 1
statistics course. These courses must be completed prior to enrollment.
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, if applicable (refer to p. 16 for college policy)
Official international credit evaluation course-by-course review (for degrees completed outside
of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions
section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure
as new applicants.
Transfer students may receive up to eight (8.0) transfer credits. (See Evaluation of Transfer Credit in
the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWEaccredited MSW program and students must have received 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 the following eligible MSW courses: Human Behavior and the Social Environment,
History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Field Seminars 1 and 2
(which include 420 field practicum hours). Advanced standing applicants must offer an equivalent
BSW course for each with a grade of B (3.0) or higher in order to receive a waiver.
Academic Policies
Academic Achievement
Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a
student falls below a 3.0 average, the student will be placed on academic probation. A 3.0 cumulative
grade point average must be restored in order for a student to be removed from probation. If the
cumulative grade point average again falls below 3.0, the student may be dismissed from the
program. Students are retained in the program who can:
• maintain expected grade point average (3.0 or higher);
• complete course requirements of the program and field placement in a timely manner;
• complete the program within four years; and
• abide by the department’s Standards for Social Work Education and the NASW Code of Ethics.
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade
below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades
earned the second time are counted in the grade point average. If a student receives a grade below
2.5 in a field course, the MSW director will initiate a Level 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 newly-admitted students at our field orientation prior to seeking the field placement.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic
Programs and Policies section of this catalog for policy on continuation of coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW
program in order to maintain their admitted status. The request must be made in writing. A leave of
absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the
concentration courses until successfully completing all foundation courses. In addition there are
individual courses that are prerequisite to other individual courses in the MSW curriculum. These are
listed in the MSW Handbook, which is distributed to newly-admitted students.
Program Costs
In addition to tuition fees, MSW students can expect to purchase textbooks, a facilities fee, and
student liability insurance when in a field placement. There may also be additional fees associated
with short-term electives abroad.
Graduate Scholarship Search Tips
As you may know, graduate students do not have access to many of the financial aid opportunities
open to undergraduates. Because of this, we strongly encourage you to spend time doing your own
independent research into graduate funding available locally, nationally, and internationally.
The simplest way to begin a search for graduate funding is to look online. There are many scholarship
search engines online. The following websites may provide a good starting point for your search:
www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnsocialserviceassoc.org
www.fastweb.com
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in
May (go to www.cswe.org.)
Gosnell Scholarship Funds
Ten awards ($1,000-$4,000) offered to social work students interested in working with American
Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency
settings. Applications due in August (see www.naswfoundation.org).
Vern Lyons Scholarship
One award ($2,000) offered to students interested in health/mental health practice and a commitment
to the African American community. Applications due in August (see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for
clinical social work practice. Applications due in March (see www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American, American Indian, Asian, 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 in June (see
www.mnsocialserviceassoc.org).
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled
in the first year of the program are eligible to apply. Awards range in amount from $300 to $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.
Contact the Enrollment Center for more information.
Military Discount
See description in the Financing Your Education section of the catalog.
Accreditations and Affiliations
Augsburg College is accredited by the Higher Learning Commission of the North Central Association
of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and
memberships, see the About Augsburg College section of this catalog.
The Augsburg Master of Social Work program is accredited by the Council on Social Work Education
(CSWE).
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The
purpose of the forum is to facilitate communication between social work students and the social work
department, as well as to provide the opportunity for student participation in department governance,
curriculum development, and program improvements. As such, forum members are invited to attend
Social Work Department meetings via representatives.
The forum has historically been volunteer based. Any student may serve on the forum, provided the
student can make a commitment to attend the meetings and share in the efforts. The MSW director
and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent
members or as guests.
Past forum members established these guidelines:
• provide an avenue for students to share and discuss ideas and/or concerns related to the MSW
educational experience with the Social Work Department
• encourage constructive dialogue among students, faculty, and department and College
administrators
• make recommendations to the department regarding program improvements
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects.
MSW Faculty
Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW,
University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota.
Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW,
University of Iowa; PhD, University of Illinois-Urbana-Champaign.
Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana,
Bogota, Colombia; MSW Loyola University; PhD, Loyola University.
Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social
Sciences; PhD, Indiana University.
Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University
of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago.
Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St.
Catherine; MSW, University of Michigan; PhD, University of Minnesota.
Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St.
Louis; MHA, University of Missouri–Columbia.
K. Abel Knochel, Assistant Professor of Social Work. BA, Albright College; MSW, Spalding
University; PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College;
MSW, Tulane University; PhD, Case Western Reserve University.
Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW,
University of Kentucky; PhD, Boston University.
Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University;
MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona.
Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University
of Minnesota; PhD, University of Washington.
Staff
Erika McCreedy, Administrative Assistant
Doran Edwards, BSW Assistant Director
Courtney Zaato, Field Assistant
Holley Locher, MSW Program Coordinator
Augsburg College Board of Regents
For more details, go to www.augsburg.edu/regents.
Andra Adolfson
Dan W. Anderson ’65
Ann B. Ashton-Piper
Karen Durant ’81
Matt Entenza, JD
Mark A. Eustis
Anthony L. Genia, Jr, ’85, MD
Alexander J. Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Rev. Rolf Jacobson, PhD
Eric J. Jolly, PhD
Cynthia G. Jones ’81, PhD
Dean Kennedy ’75
Toby Piper LaBelle ’96
The Honorable LaJune Thomas Lange ’68, JD
Andre J. Lewis ’73, PhD
Jennifer H. Martin, EdD
Marie O. McNeff, EdD
Paul S. Mueller ’84, MD
Jeff Nodland ’77
Lisa Novotny ’80
Paul C. Pribbenow, PhD
Bishop Peter Rogness, ex-officio
Gary Tangwall ’80
Rev. David Tiede, PhD
Bishop Harold Usgaard, ex-officio
Rev. Norman W. Wahl ’76, DMin
Bonnie Wallace
Rev. Mark Wilhelm, PhD, ex-‐officio
Show less
2013-2014 Graduate Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies
Master ... Show more
2013-2014 Graduate Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies
Master of Social Work
at
Augsburg College
Graduate Catalog
2013-2014
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Graduate Catalog contains information about academic program requirements and academic and
student policies and procedures for fall semester 2013 - summer semester 2014. It is subject to change without notice.
The catalog is intended to complement other College publications including the Student Guide and College website. It is
important for students to be familiar with all College policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2013
Phone: 612-330-1000
www.augsburg.edu
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A Greeting from the President
I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a
select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Creative
Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the
opportunities they provide students to expand decision-making and strategic skills.
Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you find your calling at work and in
the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President
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Greetings from the Academic Affairs Office
Welcome to our graduate studies at Augsburg College. We are committed to education that prepares people for
leadership in their communities and places of work. We believe that 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
physical and online 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 of our graduate 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 economically-sustainable
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,
Lori A. Peterson
Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies
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About Augsburg
At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to 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
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the College motto, “Education for Service,” and mission:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and
moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:
• Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
• An Augsburg education should be preparation for service in community and centers of faith.
• The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
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Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice
Augsburg offers the following dual degrees:
• Bachelor of Arts in Accounting/Master of Arts in Leadership
• Master of Social Work/Master of Business Administration
• Master of Social Work/Master of Arts in Theology, with Luther Seminary
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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 teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
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Locations
Minneapolis Campus
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Hiawatha light rail line and the future Central Corridor line, which provide easy access to Minneapolis,
St. Paul, and the Minneapolis International Airport.
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. Degrees offered on the Rochester campus include the Master of Business
Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*, as well as a
variety of undergraduate majors.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the
heart of the city, which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior
technological resources.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings and on
occasional Saturdays, making them accessible to working adults. Students may also take courses within their program at
the Minneapolis campus.
Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office
at 507-288-2886.
*Program includes some Minneapolis courses
Abroad Locations
Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research,
take courses, or consult with faculty in those locations to gain new perspectives on their discipline.
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Facilities
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
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 occupies the
house located at 628 21st Avenue.
Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the
Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for campus ministry, the drama and communication offices, and the
Center for Learning and Adaptive Student Services (CLASS).
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and brings together the computer technology resources of the College. It also houses the Gage Center for Student
Success. The library is located on the corner of 22nd Avenue and 7th Street.
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th
Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and
two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area.
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.
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Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble
Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized
auditorium; faculty offices, administrative offices, and various other program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as
classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
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Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
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The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees)
Council on Social Work Education (CSWE) (bachelor’s and master’s degrees)
Augsburg’s programs are approved by:
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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:
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American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc.
Campus Compact
Council of Independent Colleges (CIC)
Lutheran Education Council in North America (LECNA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the
institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or
that the quality of the educational programs would meet the standards of every student, educational institution, or
employer.
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Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan
programs, athletic and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable
accommodations to its employees and students. (Approved by the Augsburg Board of Regents Executive Committee on
June 16, 2010).
For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor,
Memorial Hall 19, 612-330-1058.
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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.
The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058.
Deputy Officer for Students:
Dean of Students
Sarah Griesse
612-330-1489
griesse@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks
Assistant Athletic Director
612-330-1245
diercks@augsburg.edu
Deputy Officer for Employees:
Interim AVP, Human Resources
Dionne Doering
612-330-1602
doering@augsburg.edu
Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and
opportunity can be directed to the Affirmative Action Coordinator, 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.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to
students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
College. The student must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the College in an
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administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection
agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the
student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg College not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg College will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Clery Act
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. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative
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works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
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.
Official Notices
Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication,
and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail
account regularly. The A-Mail is a daily online publication on Inside Augsburg.
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Graduate Admissions
All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or
an equivalent degree from outside the US.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section or the Graduate Admission website (below) for additional
instructions.
For detailed instructions on applying to graduate programs, refer to the Graduate Admissions website at
www.augsburg.edu/grad/.
Readmission
Graduate students who have not registered for courses at Augsburg College for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Returning students do not pay the application fee.
The last day to receive approval for readmission to the College and register for classes is 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).
Special Student Admission
Students who are non-degree-seeking, but wish to enroll for academic credit in courses within a graduate degree
program, may be considered for admission as special students (non-degree). Special students (non-degree) can enroll on
a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires program
director approval, and the student must be in good standing at all previously attended institutions.
To be considered for admission as a special student (non-degree), the items listed below must be submitted to the
Admissions Office. Some programs may have additional requirements.
• Completed special-status application for admission
• An official transcript of undergraduate and/or last degree earned. A bachelor’s degree from a regionally accredited
institution is the minimum requirement for admission. Students who have earned a degree outside the US must
have their transcript evaluated to confirm it is equivalent to a US bachelor’s degree or greater.
If a non-degree seeking student is pursuing regular admission status into the program; he or she should submit an
application requesting regular admission to that program and submit the additional materials needed for regular
admission to that program. Special student status is conferred for only one term of enrollment. Additional terms require
reapplication as a special student (non-degree). Students may count up to 6-8 semester credits earned as a special
student (non-degree) toward an Augsburg College degree with approval of the program director.
International Students Admission
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
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• If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
• If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written
and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs
Augsburg College accepts as evidence for English proficiency.
• TOEFL (Test of English as a Foreign Language)
o www.toefl.org/
o Score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking
sections. (The Augsburg College TOEFL code is 6014.)
• IELTS (International English Language Testing System)
o www.ielts.org/
o Score report of 6.5.
• MELAB (Michigan English Language Assessment Battery)
o www.cambridgemichigan.org/melab
o Score report of 80, and score report must be accompanied by an official letter from the testing coordinator.
• Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the
US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years
old.
Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States.
This evaluation should include the following:
• Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
• Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
• Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
• Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
• Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org for information on how to obtain a foreign credential evaluation.
Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
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permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
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Financing Your Education
Costs for Graduate Studies
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. The College reserves the right to adjust charges should economic conditions necessitate.
Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/2013-2014-graduate-rates/
Tuition:
Students are charged per credit. The amount is payable at the beginning of each semester or you can set up an official
payment plan through Student Financial Services.
Fees:
Student activity, facilities, wind energy fee. Other special course or program specific fees can be found online at
www.augsburg.edu/studentfinancial.
Books and Supplies: Approximately $150 per course
Audit Fee: $1,000 per course
Payments
Semester Charges
Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet Records and Registration. Payments can be made online at www.augsburg.edu/studentfinancial/make
a-payment/. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past
due balances online at www.augsburg.edu/studentfinancial/disclosure/.
Payment Options
Augsburg College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts/.
Financial Aid
All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis.
This includes completing the application process as outlined below and making satisfactory academic progress. In order
to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the
attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress
Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy/.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with
federal, state, church, and private agencies in providing various aid programs. During the 2012-2013 academic year,
more than eight out of ten students at Augsburg received financial assistance.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
How to Apply
To be considered for the maximum amount of aid, students must apply for financial aid by May 1st. Steps to apply can be
found online www.augsburg.edu/studentfinancial/graduate-financial-aid/ and are updated annually as federal and state
processes change.
