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Augsburg College Catalog, 1964-1966
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Augsburg College Catalog, 1964-1966
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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 - - - - - - - - - - - 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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Augsburg College Graduate Catalog, 2009-2010
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Augsburg College Graduate Catalog, 2009-2010
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AuGSBURG COLLEGE GRADUATE STUDIES CATALOG 2009-2010 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College's graduate programs. Although information was current at th...
Show more AuGSBURG COLLEGE GRADUATE STUDIES CATALOG 2009-2010 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College's graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Adult and Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page iv for correspondence or telephone inquiries. Published December 2008 www.augsburg.edu :1 / A Greeting from the President I am pleased to know of your interest in Augsburg College's exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College's several graduate-level programs-the Master of Arts in Education (MAE), Master of Arts in Leadership (MAL), Master of Arts in Nursing (MAN), Master of Business Administration (MBA), Master of Science in Physician Assistant Studies (PA), and Master of Social Work (MSW, and MSW/MA or MDiv, together with Luther Seminary)-are distinguished by the opportunities they provide students to expand decision-making and strategic skills. The programs do so in an environment that encourages students to transform theory into action and classroom experience into personal and professional achievement. Augsburg College is characterized by a strong mission: To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. For our graduate programs, this mission helps to shape an innovative educational experience that features expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today's global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economicallysustainable development. We hope that at some time during your degree, you'll explore the opportunities to participate in an international learning experience-for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg's doors, we welcome a diversity of cultures and faiths . Although each graduate program has its own "neighborhood" and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both "horizontal" initiatives-i.e., cross-program collaboration-as well as "vertical" initiatives-engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, ~C.~ Barbara A. Farley Vice President of Academic Affairs and Dean of the College ii Rosemary]. Link Associate Vice President of Academic Affairs and Dean of Graduate Studies Table of Contents Directory of Offices and Programs . . . ... . ... . , .iv Introducing Augsburg College ........ ... .. . . . History ........................... .. ... .. l Minneapolis and Rochester Locations .. ... ... . .2 Accreditation, Approvals, and Memberships . . . . .3 Facts and Figures .... . ................ . ... .4 Academic Programs and Policies Academic Calendars ........... . . _. ..... . .. . .5 Academic Policies . ... ....... . .. .. . . . . ..... .5 Evaluation of Transfer Credit ..... . , ... .... . . .6 Student Rights ................. . . . . ... . .. . .6 Graduate Admissions Admission to Augsburg College .... ... . .... . .. 9 Readmission to the College ....... . ........ . . .9 Admission of International Students .... . ..... .9 Financing Your Education . . .. . . . .. ... ...... . Costs of Study .......... . . .... ..... ... . .. . 11 Payment Options . . .. . .. . .. ... .... ... .. .. . 11 Sources of Financial Aid .. , . . ... , .... . . . ... . 11 Applying for Financial Aid ... . . . ...... .... .. 11 Refund Schedule ... ..... .. . . . . . . . . . . . .. . . . 12 Graduate Programs Master of Arts in Education ................. 14 Master of Arts in Leadership ...... ...... ..... 26 Post-Master's Certificate in Leadership Studies ] oint degree in Accounting and Leadership Master of Arts in Nursing .................. .36 Master of Business Administration ........... .44 Master of Science in Physician Assistant Studies .52 Master of Social Work .. .... . ......... .. .... 60 Dual Degree with Luther Seminary College Information Maps (Minneapolis and Rochester campuses) . , .74 Augsburg Board of Regents ............ . . ... .75 iii Directory of Offices and Programs Academic Affairs: 612-330-1024 Adult and Graduate Admissions Office: 612-330-1101 or gradinfo@augsburg.edu Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 manursing@augsburg.edu www.augsburg.edu/ma_nursing Bool<store: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Registrar's Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa Master of Social Worl< (MSW) Lois Bosch, Director: 612-330-1633 Holley Locher, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu.msw Master of Social Work, and Master of Arts in Theology or Master of Divinity Luther Seminary: 651-641-3521 iv Welcome/Information Desk: 612-330-1000 Introducing Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. MISSION STATEMENT The mission of Augsburg College is to nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. HISTORY A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869 , in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. and city life. This early interest in professional life as well education is a celebrated theme in our history and has led to the fusion of the liberal and professional arts as a hallmark of the Augsburg College graduate. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed This attitude began to change after World War I. In 1911 , George Sverdrup Jr, became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. Students at Augsburg College benefit from the Lutheran tradition of service to your neighbor and faith in the city. A College in the City Paul C. Pribbenow became the 10th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages-in the midst of a great city-to be faithful citizens, in service to the world. AUGSBURG TODAY Augsburg continues to reflect the commitment and dedication of the founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; 1 • An Augsburg education should be preparation for service in community and centers of faith; • The city-with all its excitement, challenges, and diversity-is an unequaled learning environment. Augsburg is a college of the liberal and professional arts and sciences, with its main campus set in the heart of a great metropolitan center. There are now over 20,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences, Augsburg offers master's degree programs in education, leadership, nursing, business, physician assistant studies, and social work, plus a dual degree MSW/MA or MSW/MDiv with Luther Seminary Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. A Community of Learners Essential to the goals of Augsburg's graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their 2 teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. www.augsburg.edu/rochester or by calling the Adult and Graduate Admissions Office at 612-330-1101, or the Rochester program office at 507-288-2886. Augsburg's small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Augsburg's Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to "educate for service," by preparing and equipping women and men to make a difference in the world. MINNEAPOLIS AND ROCHESTER LOCATIONS Augsburg's Minneapolis campus surrounds Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-the University of Minnesota Medical Center, Fairview-are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. Convenient bus routes run by the campus and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Augsburg established its branch campus in Rochester, Minnesota, in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. Further information may be obtained at ON THE MINNEAPOLIS CAMPUS Admissions Offices The Adult and Graduate Admissions Office (for Weekend College, Rochester, and Graduate Studies) is located at 624 21st Avenue South. The Physician Assistant Studies Program admissions office is located in Anderson Hall. Augsburg for Adults Office Augsburg for Adults focuses on adultcentered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. Augsburg Abroad The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center is the hub of college life. The new first-floor student lounge area offers games, TV, and a place to gather. Also in Christensen Center are Cooper's Coffee Shop, the Commons dining areas , Christensen Center Art Gallery, and offices for student government and student publications . The Office of Undergraduate Admissions for Day College is located on the first floor. Murphy Place Murphy Place is home to three of the four components of the Office of International Programs-Augsburg Abroad, Center for Global Education, and International Student Advising. It is also home to the four support programs for students of color - American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center's lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Old Main Home for the Languages and CrossCultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the "gateway" to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of Business Administration program, the Master of Arts in Leadership program, and the Step UP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Cafe, classrooms , and thejohnson Conference Center. Science Hall Kennedy Center This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker-room and fitness facilities, as well as hospitality and meeting rooms, classrooms, and office space. Melby Hall This complex provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College's general auditorium. Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. ACCREDITATION, APPROVALS, AND MEMBERSHIPS • National Council for the Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) • Council on Social Work Education ( CSWE) (bachelor's and master's degrees) Augsburg's programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. • American Association of Higher Education (AAHE) Sverdrup Hall • Campus Compact The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. • Council of Independent Colleges Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president's office, Human Resources, and other administrative and faculty offices. • Physician Assistant Education Association (PAEA) (CIC) • Lutheran Education Council in North America (LECNA) • National American Music Therapy Association, Inc. • National Association of Schools of Music (NASM) 3 • National Society for Experiential Education (NSEE) • Associated Colleges of the Twin Cities (ACTC), • Higher Education Consortium for Urban Affairs (HECUA) • Minnesota Private College Council (MPCC) • Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61to136A.71. Credits earned at the institution may not transfer to all other institutions. • Calendar year-Weekend/evening trimesters and weekday semesters, varying by the graduate program • Majors-More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master's degree programs. • Off-campus programs-The Office of International Programs offers programs through Augsburg's Center for Global Education and International Partners programs for short- and longer-term study abroad, for both undergraduate and graduate students. • Athletic affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division Ill. CLERY ACT INFORMATION AUGSBURG COLLEGE FACTS AND FIGURES • Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. • Religious affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 15 percent are Roman Catholic, and 1 7 percent represent other denominations and religions. • Enrollment (fall 2008)-3,948 students from 40 countries. Graduate student enrollment is 842. • Alumni-Appox. 