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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 federal and private loan programs (students must complete a loan application to receive
loan funds).
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted). The various forms of aid available are listed here for information only.
In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and
grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and
other sources.
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/payment
plans-and-discounts/
Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
• Federal Stafford Student Loan
o Unsubsidized Stafford Loan; interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer payments
and allow interest to accrue and be capitalized (added to the balance of the loan).
• Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of
attendance (minus all other student financial aid).
Further information about loan programs can be found online at www.augsburg.edu/studentfinancial.
Financial Policies
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved online 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.
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. Financial aid may also be adjusted for those students who withdraw from the College or
drop one or more courses and receive financial assistance.
For further information view our refund policy online at www.augsburg.edu/studentfinancial/tuition-and-credit-refund/.
Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online
through the Registrar’s Office website.
Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online
through the Registrar’s Office website. It must be filled out completely, signed and turned in to the Registrar’s Office.
17
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 in accordance with the terms of their housing contract
and/or the appropriate tuition refund schedule.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not officially drop courses with the Registrar’s Office
are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance.
Refund calculations are based on the date that the drop/add form is processed.
Medical refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will
include the normal refund percentage (based on the regular refund schedule). Requests for medical refunds should be
made through the Financial Petition Committee. Petition forms are available through the Registrar’s Office website. This
extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead,
verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund
financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date
of attendance. Students are responsible for the entire cost of the term including the portion previously covered by
financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from
college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition
forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and charges for the term
dropped. The administrative cancellation fee is $300.
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Student Resources/Academic and Support Services
Lindell Library
The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and
information technology functions of the College as well as the Gage Center for Student Success. In addition to its large
collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum
library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing
and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces
for collaborative learning. 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 23,000
e-journals, 17,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access
to the library holdings of the seven private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large
collection of media resources. A service-oriented staff provides students and faculty with research assistance and
instruction in the use of information resources. Arrangements are made for access by students with physical limitation
and special needs.
Information Technology Resources
Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website,
www.inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has six
computer classrooms and 41 technology-enhanced classrooms. The circulation desk in 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 to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students
with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech
impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain
access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and
challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences.
Each term, Disability Specialists work directly with students to 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, student technology assistance, academic advising, counseling,
financial aid)
• Training and use of assistive technology through the Groves Accommodations Laboratory
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•
•
Assistance with academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty,
staff, or administration to support each student as they work toward success. Taking advantage of these opportunities
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who
suspect they may have a learning-related disability. These screenings are meant only to help students determine
whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs.
CLASS services are made possible in part through endowment support provided by the Gage family and the Groves
Foundation.
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Academic Programs and Policies
Academic Calendars
All of our graduate programs meet on a semester calendar. Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity
and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a
College requirement, student course projects, papers, and examinations may include a statement by the student
pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity.
(See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide)
Evaluation and Grading
Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0
achieves highest standards of excellence. See each program for details of field study and special projects. Students must
achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards
Policy. Grading option cannot be changed from traditional (0.0 - 4.0) to Pass/No Credit.
Explanation of grades for Graduate Studies:
Grade
4.0
3.5
3.0
2.5
2.0–0.0
P
N
V
W
I
X
Explanation
Achieves highest standards of excellence
Achieves above acceptable standards
Meets acceptable standards
Meets minimum standards
Unacceptable performance
Represents work at 3.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The written permission of the instructor is required to
register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of
the term to determine expectations, attendance, an any other requirements. If expectations have been met, the course
will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of
W. Audited courses do not count towards graduation.
Withdrawal Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw.
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Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a
student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the
request, outlines the work required to complete the course, and includes the course instructor’s signature. The
instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend
the same course (or a portion of the same course) in a following term with an incomplete grade. The student must
complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade
before the final day of the following academic term in the student’s program. If the work is not completed by the
specified date of the following academic term, the grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given
X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Repeated Courses
A course in which a grade of 0.0, 0.5, 1.0, 1.5, 2.0, or N has been received may be repeated for credit. Courses in which
higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each
term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades
earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point
average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not
computed in the GPA. The formula for computing the GPA is:
GPA = Total grade points divided by number of credits attempted, i.e., courses with 0.0 to 4.0 grade assigned.
Attendance Policy
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be automatically
registered for continuation course 999 each semester for up to 15 semesters or until a grade for the completion course
is submitted by the project advisor. Continuation course 999 maintains students’ active status in the graduate program,
including library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to
change as costs increase) per semester.
Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change
from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program
22
director to evaluate readmission to the College and program. Students who are readmitted may need to complete
additional course work and will need to pay full tuition for all additional courses and to repeat the final project course.
If/when the final project course is completed, the new grade would supersede the previous grade.
Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any
point during the continuation period and receive a W notation on the transcript for the final project course. Following a
withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and
program. Students may be subject to additional coursework.
An accounts receivable hold will be placed on the student’s account if a college-wide $250 unpaid threshold is reached.
The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold
amount, the Registrar’s Office will not continue to automatically enroll the student in continuation 999. The Registrar’s
Office and the Student Accounts Office will inform the student, the program director, and coordinator that the student
must pay the account (including the late fee). At this point coordinators and/or program directors will communicate
with the student and the faculty advisor and, if necessary, request that the faculty advisor submit a grade change of N.
The student also may elect to withdraw from the College. If the grade change has not been submitted within one term,
the program director will submit the grade change of N.
This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy,
which will be kept on file with the program and in the Registrar’s Office. Accumulated charges stand for current
students, but beginning in fall 2010 students will be charged $35 per term. Student Financial Services will work with
students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the
$250 threshold.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a
summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits
to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
• Successful completion of all required courses
• A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
• Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg College.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program WƌŽŐƌĞƐƐŝŽŶ^ƚĂŶĚĂƌĚƐWŽůŝĐLJ.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are
limited to procedural errors that the student can demonstrate negatively affected the outcome.
23
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice
President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The
statement must identify each procedural error and state how each error negatively affected the outcome. The
statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s
statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate
Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal:
Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program
Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of
response. The Committee will meet with the student and a program representative to review the procedures and ask
questions of both the student and the program representative. The student and program representative may each bring
a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role
of the third party representative is to provide support to the student or the program representative, not to serve as an
advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To
see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar/.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director
in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered
in the curriculum, with the exception of the general elective (if approved). A special independent study registration form
is required and is available on the Registrar’s Office website or at the Enrollment Center.
Term Off
Students who interrupt their program enrollment for longer than one semester 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 advisor and obtain the advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding
previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be
considered for transfer, a course must be from a regionally-accredited college or university institution and graded 3.0/B
or better. Courses must have been taken at the graduate level and course content must be comparable to program
requirements at Augsburg.
The maximum number of semester credits that can be transferred is:
•
•
•
•
•
•
Master of Arts in Education (6)
Master of Fine Arts in Creative Writing (12)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Science, Physician Assistant Studies (Contact program coordinator)
24
•
Master of Social Work (22)
Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
25
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 themes include relationships, reflection and inquiry, diversity and equity, and
leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of
the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as
responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and
community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field
experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable
teachers committed to educating all learners in a diverse and changing world.
Our Faculty
Augsburg faculty members who teach in the MAE program are a mix of full‐time and adjunct instructors, all of whom
have K‐12 teaching experience. Many adjunct instructors are currently teaching in K‐12 settings; all full‐time faculty
members are frequent visitors to K‐12 settings through student teaching and field experience supervision, volunteer
work, and/or in‐service education. We understand the importance of what we do and what you hope to do. We value
good teaching and, most especially, we value good teachers.
Our Accessibility
We realize that although teaching is your dream, your reality most likely includes work, family, and personal
responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of
licensure and graduate‐level courses are taught in the evenings and weekends to allow you to manage these
responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and
responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among
interesting students and dedicated professors who believe that all children deserve a good, highly‐qualified teacher—
the teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to
educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry,
diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students,
colleagues, and community partners by developing learning communities. These nurturing learning communities provide
a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning
communities that we expect our graduates to create. We share with our students a learning model that connects
26
content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers.
Therefore we embrace and foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous
frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field
placements, service learning, generative questions, and classroom experiences, students and faculty develop their
perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways
that transform our practice. We think it is important to understand and learn how to manage the many polarities
inherent in the teaching and learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some
reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a
“school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore,
differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for
understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe
that all students can learn. They also have a sense of efficacy and believe that they can help all students learn.
Leadership
Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre‐service
education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience,
increased confidence, and professional development become leaders within the school, the district, and the community.
Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a
vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating
for instructional innovation, constructivist curricular development, and systemic change.
Master of Arts in Education Conceptual Framework
Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The
Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their
institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the
combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as
well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students
are required to include coursework focused on leadership and study aspects of leadership as part of their degree
program. Third, the final project—be it an action research, a leadership application project, or the performance
assessment option—gives students the opportunity to study an issue of concern and, supported by research, define a
means for addressing it.
Three Teacher Leadership Aspirations inform our program. They are as follows:
Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge
effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise,
neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of
colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous
endeavor and seek it throughout their careers.
Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community.
We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and
communities into a broader context. They understand the link between policies, politics, and education and participate
in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district
policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders
also understand that teaching and learning are dynamic and that change within school systems is an ever‐present
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phenomenon. They are informed decision‐makers predisposed to take on the challenge of change when they think it
benefits students, teachers, and/or community.
Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help
others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They
have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders
accept both power and accountability. They understand that responsibility without power diminishes potential for
effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a
foundation of self‐efficacy.
Program Overview
The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K‐
12 initial teaching licenses offered at Augsburg include:
Elementary education (K‐6), with or without a middle school content area endorsement in math, communication
arts, social studies, or science. Also available is the pre‐primary endorsement to the elementary license.
Secondary education (5‐12 and K‐12) in social studies, communication arts/literature, visual arts, health,
mathematics, music, and physical education; and 9‐12 in biology, chemistry, and physics.
K‐12 English as a Second Language*
K‐12 Special Education: Academic Behavior Strategist
Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement
options:
K‐12 English as a Second Language*
K‐12 Special Education: Academic Behavior Strategist
K‐12 Reading
Pre‐Primary
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. The MAE degree is also available without a license but with an education core. See the MAE program director
for details.
Accreditations and Approvals
Augsburg College Teacher Education programs are accredited and approved by:
National Council for the Accreditation of Teacher Education (NCATE)
Minnesota Board of Teaching. (MN BOT)
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the
Accreditation, Approvals, and Memberships section of this catalog.
Program Structure
The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a
degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership
(MAL) and graduate courses in education. Most students in the MAE program pursue a K‐12 teaching license as part of
their program plan. The MAE degree is also open to students who do not want a teaching license but do want a
background in education and leadership.
The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In
addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level
apply towards the MAE degree.
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Credit
MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with
the expectation of about 75 hours of independent study outside of class.
Schedule
The majority of the education courses in the MAE licensure and degree programs are offered through the weekend
schedule. Courses during the weekend meet face to face every other weekend with online instruction during the
alternate weeks. Some education courses and many undergraduate content area courses are offered on a weekday
evening schedule. These typically meet weekly face‐to‐face. The MAL degree completion courses are offered primarily
through the weekend schedule through a mix of face‐to‐face and online instruction. Summer session courses are offered
primarily weekdays and weekday evenings with a few on weekends during the first summer session. Summer courses
are offered in a mix of formats from all online to all face‐to‐face.
The following teaching licenses are available entirely through the evening, weekend, and summer schedule: elementary
education, most middle school and pre‐primary specialty area endorsements, 5‐12 social studies, 5‐12 communication
arts, K‐12 art, K‐12 special education, K‐12 English as a second language, and K‐12 reading.
Additional licenses in the following areas are available through a combination of weekday, weekday evening, weekend,
and summer schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these
licenses, the education and degree completion courses are taken during the weekend, weekday evenings, and summer
while some, if not all, of the content area courses are taken during the weekday.
The weekend schedule is comprised of two semesters spread from early September through late April. In general,
classes are held every other weekend. The weekday schedule is also comprised of two semesters spread from early
September through late April. Classes offered during the weekday meet one to three times per week. Classes offered
jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be
found at www.augsburg.edu/registrar.
Curriculum—Teaching Licenses
K‐6 Elementary Education
This program is designed to prepare teachers for grades K‐6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts and in pre‐primary can be pursued along with or separately from
the K‐6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels
through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate‐level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to
the MAE program.
All of the following courses must be taken for K‐6 elementary licensure. Up to seven courses may be taken at the
graduate (500) level and applied toward the MAE degree.
EDC 200/522 ‐ Orientation to Education in an Urban Setting*
EDC 206/566 ‐ Diversity/Minnesota American Indians
EDC 310/533 ‐ Learning and Development in an Educational Setting*
EDC 410/544 ‐ Learners with Special Needs*
EDC 490/580 ‐ School and Society
EED 225/524 ‐ Foundations of Literacy
EED 325/525 ‐ K‐6 Methods: Literacy*
EED 350/550 ‐ K‐6 Methods: Math
EED 360/560 ‐ K‐6 Methods: Science
EDC 591 ‐ Topics
To complete the license, the following undergraduate requirements must be completed:
HPE 115 ‐ Chemical Dependency Education
EDC 220 ‐ Educational Technology
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EED 326 ‐ Elementary Reading K‐6 Field Experience* (taken concurrently with EED 325/525)
EED 311 ‐ K‐6 Methods: Health
EED 312 ‐ K‐6 Methods: Physical Education
EED 336 ‐ Advanced Literacy Methods*
EED 341 ‐ K‐6 Methods: Art
EED 370 ‐ K‐6 Methods: Social Studies/Thematics
EED 380 ‐ Kindergarten Methods*
EED 386 ‐ K‐6 Methods: Children’s Literature
EED 481, 483, 485 ‐ Student Teaching: Elementary K‐6
EED 488 ‐ TPA and Student Teaching Seminar
*Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences.
These experiences occur in K‐6 classrooms during the weekday. If more than one course with field experience is taken in
a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each
require a total of 40 hours).
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for licensure depends upon the courses completed as part of
the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for
specific college‐level coursework in math, biology, physics, and earth science for all students seeking elementary
licensure. Specific requirements are on file in the Education Department.
Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social
studies, math, and science. The optional pre‐primary endorsement is also available. Specific requirements for these
endorsements are on file in the Education Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the content area departments determine the courses that are
accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are
older than five years are judged on a case‐by‐case basis. Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are
accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of
graduate coursework accepted in transfer.
Preprimary Endorsement for Elementary Licensure
This endorsement can be added to a K‐6 elementary license. Required courses include the following:
PSY 250 ‐ Child Development
SOC 231 ‐ Family Systems: Cross Cultural Perspectives
or SPE 490/540 ‐ Parent and Professional Planning (Graduate students take SPE 540.)
ECE 345/545 ‐ Foundations of Preprimary Education
ECE 346/546 ‐ Learning Environments for Preprimary‐Aged Children
ECE 347/547 ‐ Immersion and Teaching Competence
ECE 488, 489 ‐ Student Teaching: Preprimary
K‐12 and 5‐12 Secondary Education
K‐12 and 5‐12 licensures in several content areas are offered through a combination of graduate and undergraduate
coursework. K‐12 licenses prepare teachers to teach a content area across elementary, middle school, and high school.
Licenses for grades 5‐ 12 prepare teachers to teach at the middle and high school levels. Graduate‐level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions
criteria.
The following content area majors are offered almost entirely on weekends, weekday evenings, and summer:
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
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a social science major. Education courses for these licenses are also taken during weekends, weekday evenings, and
summer.
The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry,
physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically
will need to take additional content courses in the weekday schedule. Students can obtain a 9‐12 license in physics,
chemistry, or biology and have the option of adding the 5–8 general science to the 9‐12 license. Students also can obtain
the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during
weekends and weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four to seven of them also may be taken at the graduate level and applied toward the master’s degree in
education.
EDC 200/522 ‐ Orientation to Education in an Urban Setting*
EDC 206/566 ‐ Diversity/Minnesota American Indians
EDC 310/533 ‐ Learning and Development in an Educational Setting*
EDC 410/544 ‐ Learners with Special Needs*
EDC 490/580 ‐ School and Society
ESE 325/525 ‐ Creating Learning Environments
ESE 300/500 ‐ Reading and Writing in Content Area*
EDC 591 ‐ Topics
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 ‐ Chemical Dependency Education
EDC 220 ‐ Educational Technology
ESE 3XX ‐ K‐12 or 5‐12 Methods (in the content area)*
ESE 481, 483, 485 ‐ Student Teaching: Secondary
ESE 488 ‐ TPA and Student Teaching Seminar
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education‐related
settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K‐12 and 5‐12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with
a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure
standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case‐by‐case basis.
Specific course requirements for each content area are on file in the Education Department.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
See the MAE program director for approval to use graduate level transfer courses in the degree program.
Special Education
Augsburg College offers one licensure option in K–12 Special Education: Academic Behavioral Strategist (ABS). This
program qualifies students to teach in special education programs and positions working with students with mild to
moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities,
developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education
model. Under this model, students learn how to work closely with both special and general educators to facilitate
inclusion of special education students into the regular education classroom. Five years after being licensed, teachers
must extend their license in one of the above categories through additional coursework.
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Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special
Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the
University of Minnesota‐Duluth as a hybrid (partly face‐to‐face and partly online) cohort program. The licensure courses
can be applied towards the MAE degree. See the Education Department and www.augsburg.edu/mae/tribal‐special‐
education for more information.
The ABS licensure program and the Naadamaadiwin Tribal Special Education Cohort program are offered through the
weekend and summer schedules.
Licensure Requirements
Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both
undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate
courses are taken at the 500 level. All courses must be taken for licensure, and up to seven courses may also be applied
toward the master’s degree in education. The following courses for the ABS license are offered at both the
undergraduate and graduate levels:
EDC 200/522 ‐ Orientation to Education in an Urban Setting*
EDC 206/566 ‐ Diversity/Minnesota American Indians
EDC 310/533 ‐ Learning and Development in an Educational Setting*
EDC 410/544 ‐ Learners with Special Needs*
EED 225/524 ‐ Foundations of Literacy
EED 325/525 ‐ K‐6 Methods: Literacy*
EED 350/550 ‐ K–6 Methods: Math*
EED 360/560 ‐ K–6 Methods: Science*
SPE 410/510 ‐ Implementing Assessment Strategies*
SPE 411/511 ‐ Etiology and Theory of Mild to Moderate Disabilities
SPE 415/515 ‐ Theory to Practice*
SPE 425/525 ‐ Transition and Community*
SPE 430/530 ‐ Instructional and Behavioral Practices*
SPE 490/540 ‐ Parent and Professional Planning
EDC 591 ‐ Topics
To complete the ABS license students will also need to complete certain requirements at the undergraduate level:
HPE 115 ‐ Chemical Dependency Education
MAT 137 ‐ Mathematics for Elementary Teachers I
EDC 220 ‐ Education Technology
EDC 330 ‐ Building the Public Good: Public Achievement and Organizing
EDC 331 ‐ Practicum in Public Achievement
EED 326 ‐ Elementary Reading K‐6 Field Experience* (taken concurrently with EED 325/525)
SPE 481,483 ‐ Student Teaching: Elementary Special Education
SPE 485, 487 ‐ Student Teaching: Secondary Special Education
SPE 488 ‐ TPA and Student Teaching Seminar
*Field experience required as part of this course.
This program is based on an innovative internship model that allows students employed in special education classrooms
to fulfill a portion of their special education field experience requirements while they work. Students not employed in
these settings are expected to complete a significant number of volunteer hours in special education settings. All must
complete field placements or student teaching in classrooms serving these populations. Hours must be completed
across elementary, middle school, and high school. Specific information on field experience requirements is available
from the Education Department.
Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort
This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face‐to‐face and
partially online. Courses are available only to those admitted to the special education tribal cohort program.
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SPE 501 ‐ Historical and Contemporary Issues in American Indian Education
SPE 503 ‐ Assessment of American Indian Learners
SPE 504 ‐ Working with American Indian Families and Communities
SPE 505 ‐ The Manifestation of Multigenerational Trauma and Internalized Oppression
SPE 506 ‐ Indigenous Learners
SPE 507 ‐ Indigenous Methods of Instruction: Practical Application
SPE 508 ‐ Professional Issues and Development
SPE 509 ‐ Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483 ‐ Student Teaching: Elementary Special Education
SPE 485, 487 – Student Teaching: Secondary Special Education
EDC 591 ‐ Topics
K‐12 English as a Second Language (ESL) License
The K‐12 English as a Second Language license is available as an initial license as well as an endorsement to an existing
license. This license qualifies teachers to work with K‐12 students for whom English is a second language across a range
of subject areas. The K‐12 ESL licensure program is comprised of both undergraduate and graduate courses; up to six of
the graduate courses can apply to the completion of the MAE degree. Graduate‐level licensure coursework (500 and
above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A
pre‐requisite to program admissions is two years of high school level or one year of college level language instruction.
The K‐12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online
instruction. Classes are offered during the academic year in the weekend semester framework and during summer
session to make them accessible to working adults. This license is also offered as an undergraduate major to weekend
college students seeking a baccalaureate degree.
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education.
EDC 200/522 ‐ Orientation to Education in an Urban Setting*
EDC 206/566 ‐ Diversity/MN American Indians
EDC 310/533 ‐ Learning and Development in an Educational Setting*
EDC 410/544 ‐ Learners with Special Needs*
EED 325/525 ‐ K‐6 Methods: Literacy*
ESE 325/525 ‐ Creating Learning Environments*
ESL 330/510 ‐ History and Structure of the English Language
ESL 340/520 ‐ ESL Literacy*
ESL 490/530 ‐ Language, Culture, and Schools
ESL 420/540 ‐ ESL Methods*
EDC 591 ‐ Topics
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 ‐ Chemical Dependency Education
EDC 220 ‐ Educational Technology
EED 326 ‐ Elementary Reading K‐6 Field Experience (taken concurrently with EED 325/525)
ESL 310 ‐ Second Language Acquisition
ESL 320 ‐ Introduction to Linguistics
ESL 410 ‐ ESL Testing and Evaluation
ESL 481, 483 ‐ Student Teaching: Elementary
ESL 485, 487 ‐ Student Teaching: Secondary
ESL 488 ‐ TPA and Student Teaching Seminar
*This course has a 20 hour field experience attached to it.
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K‐12 Reading Teacher Endorsement
The K‐12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their
knowledge and practice in the area of reading instruction and potentially provide leadership within schools and districts
in reading instruction. Candidates for this license will complete five classes 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.
The K‐12 Reading Teacher Endorsement program is offered in a hybrid format which means that courses are a mix of
face‐to‐face and online instruction. Classes are offered during summer sessions and within the weekend format during
the academic year. The endorsement program is designed to be completed within 12 months in a cohort model. Field
experiences at elementary, middle school and high school levels are required; student teaching is not required.
Required courses include:
EDC 500 ‐ Reading Leadership in the K‐12 Schools
EDC 506 ‐ Readership, Literature, and New Literacies
EDC 515 ‐ Reading Leadership: Reading Theory and Research*
EDC 535 ‐ Reading Leadership: Assessment and Instruction with Elementary Readers*
EDC 545 ‐ Reading Leadership: Assessment and Instruction with Middle and High School Readers*
*Field experience required
Student Teaching
Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the
MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at
this point and finish the degree later. Student teaching for elementary, secondary, and K‐12 initial licenses lasts 12‐14
weeks, depending on licensure scope. During that time, students work full‐time as student teachers and are supervised
by an Augsburg faculty member. Students register for eight to twelve semester credits of student teaching and a two
semester credit TPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several
times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and
Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10‐week
student teaching experience in the metro area and then complete another student teaching experience abroad.
Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in
education. Additional information is available through the Education Department.
Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a
license. For students who are working in a special education setting appropriate to the ABS license, a student teaching
placement at that site may be possible, pending district approval. Additional information is available through the
Education Department.
Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven
week placement is required for those who already hold a license. See the Education Department for more information.
Student teaching is required for the preprimary endorsement and middle school endorsements. See the Education
Department for more information.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in
Education licensure core, with between four to seven Augsburg graduate‐level licensure courses fulfilling master’s
requirements. Students bringing fewer than seven graduate‐level licensure courses or 21 semester credits into the
degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the
required 30‐33 semester credits for the MAE degree.
To finish out the master’s degree, students will need to complete one of the following options.
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Action Research Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: a Master of
Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses
guide the student through completion of a long‐term action research project, typically conducted in the student’s
classroom and focused on a question or concern identified by the student. The research is presented at an action
research symposium and a formal written report of the research is placed in Lindell Library. The coursework for action
research is designed to be completed in two semesters; the project itself is done once the research is presented at an
action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in
which the courses are completed are available through continuing registration and require payment each term of a
campus access fee.
Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML
elective, EDC/ML 514 Research Methods ‐ Education focus or ML 514 ‐ Research Methods and EDC 585 ‐ Leadership
Application Project. Students electing this degree completion option do so because they are interested in developing an
educational product that meets an identified need or because they are interested in conducting an independent
research project with the assistance of a faculty advisor. To be successful in this option, students must be self‐directed
and able to maintain momentum without the structure of an actual course. The goal for the project varies, depending on
the type of LAP. There are two options within the LAP.
The goal for those developing an educational product is to identify an issue or problem related to their practice, and
after researching available literature, develop a solution to the problem or issue. The solution might be developed in
the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other
appropriate educational product.
The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this
case, the investigation is through an independent research project. For those conducting independent research, it is
especially important to have a clear vision in mind for the research and have an advisor who is willing to provide
support throughout the project. Students need a research background beyond what is provided within the MAE
program to be successful with this option.
Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library.
Additional terms beyond those in which initial course registration occurs are available through continuing registration
and require payment each term of a campus access fee.
Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits)
This degree completion option focuses on the theme of the MAE degree program ‐ teacher leadership ‐ and requires a
minimum of the following four classes:
EDC 570 ‐ Teacher Leadership
EDC/ML 514 ‐ Research Methods (ML 514 can be substituted if necessary)
EDC 594 ‐ Performance Assessment Project
One ML leadership‐focused course from this list:
ML 510 ‐ Visions of Leadership (when taught with an emphasis on leadership rather than literature)
ML 531 ‐ Dynamics of Change
ML 535 ‐ Organizational Theory and Leadership
ML 540 ‐ Political Leadership: Theory and Practice
ML 545 ‐ Decision Making and Leadership
ML 565 ‐ Women and Leadership
Additional courses may also be used with approval of the MAE Director.
Students electing this degree completion option do so because they are especially interested in considering leadership
within the context of education and themselves as potential change agents. EDC 594 must be taken as the last course in
this sequence. Students finish their degree through this option with the successful completion of these four classes.
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Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is
also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes
primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester.
Elementary education
The K‐6 elementary education license allows students to teach in grade K‐6. Augsburg College offers this license at the
graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this
license are available in Rochester.
Special education
The K‐12 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to
work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special
education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI.
All courses for these licenses are available in Rochester.
MAL Elective Courses
At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but
others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog.
ML 510 ‐ Visions of Leadership: A Historical and Literary Journey
ML 511 ‐ Creativity and the Problem‐Solving Process
ML 520 ‐ Self‐Identity, Values, and Personal Growth
ML 530 ‐ Ethics in Communication
ML 531 ‐ The Dynamics of Change
ML 545 ‐ Decision Making and Leadership
ML 550 ‐ Communication, Decision Making, and Technology
ML 560 ‐ Developing a Multicultural Perspective
ML 565 ‐ Women and Leadership
ML 599 ‐ Topics
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MAE
Admission Requirements
Students admitted into the MAE licensure and degree programs must have:
Bachelor’s degree from a regionally‐accredited four‐year institution
Cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and
degree program). Students with a cumulative grade point average of 2.5‐2.99 may be admitted conditionally into the
graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or
better Augsburg GPA.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
Completed application form ‐ www.augsburg.edu/admissions/mae/admissions
$35 non‐refundable application fee
Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
Official academic transcripts from all previously attended post‐secondary institutions (including colleges,
universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office.
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Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Transfer Policy
Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most
courses that have not been completed in the last seven years are considered to be too old to transfer and need to be
completed as part of one’s program at Augsburg. EDC 310/533 ‐ Learning and Development, EDC 220 ‐ Education
Technology, and ESE 3XX ‐ K‐12/5‐12 Special Methods in Content Area are courses which may have a shorter acceptance
time frame. Additional information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the
admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content
area coursework is evaluated by the content area department. This process is initiated as part of the admissions process.
Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an
undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better
to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered.
Content area departments determine when courses are too old to be counted towards licensure.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of
Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be
reconsidered when additional undergraduate coursework raises the cumulative undergraduate GPA to 2.5 or above. An
exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better.
Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure
programs.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first‐term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department advisor early in the first semester of
courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students may take designated courses in education and content
areas. Prior to beginning the methods courses within a program, students must be admitted to the Education
Department. This admissions process is outlined in the EDC 200/522 ‐ Orientation to Education and in admissions
handbooks, which are available through the Education Department.
Academic Achievement
All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students
whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license
but are not eligible for the degree.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree
completion component of the MAE degree. Students who are ready to begin the degree completion component must
file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed
to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that
remain.
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Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the
required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain
appropriate academic and teaching‐based performance standards, for gross violation of College policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the Education Department Handbook available through the Education Department. Students have the right
to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program
dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student
Guide. Students who fail to complete the license may have the option to finish the degree.
Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA or for gross
violation of College policy. Students have the right to use the College’s academic grievance procedure as they feel
necessary. The full academic grievance policy is available in the Augsburg Student Guide.
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a
service‐learning framework, providing service to the school and classroom while also providing students opportunities
for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field
experience per term. When multiple courses with field experience are taken in the same term, the requirements expand
accordingly. Students in field experiences are evaluated by their host K‐12 teachers on the basis of criteria drawn from
the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and
used in decisions regarding progress through the program and student teaching. A full description of field experience
requirements is available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be
readmitted to the College and the MAE program, students file a Readmission form through the Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Full‐time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD,
Colorado State University.
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.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin‐River Falls; PhD,
University of Minnesota.
Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD
University of Minnesota.
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Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University.
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.
Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State University; EdD Illinois State
University.
Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of
Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College.
Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State
University; MS, Syracuse University.
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Master of Arts in Leadership
MAL Mission
The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community,
and society. Organizations seek leaders who possess: an ethically and morally responsible vision; an understanding of
how change occurs and how it can be managed; 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. The Augsburg leadership development
model provides a framework through which the program recruits its students and develops their skills.
Program Overview
The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates
students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in
Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think
of as the “Augsburg difference.”
The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and
launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the
United States. The program responds to the leadership development needs of both for-profit and not-for-profit
organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to
leadership that can be applied in the workplace and society.
Leadership Development Model
The MAL program promotes leadership as a process that:
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Inspires cooperation among people who must compete for limited resources
Promotes productivity within and beyond the organization
Works toward progress for the individual and the organization
To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision,
the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined
in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of
leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Learning Goals and Outcomes
The MAL program is designed to support students in developing the knowledge and skills to:
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Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings
Develop a personal understanding and philosophy of leadership
Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards
Enhance knowledge of self and the capacity to be reflective learners
Analyze and navigate increasingly complex changing environments
Formulate and articulate a shared vision in order to inspire others to achieve desired goals
MAL Courses
Each course 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, debate,
written and oral presentations, and group activity. These techniques develop targeted leadership abilities and
understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content
areas as integrated. The program reflects the view that the world in which we operate is complex, and that dealing with
it successfully requires well-developed integrative abilities.
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Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom
experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for
discussion and dialogue.
The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to
choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in
different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The
integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional
classroom setting.
Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort
Overview Classic Classroom Format
For more than 25 years, our classic classroom format has featured a flexible choice model that allows students to select
courses and a completion option that focus on individual goals, interests, and learning style. Students can also
determine the pace at which they move through the program. This format offers numerous electives and allows for
individualized studies. Courses are organized as seminars with the opportunity for discussion and dialogue. Some online
work is incorporated into this format.
Schedule
During the academic year, classes usually meet every other Saturday morning or afternoon for four hours. Additional
instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes meet on
Monday evenings. Students can take a combination of Saturday and Monday courses. Following this model, students can
complete four courses during the academic year and two during the summer sessions.
A sample class schedule in the classic classroom format:
Period I
Period II
Period III
Saturday
Saturday
Weekdays
8:30 am to 12 pm
1:15 pm to 4:45 pm
6 pm to 9:30 pm
Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few
courses are taught on an immersion model, which features fewer but longer sessions.
The MAL program also offers summer session courses in seven-week, fourteen-week, or special immersion formats.
Curriculum
Four core courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
Two courses related to final project
Seven electives, selected from more than 20 offerings*
*Students may petition the department to do a thesis in place of two of the elective courses.
Final Project Options for the Classic Classroom Format
For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C).
All final projects are taken on a Pass/No Credit basis.
In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a
thesis or a major leadership application project. In the Non-Thesis Option (Plan B), students must complete 11 courses,
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two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11
courses, 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 research-based study gives the student an 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 are given a continuation period of up to five years to complete the project. During the continuation
period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic
Programs and Policies section.
Required Courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
ML 592 - Thesis/Leadership Applied Project Consultation I
ML 593 - Thesis/Leadership Applied Project Consultation II
Plan B: 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 and Non-Thesis Project Guidelines
booklet. Students are given a continuation period of up to five years to complete the project. During the continuation
period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic
Programs and Policies section.
Required Courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
ML 580 - Colloquium on Contemporary Theories of Leadership
ML 597 - Non-Thesis Independent Project
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a comprehensive
exam seminar (ML 589). This course must be taken as the last course in the program. This course is taken on a Pass/No
Credit basis, and when the course and the oral, written, and take-home examinations are successfully completed, the
program requirements are satisfied.
Required Courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
ML 580 - Colloquium on Contemporary Theories of Leadership
ML 589 - Comprehensive Exam Seminar
Elective courses for ALL Classic Classroom options
The MAL program requires that seven elective courses be selected from the following course list. All courses are 3
semester credits:
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ML 511 - Creativity and the Problem-Solving Process
ML 520 - Self-Identity, Values, and Personal Growth
ML 527 - Spirituality and Leadership in the Workplace
ML 530 - Ethics in Communication
ML 531 - The Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
ML 538 - Communication Skills for Leadership
ML 539 - Communicating a Self in the Modern Organization
ML 540 - Political Leadership: Theory and Practice
ML 545 - Decision Making and Leadership
ML 548 - Coaching and Consulting
ML 550 - Communication, Decision Making, and Technology
ML 553 - Design and Leadership
ML 557 - Language of Leadership
ML 560 - Developing a Multicultural Perspective
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 570 - Negotiation: Theory and Practice
ML 574 - Strategic Leadership
ML 575 - Constructive Conflict Resolution
ML 576 - Leading Innovation
ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience
ML 580 - Colloquium on Contemporary Theories of Leadership (elective for Plan A)
ML 598 - Independent Study
ML 599 - Topics
Overview of Integrated Hybrid Cohort Format
A combination of online, classroom, and experiential learning
The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online
coursework. Students complete the program with a cohort of peers representing many different perspectives. Students
learn from each other and build relationships that will provide support throughout the program and a valuable network
for the future.
Schedule
After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April
(fall and spring semesters) and mid-May through mid-August (two summer terms). Coursework will be online and
supported by three on-campus class sessions per term.
Curriculum
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 512 - Responsible Leadership for the 21st Century (Intensive)
ML 514 - Research Methods
ML 520 - Self-Identity, Values, and Personal Growth
ML 523 - Leading Authentically
ML 553 - Design and Leadership
ML 563 - Leadership in a Global Society
ML 574 - Strategic Leadership
ML 580 - Colloquium of Contemporary Theories of Leadership
ML 588 - Final Project Seminar: Action Research
ML 599 - Topics
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In addition, a sequenced list of electives is prepared for each cohort. In the cohort program, students complete 11
courses, including an action research final project seminar (Plan D).
Final Project for the Integrated Hybrid Cohort Format: Plan D
The Integrated Hybrid Cohort format includes a final seminar in which each student prepares an action research project
during the course of one term (Plan D). Plan D is comparable to Plan B and requires both ML 514 - Research Methods
and ML 580 - Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar:
Action Research. ML 588 is taken on a Pass/No Credit basis.
Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without
undertaking a full degree program. A certificate is awarded after completion of five Augsburg MAL courses in leadership.
Students pursuing this option take ML 510 - Visions of Leadership and four additional electives. The normal application
process is used for students who wish to pursue the certificate.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a
weekend schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year
and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an
Accounting advisor to create an effective plan for successful completion of the five-year program.
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
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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
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: Professor Stu Stoller.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership Program
Admission Requirements
Applicants to the program must have:
• Bachelor’s degree from a regionally-accredited, four-year college or university
• Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of
3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the
minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis.
• Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a
position of leadership or position demonstrating leadership potential.
• Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible.
• Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, winter, and spring
terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s:
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Previous college record
Letters of recommendation
Experience and organizational background
Written statement
Interview, if requested
Application Checklist
The following materials must be submitted to the Office of Admissions:
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Completed application form
$35 non-refundable 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
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s)
conferred
• Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outline in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being
graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5
can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any
course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit.
In order to graduate a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects
must be successfully completed. A student registered for the final projects (ML 588, ML 589, ML 592, ML 593, or ML
597) may be permitted to participate in commencement but will not receive a diploma until all courses and projects are
successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition
successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student
to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from
the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for
behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide).