25,000 alumni from 1870 through August 2008, including over 1,200 graduate program alumni. • Student/Faculty ratio-14 to 1 • Campus-17 major buildings. Major renovations to classrooms in 2007. • Accessibility-Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. • Degrees granted-BA, BS, BM, MA, MBA, MS, MSW • Library-Over 180,000 items, direct access to over 2.5 million through CUC, the Twin Cities private college library consortium. 4 The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/ security/report.html. For a printed copy, contact Augsburg's Department of Public Safety at 612-330-1717. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. Academic Programs and Policies ACADEMIC CALENDARS Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. ACADEMIC POLICIES The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College's academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg's Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. Withdrawn Status W-Grade given when a student withdraws from a course after the deadline without notation on the record Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor gran ts permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistan must consult the PA Program Progression Standards Policy. Attendance Policy Class attendance is expected and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project Students enrolled in a thesis or final project are subject to a continuation fee schedule after the term in which tuition was paid for the project. These continuation fees maintain a student's library, AugNet, and parking privileges while work on the final project is ongoing. During this time of research and writing, students pay either a $10 campus access fee or a $200 continuation fee each term until the project is completed, or until the time limit for project completion is reached. The schedule for when each fee is applied varies among programs. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal for Academic Performance A student whose GPA falls below the required GPA for his/her graduate program (3 .0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. 5 Dismissal for Non-Professional Behavior Students may be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar's office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide 6 appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Master of Arts in Nursing (3.0) Master of Business Administration ( 6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively Courses and credits that are accepted in transfer are recorded on the student's transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student's cumulative grade point average. STUDENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I-Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M-F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student's program.) Part II-Informal Process It is always the student's responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part Ill of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III- Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days . (See Part I for definition of time limits.) • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College . A grievant or respondent must submit a written In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. For a complete copy of the procedures, contact the dean's office, Academic Affairs. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. FER PA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. (See One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health stafD; person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance . It is the responsibility of the student to establish the reasonableness of such non-awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. Physician Assistant Studies for details of its program policy) 7 Right to withhold disclosure of "directory information" FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. "Directory information" includes the following: • The student's name; • The student's address; • The student's telephone number; • The student's e-mail address; • The student's date and place of birth; • The student's major and minor field of study; • The student's academic class level; • The student's enrollment status (FT/HT/LHT); • The student's participation in officially recognized activities and sports; • The student's degrees and awards received; • The weight and height of members of athletic teams; • The student's dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student's photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar 8 must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W, Washington, D.C., 20202-4605, concerning Augsburg's failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. GRADUATE ADMISSIONS Admission to Augsburg College All graduate programs require students to have a bachelor's degree from a regionally-accredited four-year institution. All graduate students must submit completed application forms that can be downloaded from each individual program's web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education-p. 24 www.augsburg.edu/mae MA, Leadership-p. 33 www.augsburg.edu/mal MA, Nursing,-p. 42 www.augsburg.edu/ma_nursing MBA-p. 49 www.augsburg.edu/mba MS , PA Studies-p. 57 www.augsburg.edu/pa MSW-p. 69 www.augsburg.edu/msw READMISSION TO THE COLLEGE tion in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form 1-20, issued by a DBS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S . consulate (although citizens of some countries are exempt from the visa requirement); or 2) if the student is already in the United States and not currently in F-1 status, by sending the 1-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHSapproved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. Simply transferring academically from another school to Augsburg does not transfer a student's F-1 status unless the student and a Designated School Official (DSO) from Augsburg follow these procedures. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: ADMISSION OF INTERNATIONAL STUDENTS To fulfill this requirement Augsburg graduate programs require international applicants to submit an official score report from the Test of English as a Foreign Language (TOEFL) with a minimum score of 100 (iBT), 250 (CBT) or 600 (PBT). Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a "full course of study" to achieve a specific educational or professional objective at an academic institu- U.S. institution with a minimum of two years of successful academic work completed in the U.S. (seven or more courses) . B. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials-to determine if your degree is equivalent to an accredited U.S. bachelor's degree. Course-by-course evaluation-to show your complete course listing with credit values and grades received for each course. • Calculation of grade point averageto demonstrate your cumulative grade point average using the standard U.S. grading system, i.e., A=4.0, B=3.0, C=2.0, D=l.0, F=O.O. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg's Adult and Graduate Admissions Office. Augsburg accepts foreign credential evaluations only from the following organization: World Education Services, Inc. www.wes.org A. Proof of English Competency C. Proof of Financial Support In order to receive an F-1 visa, the U.S. Department of State (DOS) regulations require international applicants to be sufficiently proficient in English to pursue a full course of study. International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses , and living expenses for dependents (if applicable). The TOEFL is waived for applicants who have a four-year degree from a Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student's family. Documentation of scholarships and fellowships may be in the form of an 9 Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll. For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. FINANCIAL POLICIES Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined . Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. 12 CONTAICTTMiE ENROLLMENT C:ENTE'R For info·rm:atlon on eost~ pa~tne11\ts1 flnamli'al aid, tuition disc·ounts, and rr-e~f.uad:s : 13 Master of Arts in Education Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and here's why. OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional: from classroom decision-maker to educational leader-suggests the expectations we have that our students will leave our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively." Our urban setting provides yet another dimension to our programs through course content, field experiences, and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion. OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do . We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY. We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher-the teacher you can become. Vicki Olson, PhD Director, Master of Arts in Education PROGRAMS ELEMENTARY EDUCATION The Education Department offers initial licenses as well as endorsements for already-licensed teachers that also lead to a master's degree. The range of licenses available is described below. The K-6 elementary with a middle school specialty license allows you to teach in grades K-6 and in your specialty area of math, science, social studies, or language arts in middle school. As an alternative to the middle school specialty, MAE elementary licensure students can pursue a prekindergarten specialty. Licensure requirements are offered at both the undergraduate and graduate level. That means classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. Elementary education specialty areas in math, communication arts, and social studies are available through weekend and weekday evening courses. The science specialty area is available through a combination of weekday, weekday evening, and weekend courses. Secondary education licensure is available through weekend and weekday evening courses in social studies, communication arts/literature, and K-12 visual arts. Licenses in other majors, including biology, chemistry, health education, mathematics, music education, physical education, and physics can be completed through a combination of weekend, weekday evening, and weekday courses. All of the following courses must be taken for licensure, and four to six of them may be taken at the graduate (500) level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* Teachers who are already licensed can work towards the MAE degree through the following four licensure options: EDC 410/544 Learners with Special Needs (1.0)* Pre-K specialty area endorsement EED 320/520 K-6 Methods: Reading (1.0)* EDC 490/580 School and Society (1.0) K-12 special education: emotional and behavioral disabilities K-12 special education: learning disabilities K-12 reading endorsement Education Department Mission To complete the license, you will also need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by becoming knowledgeable in content, competent in pedagogy, and ethical in practice, and by building relationships, embracing diversity, reflecting critically, and collaborating effectively. EED 311 K-6 Methods: Health (.25) Master of Arts in Education Conceptual Framework EED 350 K-6 Methods: Math (1.0) * Teacher leadership is the theme that threads through our graduate licensure and degree completion programs. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. EED 360 K-6 Methods: Science (l.O)* The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include at least two graduate-level courses from our Master of Arts in Leadership (MAL) program. This provides students the chance to study aspects of leadership as part of their degree program. Third, the final project-be it an action research or a leadership application project-gives students the opportunity to define an issue of concern and, supported by research, take on a leadership role in addressing it. EED 312 K-6 Methods: Physical Education (.25) EED 330 K-6 Methods: Children's Lit/Language Arts (1.0) EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5)* EED 481,483 Student Teaching (2.0) *Field experience hours are required in these courses. A minimum of 100 hours in the classroom and educationrelated settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. These experiences occur in K-8 classrooms during the weekday. Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor's degree and/or other coursework Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards in a specialty area for middle school: subject area specialties are offered in communication arts/literature, social studies, math, and science. The pre-K specialty is also available. Specific requirements are on file in the Education Department. Previous coursework can be accepted into the licensure program if i.t meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than seven years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. EOC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 312 K~6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) Elementary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EOC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EED 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admissions to department) EEO 330 K-6 Methods: Language Arts/Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Methods: Communication Arts/Literature - Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 34 2 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program portfolio. Preprimary Specialty for Elementary Licensure ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents) SECONDARY EDUCATION K-12 and 5-12 licensures in several content areas are offered weekends and weekday evenings through a combination of graduate and undergraduate coursework. Additional content areas are available through the weekday program. K-12 licenses allow you to teach your content area across elementary, middle school, and high school. Licenses for grades 512 allow you to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to people who already hold a bachelor's degree and meet MAE admissions criteria. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six also may be taken at the graduate level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity I Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience and students experience working with current teachers in site based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545) ECE 347154 7 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner's skills are developed through self-evaluation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the Preprimary endorsement must take SPE 540.) ESE 300/500 Reading and Writing in Content Area (1.0) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)* ESE 481, 483, 485 Student Teaching (2.0-3.0) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in a content area is required for K12 and 5-12 licensure. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional content area coursework tied to licensure standards is generally required, even with a completed academic major. The following majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5-12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. The following majors are offered primarily or entirely through the weekday program: biology, chemistry; physics, health, physical education, music, and mathematics. Students seek- ing licensure in any of these areas will likely need to take additional content courses in the weekday schedule. Students can obtain a 9-12 license in physics, chemistry, or biology and have the option of adding the 5-8 general science to the 9-12 license. Students also can obtain the 5-8 general science license without the 9-12 license. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than seven years is judged on a case-by-case basis. Education Department policy requires that a minimum of two content area courses be taken at Augsburg. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 17. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EDC 480/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Communication Arts/Literature licensure do not take this course). ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 330 K-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 340 K-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 350 K-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary concentration in communication arts/literature and for communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department.) ESE 351 K-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) Licensure Requirements Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (LO)* ESE 352 K-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EED 320/520 K-6 Methods: Reading (1.0)* SPE 315 Special Education Critical Issues Seminar (.5) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three courses. Student teaching occurs upon satisfactory completion of licensure program and program portfolio. SPECIAL EDUCATION The MAE program with licensure in special education is based on an innovative internship model that allows coursework and experience to occur simultaneously. In addition to student teaching, students must complete two 40-hour field placements where they will gain experience working with students from age groups different from their internship site. There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities (EBD), and learning disabilities (LD). Both programs qualify you to teach in special education programs and positions; many students get licensure in both. SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities (LO)** SPE 410/510 Implementing Assessment Strategies (1.0)** SPE 420/520 Planning, Design, and Delivery (1.0) ** SPE 430/530 Instructional and Behavioral Practices (1.0)** SPE 490/540 Parent and Professional Planning (l.O) ** Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 330 Children's Lit./Language Arts and Also available is the Naadamaadiwin Tribal Special Education Cohort-This graduate hcensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is being offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face; partly online) cohort program. The licensure courses can be applied towards the MAE degree . See the Education Department and www.augsburg!edu/ mae/academics/ais_focus.html for more information. EED 350 K-6 Methods: Math* EED 360 K-6 Methods: Science* (see course descriptions under Elementary Education). *Ten to 20 hours of field experience required as part of this course. Students currently working in schools can often use their school employment for their field experience. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K-12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. (Minimum 10 hours/week). EED 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admission to department) Eligibility: To be eligible to apply to the special education program at the graduate level, students must have a degree and be currently employed in a K-12 setting as a paraprofessional or licensed teacher, and/or have experience working with students who are labeled with emotional, behavioral, or learning disabilities, as well as considerable time available for volunteer field placements. EED 330 K-6 Methods: Language Arts/Children's Literature See course description on page 17. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special education students into the regular education classroom. Special Education Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 17. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) See course description on page 17. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EED 350 K-6 Methods: Mathematics See course description on page 17. EED 360 K-6 Methods: Science See course description on page 17. SPE 315 Critical Issues: Special Education Seminar (.5 course) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. SPE 400/500 Teaching Students with Emotional/ Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department) SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the epartment) SPE 420/520 Planning, Desigu, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: PPST and admission to the department). SPE 4 30/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) ESE 300/500 Reading/Writing in the Content Areas* The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Should be taken at the graduate level for the reading endorsement. Field experience required for K-12 reading endorsement. (Prereq.: PPST and admission to the department) SPE 4 34/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: PPST and admission to the department). EDC 505 Literature in the Classroom (.5 course) The study and use of literature in the K-12 classroom. SPE 490/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). EDC 510 Clinical and Reading Program Leadership The study of effective leadership and professional development strategies for individual schools and school districts, reading standards, state and federal reading legislation, and fiscal and budgetary operations. The focused implementation of knowledge and skills gained in reading licensure coursework. Field experience required. (Taken concurrently with EDC 508) EDC 508 K-12 Reading Assessment and Evaluation The study of student reading development, the knowledge and use of gathering and analyzing data of students' reading, and designing and applying appropriate reading curriculum based on this information. Field experience required. (Taken concurrently with EDC 510) SPE 481, 483, 485, 487 Student Teaching (1.0-2.0) READING ENDORSEMENT PROGRAM Augsburg College offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (1.0)* ESE 500 Reading/Writing in the Content Areas (1.0)* *The courses EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students: EED 320/520 is part of the elementary and special education initial licensure programs; ESE 300/500 is part of the secondary initial licensure program. The rigor of the courses is increased at the graduate level. Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg College within the past seven years will not be required to retake the entire version of EED 320/520 or ESE 300/500. However, they will be expected to complete the requirements for the graduate portion of the course they have already taken within the context of a half-credit independent study. If the graduate course was taken as a part of initial licensure (EED 520 or ESE 500) students do not need to repeat the course; however, if ESE 500 was taken without a field experience, 20 hours in a high school or middle school reading setting must be completed. EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (1.0)* EDC 510 Clinical and Reading Program Leadership (1.0)* Reading license candidates who already have received their initial K-8 teaching licensure and who are graduates of Augsburg College, but not within the past seven years, will be required to take EED 520 or ESE 500 at the graduate level. *Field experience required Reading Endorsement Course Descriptions EED 320/520 K-6 Methods: Reading* The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Should be taken at the graduate level for the reading endorsement. (Prereq.: PPST and admission to the department) Reading license candidates who have already received their initial teaching licensure and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500. STUDENT TEACHING Education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point. Student teaching for elementary and secondary initial licenses lasts 12-14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching and meet at Augsburg College for a student teaching seminar several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students do half of the student teaching experience in the metro area and the remaining portion in another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is completed as part of the internship year if students are working in a licensure appropriate setting. If not, student teaching is