Dismissal would occur only after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester and one or two
courses in summer sessions enables a student to complete the coursework in the program within two years.
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Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and
Memberships section.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD,
Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice President Human
Resources, TrueStone Financial.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President
and Advanced Practitioner, Erickson Mediation Institute.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg College. Vice President and Special Accounts
Consultant, Wells Fargo Bank N.A.
Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education and MED in Training
and Organization Development, University of Minnesota; MA, PhD, Fielding Graduate University. President of
Leadership Resources Consulting.
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS,
Iowa State University; MS, Illinois State University; EdD, West Virginia University.
Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University of Minnesota.
President, Lokkesmoe Consulting, LLC.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana
University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
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John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the
MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota.
Vice President and Practice Area Leader, MDA Leadership Consulting Inc.
Staff
Patty Park, Program Coordinator. BA, University of Minnesota; MA, Augsburg College.
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Master of Arts in Nursing and Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg College. Our classes are a dynamic mix of cultures, spiritual
traditions, and life-ways. It is exciting for us to offer experienced nurses transforming educational opportunities and
engaging transcultural encounters that expand their career choices and advance nursing practice.
The increasing diversity of our population today challenges all of us to respond to health care needs with creativity and
competence in a variety of emerging care settings. The Master of Arts in Nursing program is designed to prepare nurses
for those evolving contexts of care. Students can choose between two tracks of study: Transcultural Nursing and
Transformational Nursing Leadership. Each track of study emphasizes leadership skills, inter-professional collaboration
and ways to serve persons in a variety of diverse contexts.
The post-master’s Doctor of Nursing Practice (DNP) program builds on the MAN and prepares nurses for innovative
health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing
foundation, the DNP curriculum embraces integrative health care and holistic nursing practice to maximize health for
individuals and communities. Students design their own scholarly paths defined by their unique gifts, interests, and
practice goals. Throughout the DNP program there are a range of opportunities for collaboration across cultures, socio
economic strata and care systems.
The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner track of study prepares nurses for
advanced nursing leadership and integrative primary care of families across cultures and care settings. Drawing on a
transcultural nursing foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing practice.
Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve
human potential. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while
addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous
practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices,
transformational leadership, and health assessment.
Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in
Rochester, MN, where our branch campus is located. Video conferencing and online assignments are used for some of
the classes, however, our students and faculty are committed to driving from one site to the other at least once during
each semester to be physically present and together. Building relationships is important to us. Program faculty and staff
are available at both sites and eager to assist students.
Cheryl J. Leuning
Chair, Department of Nursing
Director, Master of Arts in Nursing Program
and Doctor of Nursing Practice Program
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Master of Arts in Nursing
Mission
The Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural
nursing practice across care settings with particular emphasis on addressing health inequities. Students select from two
tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to
assume a wide variety of roles and responsibilities throughout the health care system and in emerging care settings in
communities.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of a practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time
to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time.
Nursing Core (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
Nursing Core Courses:
NUR 500 - Transcultural Health Care
NUR 500P - Practicum: Transcultural Health Care
NUR 541 - Politics of Health
NUR 541P - Practicum: Politics of Health Care
NUR 505 - Theoretical Foundations for Advanced Nursing Practice
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing
NUR 520 - Research Methods in Nursing
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care disparities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging
care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply
knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways.
Transformational Nursing Leadership Courses:
NUR 501 - Transcultural Care Systems
NUR 501P - Practicum: Transcultural Care Systems
NUR 521 - Transformational Nursing Leadership
NUR 521P - Practicum: Transformational Nursing Leadership
NUR 523 - Theory, Practice and Research Seminar
NUR 523P - Practicum: Theory, Practice and Research Seminar
NUR 525 - Graduate Field Project
NUR 525P - Practicum: Graduate Field Project
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Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a final field project focused on transformational leadership. Students present their final projects in
NUR 525.
Transcultural Nursing Across Care Settings Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program was designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally.
Transcultural Nursing Courses:
NUR 532 - Transcultural Healing Practices and Self Care
NUR 532P – Practicum: Transcultural Healing Practices and Self Care
NUR 530 - The Power of Ritual and Ceremony for Healing
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing
NUR 523 - Theory, Practice and Research Seminar
NUR 523P – Practicum: Theory, Practice and Research Seminar
NUR 525 - Graduate Field Project
NUR 525P - Graduate Field Project
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing and
certification in Holistic Nursing through the American Holistic Nurses Credentialing Corporation (AHNCC)
(www.ahncc.org/).
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a final field project focused on transcultural nursing. Students present their final projects in NUR 525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Practica
are generally semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Some practica are student directed. In all practica, students are encouraged to immerse themselves
in practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
program is on cultural diversity and health inequities across health care settings. Practica focusing on experiential
learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of
organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Inner City
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural
50
contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect,
relationship, and collaboration that connects health and hope for all participants. Health Commons partners include
Central Lutheran Church in downtown Minneapolis, Fairview Health Services, and the East Africa Health Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in
developing and facilitating study abroad opportunities in Guatemala and Mexico.
Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia, the Pine Ridge
Retreat Center, in Pine Ridge, SD, and a variety of cultural guides and local practitioners throughout England. A detailed
listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Decisions about admission to the program will be made by the Graduate Admissions Committee on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September) and
spring (January) semesters.
Selection of candidates will be made on the basis of an evaluation of the following items:
• An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
• A cumulative GPA of 3.0 in all previous college coursework
• Experience as a registered nurse
• Three letters of recommendation
• A current, unencumbered nursing license
• All required immunizations
• Transcripts from all colleges and universities attended
• A Criminal Background check
• A college level statistics course within the last 7 years is required for progression in the program, but is not
necessary for admission
• A written statement describing professional and educational goals
The following items must be sent to the Office of Admissions:
•
•
•
•
Completed application form—www.augsburg.edu/ma_nursing
$35 non-refundable application fee
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, and required immunizations
• Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any
degree(s) conferred
An interview with graduate program faculty and/or staff members may be requested.
Admission as an International Student
International applicants must submit the required application materials listed above. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a
4.0 point scale. See detailed information in the Academic Programs and Policies
51
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per term.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0
average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the
student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less
is received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are scheduled in a hybrid format combining in-class and web-based components to meet the needs of
working adults. Most classes meet 6 times per semester for 5 hour periods. Video conferencing is used to connect
students in Rochester, MN, with students in Minneapolis. Some driving for class is required, as students from Rochester
will travel to Minneapolis one time per term and students from Minneapolis will travel to Rochester one time per term.
If weather is inclement, video conferencing is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave
SE, Rochester, MN.
Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals,
and Memberships section.
Department of Nursing Faculty
Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College; DNP, Augsburg
College.
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, BA, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg
College; DNP, Augsburg College.
52
Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire, Durham, NH; Nursing Major, College of
St. Teresa, Winona, MN; MA, St. Mary’s College, Minneapolis, MN; MS, University of MN; PhD, University of
Colorado.
Kaija Freborg Sivongsay, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MA, Augsburg College;
DNP, Augsburg College.
Lisa Van Getson, Assistant Professor of Nursing, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University,
St. Paul, MN; MAN, FNP, Winona State University; DNP; Augsburg College.
Staff
Sharon Wade, Program Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
53
Doctor of Nursing Practice – Transcultural Leadership
The post-Master’s Doctor of Nursing Practice program prepares nurses for innovative health leadership and advanced
nursing practice at local and system-wide levels. Drawing on a transcultural nursing foundation, the DNP curriculum
embraces integrative healthcare and holistic nursing practice. Emphasis is placed on maximizing health within
populations and communities through peaceful, just and collaborative actions across care settings and cultures, focusing
on eliminating health inequities locally and globally. As a post-master’s program, the DNP builds upon the strengths of
the Master of Arts in Nursing (MAN) program and prepares nurses for advanced leadership and practice roles in
Transcultural Nursing (TCN) and Holistic Nursing.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
• Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
• Challenge conventional knowledge about illness through an ecological approach to social determinants of health
• Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term. Most
students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar each semester.
As a part-time student, completion of the program is expected to take 32 months, including completion of the capstone
project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a capstone project completing the degree. As a practice doctorate, the emphasis is on building leadership
and practice skills in knowledge application among diverse population groups. The goal is to improve health and
decrease health inequities that lead to unnecessary morbidity and mortality in communities.
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester
credits. Courses are taught in an immersion model two days a month—eight hours of class time the first day and four
hours the subsequent morning, followed by an afternoon seminar.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus. Video conferencing is used for some
of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per
semester. If weather is inclement, video conferencing is used.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
• 1 semester credit hour = 45 clock hours of practicum time per semester
• 2 semester credit hours = 90 clock hours of practicum time per semester
• 3 semester credit hours = 135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs.
Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As
such, all students will register for at least nine semester credits of practica.
54
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of
the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which
they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for
the DNP degree. As such, students enroll in 6 semester credits during the DNP program - a seminar every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue
throughout. This scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP
Applicants to the Doctor of Nursing Practice program must have:
•
•
•
•
•
•
An earned master’s degree in nursing from a regionally-accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Evidence of up-to-date immunizations
Satisfactory results of a certified federal criminal background check
Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on
the basis of an evaluation of the following items for each applicant:
• A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner
• Official transcripts from all colleges and universities attended (Applicants with a college or university degree
completed outside of the United States must submit an official evaluation from World Educational Services.)
• Three professional references
• An interview with program faculty
The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org/) to
forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are
verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible
120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). See Graduate
Admissions for more information.
55
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
Department of Nursing Faculty
Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, DNP, Augsburg College.
Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, DNP, Augsburg College.
Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor. ADN, Rochester Community Technical College; BSN, MA, DNP, Augsburg College.
Joyce Perkins, Assistant Professor. 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.
Kaija Freborg Sivongsay, Assistant Professor. BSN, University of Wisconsin - Eau Claire; MA, DNP, Augsburg College.
Lisa Van Getson, Assistant Professor, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University; MAN, FNP,
Winona State University; DNP; Augsburg College.
Staff
Sharon Wade, Program Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
56
Doctor of Nursing Practice/Family Nurse Practitioner
The post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing
leadership and integrative primary care of families across cultures and care settings. Drawing on a transcultural nursing
foundation, the DNP curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is on
eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential.
The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health
needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the
critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership,
and health assessment.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
• Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
• Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
• Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
• Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Program Structure
The program is structured to admit students beginning each fall semester. Students may take courses on a part-time or
full-time basis during the completion of their Masters of Nursing or Doctor of Nursing Practice courses. Full-time study
is required during the didactic and clinical courses in the FNP course sequence during the last two years of the program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 57 didactic credit hours and 23 practicum credit hours.
Didactic
A total of 19 didactic courses (57 semester credits) constitute the DNP/FNP program. Didactic classes, structured
practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs.
Master level classes (NUR 500 level courses) consist of six classes a semester - five hours of class time, in addition to
taking a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level), are taught in
an immersion model two days a month – eight hours of class time for the first day and four hours the subsequent
morning, followed by an afternoon seminar. The FNP courses (final two years of study) are offered on Mondays twice a
month for six to eight hours of class time. Web-based assignments are integrated into all classes through Moodle.
Summer meeting schedules will be more condensed. Community practicum experiences may be scheduled during the
class meeting days as well. Additionally, some courses may be taught in an immersion format, where students and
faculty are “immersed” in a unique socio-cultural context and course content and a set number of practicum hours are
condensed into seven to fourteen days.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus. Video conferencing is used for some
of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per
semester. If weather is inclement, video conferencing is used.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
57
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. FNP clinical sites will be arranged by clinical faculty.
In a 15-week semester, practicum hours are computed as follows:
• 1 semester credit hour = 45 clock hours of practicum time per semester
• 2 semester credit hours = 90 clock hours of practicum time per semester
• 3 semester credit hours = 135 clock hours of practicum time per semester
To earn the DNP/FNP, students must complete a total of 1,035 practicum hours. Students will be allowed to transfer up
to 400 practicum hours from their master’s in nursing. To complete the DNP/FNP, students must complete 630 practica
hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health). As such,
all students will register for at least 23 semester credits of practica.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Final DNP/FNP Capstone Project
Final DNP/FNP capstone projects must make a significant impact on nursing practice and health outcomes of
populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be
suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate
leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts
of care. Students should begin working on their DNP/FNP capstone projects in the early stages of the program and
continue throughout. This scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
• A completed application form and payment of application fee ($50 fee waived if apply on-line).
• An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice
(DNP), from a nationally accredited institution and a nationally accredited nursing program.
• A non-refundable check or money order for $950 to be used to hold a place in the DNP/FNP program if accepted. If
not accepted the check or money order will be returned. If accepted the $950 will be applied to the orientation
practicum.
• A minimum of three years active and current clinical practice as a Registered Nurse.
• Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
• Official transcripts from all colleges and universities attended (Applicants with a college or university degree
completed outside of the United States must submit an official evaluation from World Educational Services. All costs
related to document translations and evaluations are applicants’ responsibility.
• GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous master’s in nursing program or
DNP program.
• Three professional letters of recommendation.
• A 2-page professional essay responding to the following: Explain why transcultural, holistic and integrative health
education as a Doctorate of Nursing Practice/Family Nurse Practitioner is important in shaping the future of
healthcare.
• Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing
program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a
nationally accredited master’s in nursing program.)
• A current Curriculum Vitae.
• Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before
enrolling in the Nursing Research course & associated practicum.
58
•
•
•
•
Evidence of up to date immunizations per Department/College requirements
A valid passport or proof of application submitted.
Evidence of HIPAA training within the last 2 years.
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
• Applicants whose first language is not English, must submit evidence of earning a minimum score of 95 out of a
possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL).
• Successful personal interview with Augsburg Nursing Faculty.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current as of June 2013 and are subject to change.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org/) to
forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are
verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible
120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). See Graduate
Admissions for more information.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
Department of Nursing Faculty
Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, DNP, Augsburg College.
Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, DNP, Augsburg College.
Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor. ADN, Rochester Community Technical College; BSN, MA, DNP, Augsburg College.
Joyce Perkins, Assistant Professor. 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.
Kaija Freborg Sivongsay, Assistant Professor. BSN, University of Wisconsin - Eau Claire; MA, DNP, Augsburg College.
Lisa Van Getson, Assistant Professor, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University; MAN, FNP,
Winona State University; DNP; Augsburg College.
59
Staff
Sharon Wade, Program Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
60
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and
intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and
knowledge designed to increase your ability to think, analyze and act. The Augsburg MBA provides students a unique
opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum
integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a proven accelerated program focusing on practical skills, knowledge, and teamwork; while built
on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include
enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their
classmates to bring a new and expanded focus through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. We invite you to become part of a growing community of Augsburg
MBA alumni.
Bruce E. Batten, Ph.D.
Director, Master of Business Administration Program
MBA Mission
To prepare students for professional careers in business by developing their decision-making skills, critical thinking and
by transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions on their organization and on the world.
Accreditation
The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the
ability to think critically and ethically as they face the increased challenges of a global business environment. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The
Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals.
Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
community where students learn from each another, mentor each other, and peer coach. You’ll share diverse
professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations,
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both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths,
build your skills, expand your business acumen, and improve your decision‐making. Together as a community you’ll build
personal, social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
Program Requirements
The Augsburg MBA requires 39 semester credits for degree completion, consisting of 12 required courses and two
elective courses. All Augsburg MBA courses are three semester credits. Each course consists of 28‐32 hours of in‐class
instruction and 5 ½ ‐ 9 ½ hours of online instruction through our web‐based electronic course management system.
Specialized Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals. An Augsburg MBA with a concentration consists of 11 required MBA
courses and 3 additional courses that focus on a specific area of interest.
Academic Calendar
The Augsburg MBA is designed as a year‐round program. Courses are offered during fall and spring semesters as well as
a summer session. Courses are offered consecutively during each term so students are able to concentrate on one
subject at a time. The program is designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual calendars for each cohort, which is provided by the MBA
department.
The Faculty‐Led International Experience
Each year, all current MBA students will be offered the opportunity to participate in a faculty‐led international
experience. This trip is taken in conjunction with either of these courses: MBA 565 ‐ Managing in a Global Environment
or MBA 595 ‐ Strategic Management. Students will travel as a group to an international location, visit businesses,
participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student
should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a
minimum, trips normally include tuition (for the course selected), airfare, lodging, and travel in‐country, as well as some
meals.
The Augsburg MBA
The 12 required courses of the general Augsburg MBA are as follows:
MBA 510 ‐ Applied Managerial Economics
MBA 520 ‐ Accounting for Business Managers
MBA 530 ‐ Managerial Finance
MBA 540 ‐ Business and Professional Ethics
MBA 545 ‐ Organization Behavior
MBA 550 ‐ Marketing Management
MBA 565 ‐ Managing in a Global Environment
MBA 570 ‐ Quantitative Decision‐Making for Managers
MBA 592 ‐ Leadership: Ethics, Service, and Transformation
MBA 595 ‐ Strategic Management
MBA 581 ‐ Management Consulting Project I
MBA 582 ‐ Management Consulting Project II
Two Elective Courses that may selected from a pool of courses in the areas of finance, management, marketing,
international business, or health care.
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Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including the 12
required courses listed above and three required concentration courses. Concentrations may include: finance,
management, marketing, international business, or health care. A concentration may allow students to become
competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or
accreditation. Availability of concentration courses is dependent on student interest.
Finance Concentration
MBC 532 - Investment Theory and Portfolio Management
MBC 535 - International Finance
MBA 599 - Special Topics: Finance Project
Management Concentration
MBA 596 - Managing Innovation
MBA 576 - Project Management
MBA 599 - Special Topics: Operations
Marketing Concentration
MBA 599 - Special Topics: Marketing Research
MBA 599 - Special Topics: Strategies in E-Marketing
MBC 552 - Marketing Communications
International Business Concentration
MBA 599 - Special Topics: Strategies in Global Marketing
MBA 599 - Special Topics: International Logistics
MBA 599 - Special Topics: Feasibility Project
Health Care Management Concentration
MBC 547 - Human Resource Issues in Health Care
MBC 537 - Health Care Financing
MBA 593 - Health Care Operations Management
Social Entrepreneurship Certificate
The Social Entrepreneurship Certificate will expose students to the skills, knowledge, and perspectives necessary to
pursue social impact entrepreneurially, effectively, and pragmatically. The program has been designed to serve those
students who aspire at some point in their lives to be social entrepreneurs, executives in social-purpose organizations,
philanthropists, board members, or leading volunteers in their communities and the social sector. The certificate
program will also appeal to students interested in incorporating strategies for social impact into their business and
entrepreneurial careers.
Students wishing to earn a Graduate Certificate in Social Entrepreneurship will complete five graduate-level courses.
Courses include some that focus on the use of business/entrepreneurial skills for social impact in different contexts;
others that focus on skills and knowledge from the MBA, Masters in Social Work or Master of Arts in Leadership that are
particularly relevant for the effective pursuit of social impact; others that focus on field or industry-specific knowledge;
and others that provide opportunities for students to gain practical experience in the social sector.
Two Social Entrepreneurship Courses (required):
MBA 583 – Social Entrepreneurship I: Execution, Planning and Strategy for Social Innovation-based Ventures
MBA 584 - Social Entrepreneurship II: Advanced Topics and Practice in Social Entrepreneurship
or MBA 581, 582 - Management Consulting Project I, II
MBA 599 - Special Topics: Non-Profit Finance, Funding and Enterprise
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Two Electives from the following courses:
MBA Focus:
MBA 592 – Leadership: Ethics, Vision and Transformation
MBA 545 – Organizational Behavior
MBA 550 – Marketing Management
MBA 595 – Strategic Management
(or other director approved electives)
MSW/MBA Dual Degree
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands
the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to
MSW students who elect the Multicultural Macro Practice (MCMP) concentration.
MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15
months of MBA courses. For more information regarding the Multicultural Macro Practice (MCMP) coursework required
for the MSW/MBA dual degree, refer to the Master of Social Work section in this catalog. MSW students who graduated
after June 2002 are required to complete the following eight MBA courses:
MBA 510 - Applied Managerial Economics
MBA 520 - Accounting for Business Managers
MBA 530 - Managerial Finance
MBA 545 - Organizational Behavior
MBA 550 - Marketing Management
MBA 560 - Communication Issues in Management
MBA 575 - Strategic Technology
MBA 595 - Strategic Management
MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA
courses listed above as well as MBA 592 - Leadership: Ethics, Service, and Transformation.
MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW
and MBA programs.
Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under
each individual program.
NOTE: Admission to one program does not guarantee admission to the other.
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown
Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year: September, January, and
May.
Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For
more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA
program staff, Business Administration Department faculty, and Office of Admissions staff.
Admission Requirements
Applicants to the MBA program must have:
•
Bachelor’s degree from a regionally-accredited four-year institution
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• Minimum of two years of relevant work experience
• Personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Office of Admissions:
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•
•
•
•
•
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Completed application—Apply online at www.augsburg.edu/mba/
$35 application fee
Two personal statements
Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions
Current résumé of work history
Two confidential letters of recommendation
Official GMAT score report (school code 6014)—not required for certificate applicants or completion of the
Individual Learning Profile (ILP)
For information about the ILP, contact the Graduate Admission Department.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 18 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg College. All students must complete the Management Consulting project, (MBA 581/2) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
GMAT Alternative Option; The Individual Learning Profile (ILP)
Applicants to the MBA program who have not taken the GMAT may instead elect to complete the Individual Learning
Profile (ILP) assessment. This option consists of two parts; an analysis of the applicants quantitative skills and a writing
assessment. Both portions of the assessment are taken online, and the quantitative skills evaluation also offers the
student interactive remedial instruction. The ILP is normally completed as part of the application process, prior to
admittance.
GMAT Waiver Policy
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 to 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.
Eligibility for GMAT Waivers
GMAT waivers may be offered to:
• Candidates with an appropriate and current GRE score.
• 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.
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• Candidates 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)
• 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 US. These will be evaluated by the Admissions Committee. (See grade requirement
above)
• Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a
period greater than five years, the waiver may not be granted.
GMAT Waiver Checklist
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 Office of Admissions)
Current résumé (unless previously submitted to the Office of Admissions)
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, contact either the Office of Admissions 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. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
Academic Evaluation
Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For
complete information, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their
records, refer to the academic calendar at www.augsburg.edu/registrar/.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the
problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must
discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for
the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture
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content, or other materials. Faculty members may assign appropriate independent work to insure that the student
understands the material covered during the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final
project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the
faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from
the course. More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the
completion of the program
• Successful completion and submission of the management consulting project (capstone)
Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree.
MBA Faculty
William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University;
MBA, Boston University.
Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of
Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s
University of Minnesota.
George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St.Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business Administration. BA, MA,
Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard
University.
Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University.
Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of
Utah.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master of Fine Arts in Creative Writing is a two-year, low-residency program designed as a vibrant literary
community for writers who wish to deepen and broaden their artistic sensibilities, discover a close-knit cadre of fellow
writers, enjoy individual attention from an accomplished and forward-thinking faculty, and prepare themselves for the
future of creative writing.
Program Overview
Summer Residencies
The Augsburg Low-Residency MFA includes 10-day summer residencies on the Augsburg campus in Minneapolis,
offering daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching,
editing, publishing, book arts, marketing, translation, and adaptation. The full degree program includes three summer
residencies, featuring visits by distinguished writers in each genre as well as editors, agents, publishers, and literary
entrepreneurs.
Fall and Spring Semesters
Residencies are followed by two off-campus semesters of work with faculty mentors in virtual classrooms that make use
of online and other technologies. Each semester, MFA candidates enroll in one Mentorship section and one section of
Critical and Creative Reading. Although MFA learning objectives call for demonstrated expertise in at least one genre by
graduation, twenty-first century writers compose their work in an environment in which genre has permeable
boundaries and lines between genres are often erased. With this in mind, cross-genre work will be encouraged, with
students working in a genre other than the declared specialty, usually during the second off-campus semester.
Semester Mentorships
The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and
study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as
a writer.
Critical and Creative Reading in an Online Classroom
This is a reading-as-writers course that provides an opportunity to work with your professor and a community of peers,
considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include
online discussion boards, Skype or video chats, and teleconferences with mentors and fellow learners. The online
classroom offers an opportunity to continue conversations begun during the residency with members of the MFA
community.
Genres
Genres include Fiction, Creative Nonfiction, Poetry and Screenwriting.
Coming in 2014-15
Playwriting as a fifth genre. The program will also launch concentrations in teaching, translation, and publishing in 2014.
Concentrations require additional coursework. With the program director’s consent, students may enroll in
concentration courses simultaneously with MFA studies. Candidates enrolled in the publishing concentration will be the
staff of a new publishing house that will select and publish one book each year. The book prize will be open to
submissions nationally.
Plan of Study
Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota
Augsburg’s Low-Residency MFA can be completed in eleven courses (three summer residencies and four off-campus
electronic semesters of two courses each). A typical plan of study will work like this:
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First Year
Summer Residency I, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis
campus, with assignments before and after residency.
Fall Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course.
Spring Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course
(generally “out-of-genre” term).
Second Year
Summer Residency II, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis
campus, with assignments before and after residency.
Fall Semester II, electronic classroom including one Mentorship studio and one Creative and Critical Reading (craft
based academic paper term).
Spring Semester II, electronic classroom including one Mentorship studio (thesis completion term) and one Creative and
Critical Reading (lecture/presentation preparation term).
Third Year – Residency Only
Summer Residency III, including genre workshop, writing seminars, readings and lectures. Final term for graduating MFA
candidates. Graduates give a public lecture/presentation and a reading from thesis work. ten days on the Minneapolis
campus, with assignments before and after residency.
Coursework
ENL 510 - Residency in Creative Writing I
ENL 511 - Mentorship I
ENL 512 - Critical and Creative Reading I
ENL 513 - Mentorship II
ENL 514 - Critical and Creative Reading II
ENL 520 - Residency in Creative Writing II
ENL 521 - Mentorship III
ENL 522 - Critical and Creative Reading III
ENL 523 - Mentorship IV
ENL 524 - Critical and Creative Reading IV
ENL 530 - Residency in Creative Writing III
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative
GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally
into the program based on the strength of their writing samples.
Applications Must Include
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•
•
•
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Completed online application
$50 application/reading fee for each genre
Two letters of recommendation
A personal essay
A writing sample:
o Fiction or Creative Non-Fiction, 20 pages, double-spaced
o Poetry, 15-20 pages, single-spaced
o Screenwriting or Playwriting, up to 30 pages in script format
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Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
All Augsburg MFA courses carry four semester credits. To earn the MFA, candidates must complete 44 semester credits,
write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book
length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting),
or a full-length play of producible quality (playwriting).
To include a concentration in Teaching or in Translation/Adaptation in the MFA, students must complete 12 courses or
48 credits. For the MFA with a concentration in Publishing, students must complete 13 courses or 52 credits.
Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg College MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative
and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists
approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and
qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course
while completing work assigned.
MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at 3.0 or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time
away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with
mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled
exchanges with faculty and peers.
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Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
www.augsburg.edu/studentguide/academic‐honest‐policies/ if you have any questions.
Affiliation
The Augsburg College MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals,
and Memberships section.
Mentor Faculty
Stephan Clark, Assistant Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Cass Dalglish, Professor of English. MFA Mentor and Program Director. BA, St. Catherine University; MFA, Creative
Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing, The
Union Institute and University.
Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative
Writing and Native American Literature, The Union Institute and University.
Jack El‐Hai, MFA Mentor. BA, Carleton College; MFA, Creative Writing and Literature, Nonfiction, Bennington College.
Sarah Myers, Assistant Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and
Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas at
Austin.
Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis,
Minnesota State University‐Mankato.
Faculty Associates
Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota.
John Gaterud, Publishing Faculty. BA, University of Northern Colorado; MA, the University of Oregon; PhD, The Union
Institute and University. Publisher, Blueroad Press.
D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA. Amherst College; MA, PhD, Brown
University.
Michael Kidd, Associate Professor of Languages and Cross‐Cultural Studies, Translation and Adaptation Faculty. BA,
Pomona College; PhD, Cornell University.
John Schmit, Professor of English, Academic Writing and Teaching Faculty. B.S., St. John’s University; MA, University of
New Orleans; PhD, The University of Texas.
Frankie Shackelford, Professor of Languages and Cross‐Cultural Studies, Translation and Adaptation Faculty. BA, Texas
Christian University; PhD, University of Texas.
Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University
of Minnesota.
Visiting Writers
Christina Lazaridi, Screenwriting
Ed Bok Lee, Poetry
Sue William Silverman, Creative Nonfiction
Ben Percy, Fiction
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Staff
Kathleen Matthews, Administrative Assistant
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg College Department of Physician Assistant Studies is based on a foundation of respect and
sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations.
Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary
care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and
integrity, and commitment to lifelong personal and professional development.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued
Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an
accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.
Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until
accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive
review of the program by ARC-PA will be September 2018.
About PA
A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed
physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities
including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological
studies, formulating diagnoses, and administering treatment.
In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states, the
PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory
agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision
with their physician for prescriptive medications.
Curriculum
The Physician Assistant program at Augsburg is 31 months long with studies beginning each year in the summer
semester (early June). The program accepts 30 students for each new class. Graduates will receive a Master of Science in
Physician Assistant Studies and a PA certificate.
The Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring breaks, and summer
breaks. Length of breaks varies depending upon the student’s year in the program; these breaks contribute to the
overall 31 month length of the program.
Studies begin in early June of each year. The first 18 months of study is didactic, or classroom work, including courses in
human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research,
and professional issues.
The clinical phase is 13 months in length. The clinical phase of the program is designed to effectively train students for
practice by providing them with rotation experiences in different specialties and different practice settings. To that end,
each student will be required to complete rotations outside the metropolitan area. Each student is required to
successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine,
internal medicine, surgery, and two elective rotations by choosing from various specialties. The clinical phase will
culminate with a preceptorship in primary care, medical subspecialty or surgical subspecialty. This preceptorship is
designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in
recruiting a graduate PA. The majority of established clinical rotation sites are in Minnesota in both rural and urban
locations.
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The clinical curriculum is taught by physicians, and supplemented by physician assistants and other health care
providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to
Augsburg College five times during the clinical phase for evaluation and education.
PA Program Sample Calendar
YEAR 1
Summer
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 531 - Clinical Medicine I
PA 521 - Pharmacotherapy I
PA 511 - History and Physical Exam Skills I
Spring
PA532 - Clinical Medicine II
PA 522 - Pharmacotherapy II
PA 512 - History and Physical Exam Skills II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
Master’s Project course, one of the following*:
PA 570 - Interdisciplinary Perspectives on Aging
PA 599 - Directed Study
ML XXX - International Experience
Fall
PA 534 - Clinical Medicine IV
PA 545 - Clinical Phase Transition
PA 542 - Professional Issues
PA 6XX - Clinical Rotations 1, 2
Spring
PA 6XX - Clinical Rotations 3, 4, 5
Summer
PA 6XX - Clinical Rotations 6, 7, 8
YEAR 3
Fall
PA 6XX - Clinical Rotation 9
PA 62X – Preceptorship
PA 690 - Capstone Course
*Other program-approved options may be available
For a complete list of courses and descriptions, see the Course Description Search.
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Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in
physician assistant studies receives approximately 350 complete, competitive applications for each entering class of 30
students.
Qualified applicants will have:
• Bachelor’s degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly
recommended)
• Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly
recommended)
• Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite
courses listed below. These courses must have been completed within 10 years of the year you are applying for
admission.
Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the
summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be
completed by the start date for the program. Applicants who already have an undergraduate degree, or who will
complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which
to complete prerequisites.
All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does
not guarantee admission into the program.
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One full course of developmental psychology (birth to death lifespan)
One full course of physiology* (human/vertebrate/organ)
One full course of microbiology*
One full course of biochemistry*
One full course of general statistics
One course of medical terminology
*Labs are recommended but not required.
Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections.
The following are strongly recommended but not required:
• Cumulative GPA of 3.2 or higher
• Science GPA of 3.2 or higher
• Direct patient care is the best type of experience to obtain in order to strengthen an application. Direct patient care
experience may be full-time or part-time, paid or volunteer. We recommend at least 750-1000 hours to be
competitive in this category.
• Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
• Demonstration of a commitment to, and involvement with, underserved communities
Note: The Graduate Record Exam (GRE) is not required.
PA Studies Application Process
The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to
Augsburg’s PA Studies Program.
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The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at portal.caspaonline.org/.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as
calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if
you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have
completed or will complete your prerequisite courses within the timeline specified for your degree status.
Additional Application Details:
• The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. One
letter must be from an employer/colleague (a professional reference), one letter must be from a professor or
advisor (an academic reference), and one can be from a person of your choice. Be sure that your letter writers are
able to tell the committee about you as well as his/her experiences with you and observations about you.
• Your Supplemental Application must be received in the PA Program office on or before September 1 in order to be
considered.
• We use the CASPA “Complete Date” to determine if you have met the application deadline of September 1. The
“Complete Date” on your application must be September 1 or prior in order to be considered meeting the deadline.
CASPA assigns a “Complete Date’ when they have received your electronic application, transcripts from all schools
attended, 2 of your 3 letters of reference, and payment. Until those criteria are met, your application will not be
given a “Complete Date.”
Augsburg’s PA Program Supplemental Application can be downloaded from our website at www.augsburg.edu/pa. It is
important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the
supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and
mail it to the program by the application deadline.
Selection Process
All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions
committee. The admissions committee procedures utilize a blinded review, so applicant demographic data is unknown
(e.g., race, age, gender). Each file is reviewed by members of the committee.
The selection committee looks for a balanced application by reviewing many criteria including key criteria of cumulative
GPA, science GPA, and direct patient care experience, along with overall academic record, service to underserved
(meaning disadvantaged, minority, or under-represented populations), knowledge of the profession, fit with the
program goals and mission, and recommendation letters.
Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The
telephone interviews are generally conducted between November and January. Those selected for a telephone
interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to
view the facilities. As telephone interviews are completed, seats in the incoming class are offered. The class of 30
students will be filled between the months of October and January. A list of alternates will be selected in January to fill
seats that accepted candidates may not claim. All applicants are notified of their final status by mid-February.
Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the
program. Failure of the background check could result in dismissal from the program.
Academic Policies
Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here.
Technical Standards
The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of
qualified students and wishes to acknowledge awareness of laws which prohibit discrimination against anyone on the
basis of race, color, national origin, religion, sex, age or disability.
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Regarding disabled individuals, the PA department will not discriminate against such individuals who are otherwise
qualified but will expect all applicants and students to meet certain minimal technical standards.
The physician assistant must have the knowledge and skills to function in a broad variety of clinical situation and to
render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by this department must have, with or without reasonable
accommodation, multiple abilities and skills including: visual, oral-auditory, motor, cognitive, and behavioral/social.
Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent
manner.
• Visual
o 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 Xray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKG’s
with or without the use of assistive devices. Thus, functional use of vision is necessary.
• Oral-Auditory
o Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able
to communicate effectively and efficiently with other members of the health care team. In emergency
situations, candidates must be able to understand and convey information essential for the safe and effective
care of patients in a clear, unambiguous and rapid fashion. In addition, candidates must have the ability to relate
information to and receive information from patients in a caring and confidential manner. Thus, functional use
of hearing and speech is necessary.
• Motor
o Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other
diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide
general and emergency medical care such as airway management, placement of intravenous catheters,
cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination
of both gross and fine muscular movements, equilibrium and integrated use of the senses.
• Cognitive
o 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
o Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for
the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and
care of patients, and for the development of effective relationships with patients. Candidates must be able to
tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to
changing environments, display flexibility and learn to function in the face of uncertainties inherent in the
clinical problems of patients.
Experiential Learning Policy
The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning.
Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses.
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
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not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the
program. For information on withdrawal, see the Academic Policies section.
Readmission
Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the
reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and
previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA
Program after dismissal from the program will be considered only under extremely unusual circumstances.
For the full readmission policy and reapplication process, please contact the program.
Advanced Placement
The Department of PA Studies does not offer advanced placement to admitted students. All students admitted to the PA
Program must complete the entire curriculum.
Transfer
The Department of PA studies does not accept student transfers from other PA programs.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial/.
PA Program Faculty
William Patricio Alemán, Adjunct Professor of Physician Assistant Studies. MD, University of Ecuador; PA-C, University of
California Davis; MEd, University of Minnesota.
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.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago
Stritch 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 and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota;
MPAS, University of Nebraska; PA Certification, Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA
Certification, Finch University.
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Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining
with others to respond to problems and develop opportunities that benefit individuals, families, groups, and
communities. The MSW degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities,
and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share
how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates
valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty
and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two
concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social
work practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
MSW Mission
Our mission is to develop social work professionals for advanced practice that promotes social justice and
empowerment towards the well-being of people in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working
in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to
individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with
micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work
practice. As you progress through our MSW program, you will:
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Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the About Augsburg College
section of this catalog.
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Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time
foundation students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Advanced standing students are
enrolled in a 16 month program. The part-time option is not generally available for advanced standing students.
All students must complete the MSW degree in no more than 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through June. Classes typically meet
every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during
weekday hours. If a student lives outside the Twin Cities metro, the field practicum hours can be completed at a
placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar/.
Class Periods
Classes meet in 3.5 hour blocks on Friday evenings, 6 to 9:30 pm; Saturday mornings, 8:30 am to 12 pm; and Saturday
afternoons, 1:15 to 4:45 pm. Each class meets for 8 sessions in a given semester and for 4 sessions in a summer term
(May-June), with the expectation that students engage in hybrid learning activities between on-campus class weekends.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in
accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and
online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour
period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online
activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field
practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study,
students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and
writing.
Some MSW students work full-time while enrolled in the program. However, full-time employment is not
recommended. Most students arrange to reduce their work hours or request time away during their graduate studies.
Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing
family, work, and academic responsibilities.
Credit and Contact Hours
MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or
advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both foundation and advanced standing
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students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These
hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
In the foundation courses and field practicum, you are introduced to social work as a profession. You will learn both
historical and contemporary theories and practice methods relating to both the individual and the environment. During
the foundation year, you will study human behavior and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum you will apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with your enrollment in two field seminar courses. The
full foundation curriculum is required of all students, with the exception of those admitted with advanced standing.
Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully
completed.
Concentration Curriculum
After completing the foundation requirements, you will enroll in the concentration curriculum that you selected at the
time of application. You will also complete an advanced field practicum. Augsburg offers two concentrations:
Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, you will deepen
your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches
to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and
learn practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to your chosen concentration and is completed
concurrently with your enrollment in two field seminar courses. As a capstone to your MSW program, you will complete
a portfolio project or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an
organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning
of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using
relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges,
disabilities, or impairments, including emotional, behavioral, and mental disorders.
Multicultural Macro Practice (MCMP) Concentration
In the tradition of Jane Addams, the heart of macro social work practice is directing energy toward changing agency,
government, and institutional policies that obscure or oppress people. While many social workers view their role as
focused on individuals and families, social workers must actively seek equality and justice for clients within agencies,
institutions and society. Social work leaders must advocate for social change where necessary to ensure social justice.
Similar to the MCCP concentration, it is important to address macro level social work practice within the context of
cultural understanding and awareness. The Multicultural Macro Practice concentration (formerly Program Development,
Policy and Administration) responds to this demand for leadership.
The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement
change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, you will
learn the knowledge and skills necessary to work with others to achieve needed social change. You will also learn to
develop, lead, guide, and administer programs that serve diverse people in a variety of settings.
Portfolio or Summative Evaluation Project
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Portfolio Project (MCCP students)
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o The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more
vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition,
portfolios are formative (i.e. designed for guided reflection and self-evaluation). However they are also
summative documents in that they illustrate students’ competencies. All MCCP students are required to create a
portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective
statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from
service users, self-evaluations of personal progress, and links to references.
• Summative Evaluation Project (MCMP students)
o All social workers must evaluate their practice to determine whether they are helping or harming clients. While
in the concentration practicum, MCMP students will design and implement a program evaluation for their
summative project. This project requires integration and application of knowledge and skills from both the
foundation and concentration curricula. Students develop their research while in their field internship and are
advised by their field seminar professor. Students conduct and present this evaluation/research project during
their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative
evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to
develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students
should notify the MSW program director by the end of spring semester of the foundation year.
Degree Requirements
To be conferred the MSW degree, students must achieve the following:
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Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
No more than two courses with a grade of 2.5 and with a cumulative GPA of 3.0 or higher
Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved
field practicum for advanced standing students
• Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP)
• Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate
Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must
pass the state board exam and complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam.
For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis
SWK 506 - Practice Methods and Skills 2: Groups and Families*
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SWK 510 - Advanced Practice Methods (advanced standing students only)
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (foundation students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies
SWK 536 - Human Behavior and the Macro Social Environment*
SWK 504 - Applied Research Methods (advanced standing students only)
*Course potentially can be waived for advanced standing students (BSW holders).
Concentration Courses
Multicultural Clinical Practice (MCCP) Concentration:
FALL
SWK 610 - Integrative Field Seminar 3: MCCP (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1: MCCP
SWK 628 - MCCP with Individuals
SWK 629 - MCCP with Families
SPRING
SWK 611 - Integrative Field Seminar 4: MCCP (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2: MCCP
SWK 630 - MCCP Policy Practice
SWK 631 - MCCP with Groups
SUMMER 1
SWK 634 - MCCP Supervision
SWK 639 - MCCP Elective
SWK 640 - MCCP Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: MCMP (taken concurrent with second practicum)
SWK 657 - Diversity and Inequality 1: MCMP
SWK 660 - Research 2: Program Evaluation
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: MCMP (taken concurrent with second practicum)
SWK 658 - Diversity and Inequality 2: MCMP
SWK 668 - Organizations/Social Administrative Practice 2
SWK 670 – Multicultural Macro Practice Policy
SUMMER
SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 – Multicultural Macro Practice Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
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SWK 699 General Elective
Students in both concentrations complete at least one general elective course. The following are examples of elective
offerings that rotate each year:
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Parent and Professional Planning
Interdisciplinary Perspectives on Aging
Cognitive Behavioral Therapy in Social Work Clinical Practice
Spirituality and Social Work Practice
Empowerment of Services Users in Mental Health
Children’s Mental Health
We also offer short-term electives abroad, typically two weeks in length: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, Bolivia, China, and Hong Kong)
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that students will
demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the
MSW program are essential to successful learning. The foundation of the practice includes:
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Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice or Multicultural Macro Practice settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse peoples and cultures
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The fieldwork education of the MSW program is divided into two components:
• Foundation Practicum
o The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional
generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the
foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
• Concentration Practicum
o The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those
admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring
semesters in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin
Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg College and the
University of Minnesota School of Social Work jointly host a field fair where students meet a large number of agencies
and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a
matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities.
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In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their
place of employment. Students who wish to do so work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum.
Our current list of approved clinical and community practice field sites includes agencies in the following areas of
practice:
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Family and children
Child welfare
Mental health
Crisis intervention
Senior resources
Family social policy
Health and human services
Corrections and probation
Public and independent schools
Youth services
Hospitals
Developmental disabilities
American Indian family services
Chronic and persistent mental illness
Chemical dependency
Court services
Immigrant, migrant, refugee services
Victims of torture
Faith-based social services
Neighborhood services
Legislation advocacy
Housing services
Employment services
Community organizing
Research centers
Dual Degree in Social Work and Theology (MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master
of Social Work and Master of Arts in Theology (MSW/MA). The dual degree has been approved by both institutions and
by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of
Arts in Theology, we recommend you begin the Luther Seminary program first and identify yourself as seeking the dual
degree. For application information to Luther Seminary, visit their website at www.luthersem.edu/admissions/.
Purpose
The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs
of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social
and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its
admission policies as well as its academic outlook.
Objectives
Three primary objectives have been established:
• To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both
theology and social work to serve people in more holistic ways
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• To generate the partnerships necessary to serve the complex needs of communities and people experiencing
transition in their lives, including the change of government support for those in poverty
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of
courses, students then enroll in Augsburg courses for a second and third year (full-time). In the dual degree, Luther
Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary
course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students
complete the entire MSW curriculum with the exception of the SWK 699 general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual
degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The
Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both
programs simultaneously.
Summary of MSW/MA Theology Dual Degree Requirements
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9 courses at Luther Seminary
All required MSW courses at Augsburg College
MSW field practica credit hours (see guidelines under field practicum)
MSW portfolio or summative evaluation project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to one institution does not guarantee admission to the other.
To request the catalog and application materials, you must contact each program separately. Financial aid is also a
separate process.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse
communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that
demands the delivery of quality services with increasingly limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
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Year 3 (12–16 months)
MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required
courses for the dual degree.
Curriculum
• Foundation or advanced standing coursework
• Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
• The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA
project.
• Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond;
complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants.
MBA application materials include: completed application, two short essays, an updated resume, two letters of
recommendation, and a personal interview with the MBA program director. Admission to one program does not
guarantee admission to the other.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MSW
The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities are provided to persons with a range of abilities,
backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
Admission Requirements
• Bachelor’s degree from a regionally-accredited college or university
• Cumulative undergraduate GPA of 3.0 or higher
• Liberal arts coursework in the social sciences, humanities, biology, and statistics
Application Checklist
The application deadline is January 15 each year for matriculation in the following academic year. All application
materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call
612-330-1101.
• Completed application form
• $35 application fee
• One official transcript from each previously-attended postsecondary institution. This includes colleges, universities,
vocational/technical institutions, and PSEO institutions.
• Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics
course. These courses must be completed prior to enrollment.
• Completed BSW course equivalency checklist (for advanced standing applicants)
• Three recommendation checklist forms, with letters attached, submitted online
• Typed personal statement responding to the questions noted on the application form
• Results of the TOEFL language tests, if applicable
• Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
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Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B (3.0) or higher. Students must complete no fewer than 23 credits at Augsburg in order to receive
their MSW degree from Augsburg College.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that
is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the
following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice
Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced
standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a
waiver.
Academic Policies
Academic Achievement
Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0
average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the
student may be dismissed from the program. Students are retained in the program who can:
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Complete course requirements of the program and field placement in a timely manner
Complete the program within four years
Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be
repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted
in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level
3 review, as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking the field placement.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order
to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A
leave of absence typically requires a full year away from the program in order to return to classes in sequence.
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Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration
courses until successfully completing all foundation courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook.
Program Costs
In addition to tuition fees, MSW students can expect to a pay a facilities fee and a field program fee. Students can also
expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional
fees associated with short-term electives abroad.
Graduate Scholarship Search Tips
As you may know, graduate students do not have access to many of the financial aid opportunities open to
undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into
graduate funding available locally, nationally, and internationally.
The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines
online. The following websites may provide a good starting point for your search:
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www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnssa.org
www.fastweb.com
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.studentaid.ed.gov
Examples of Social Work Graduate Scholarships
• Carl A. Scott Book Scholarship
o 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
o Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska
Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in
August (see www.naswfoundation.org).
• Vern Lyons Scholarship
o 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
o 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
o One $500 award offered to students from African-American, American Indian, Asian, LGBT, Hispanic and
Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see
www.mnsocialserviceassoc.org).
• Marjorie J. Carpenter Scholarship
o One $1,500 award offered to students seeking education in the human service field so they may enhance their
professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org).
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Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
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Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemning Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
AmeriCorps Tuition Discount
Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of
one course per semester. This would apply to all semesters of your MSW program. Contact the Enrollment Center for
more information.
Augsburg Partnership Grant
The Augsburg Partnership Grant applies to new enrolling students only and allows employees of partner institutions to
receive a 10% tuition discount. Application fees of $35 are also waived. If a student enrolls in an Employer Tuition
Reimbursement Payment Plan, the $20 processing fee is also waived. Contact the Enrollment Center for more
information.
Military Discount
See description in the Financing Your Education section of the catalog.
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum
is to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements. As such, forum members are invited to attend Social Work Department meetings via representatives.
The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
Past forum members established these guidelines:
• Provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational
experience with the Social Work Department
• Encourage constructive dialogue among students, faculty, and department and College administrators
• Make recommendations to the department regarding program improvements
• Receive and give feedback on expectations of faculty, students, and the College
• Plan and coordinate MSW student events, lectures, discussions
• Organize social action projects
MSW Faculty
Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin;
MPA, Iowa State University; PhD, University of Minnesota.
Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa;
PhD, University of Illinois-Urbana-Champaign.
Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana, Bogota, Colombia; MSW
Loyola University; PhD, Loyola University.
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Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD,
Indiana University.
Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of Illinois-Chicago.
Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW,
University of Michigan; PhD, University of Minnesota.
Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University
of Missouri–Columbia.
Bibiana Koh, Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MAT, School for
International Training; MSW, Smith College; PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane
University; PhD, Case Western Reserve University.
Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW, University of
Kentucky; PhD, Boston University.
Nancy Rodenborg, Associate Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA,
School of International Training; PhD, University of Arizona.
Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University
of Minnesota; PhD, University of Washington.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Erika McCreedy, Administrative Assistant
Courtney Zaato, Field Assistant
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Augsburg College Board of Regents
For more details, go to www.augsburg.edu/regents.
Andra Adolfson
Dan W. Anderson ‘65
Ann B. Ashton-Piper
Jennifer P. Carlson, J.D.
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Anthony L. Genia, Jr., ’85, M.D.
Alexander J. Gonzalez ‘90
Michael R. Good ‘71
Norman R. Hagfors
Jodi L. Harpstead, Chair
Rev. Rolf Jacobson, Ph.D.
Eric J. Jolly, Ph.D.
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
André J. Lewis ’73, Ph.D.
Jennifer H. Martin, Ph.D.
Marie O. McNeff, Ed.D.
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D.
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Bishop Peter R. Rogness, ex-officio
Curtis A. Sampson
Gary A. Tangwall ’80
Rev. David L. Tiede, Ph.D.
Bishop Harold Usgaard, ex-officio
Rev. Norman W. Wahl ’76, D.Min.
Bonnie Wallace
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ex-officio
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