carried out after completing the special education coursework. A supervised practicum for the reading endorsement is completed as part of EDC 510 Clinical and Reading Program Leadership. No further student teaching is required for this endorsement. GRADUATE DEGREE COMPLETION Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education core, with between four to six Augsburg graduatelevel licensure courses fulfilling master's requirements. To earn a master's degree beyond the core of education classes, students will need to successfully complete a minimum of three additional graduate-level courses: • a research methods course, typically ML 514 • an elective course chosen from leadership-focused courses in the Master of Arts in Leadership (MAL) program The goal for the graduate degree completion component is to foster the development of teachers as leaders within the institution and community as in line with our program theme and department mission statement. Graduate Degree Completion Course Descriptions Research Methods Course All students seeking the Master of Arts in Education degree must complete a graduate-level research requirement. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. MAE Final Project Options Students have two options for fulfilling their Master of Arts in Education final project: a leadership application project (LAP) or action research. This project serves as the capstone of the master's program. EDC 585 Leadership Application Project The leadership application project (LAP) is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate's workplace or place of service. EDC 586 Action Research in Education (.5 course) This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. • a research- or leadership-based final project Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional leadership or education graduate courses to reach the total of nine required courses. A minimum of four graduate-level licensure courses are required for the MAE degree. The research methods course will help prepare students to evaluate and document research for use in their final project or paper. This course examines both qualitative and quantitative research methods. The leadership elective courses allow students to examine issues of leadership at a personal or ins ti tu tional level. Students have two options for fulfilling their Master of Arts in Education final project, which serves as the capstone of the master's program: a leadership application project (LAP) or action research course sequence and project. EDC 587 Action Research (.5 course) The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate's research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. ML 510 Visions of Leadership: A Historical and Literary Journey ML 511 Creativity and the Problem-Solving Process ML 520 Self-Identity, Values, and Personal Growth ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 545 Decision Making and Leadership Credit Evaluation: An official transfer credit evaluation of your previous academic work will be completed as part of the admissions process. ML 550 Communication, Decision Making, and Technology ML 560 Developing a Multicultural Perspective Advising and Registration: You are able to participate in ML 565 Women and Leadership academic advising and the registration process after you have been accepted. ML 599 Special Topics (as appropriate) ADMISSION REQUIREMENTS Students admitted into the MAE program must have completed: • a bachelor's degree from a regionally-accredited four-year institution, and can obtain licensure at the graduate level • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5-3.0 may be admitted conditionally into the graduate licensure program. They can apply to the MAE full licensure and degree program after achieving 3.0 or better in two (2.0) Augsburg courses. Minimum Grade Policy and Academic Probation Students who fail to maintain a cumulative 3.0 GPA in a given term in graduate course work are notified that they are on academic probation and have one term to raise their GPA to the required level. Failure to do so could mean dismissal from the program. Students who receive below a 2.0 in any course required for licensure-undergraduate or graduate-are notified that they are on academic probation and must repeat that course as soon as possible and raise it to the appropriate level. Failure to do so could mean dismissal from the program. Students who receive a 2.0 in a graduate course may use that course for licensure purposes, but it will not be counted towards degree completion. Application Checklist The following items must be sent to the Augsburg Adult and Graduate Admissions Office: • Completed application form-www.augsburg.edu/mae • $35 non-refundable application fee • Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, and vocational/technical schools) sent directly to the admissions office. Applying to the Education Department: Once accepted to the College, students may take designated courses in education and content areas. Students initially admitted at the graduate level may register for courses at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available through the Education Department. MAE IN ROCHESTER In step with Augsburg College's excellent reputation in the field of education, the licensure portion of the Master of Arts in Education program is now offered in Rochester*. Licenses are available in elementary education and special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church in Rochester. *Some licensure and content classes will be held in Minneapolis for students taking the Elementary Education licensure. Elementary education: The K-8 elementary with a middle school specialty license allows you to teach in grades K-8 and in your specialty area of math, science, social studies, or language arts in middle school. Augsburg College offers this license to people who already hold a bachelor's degree and meet admissions requirements. Special education: Emotional Behavioral Disorder/Learning Disability: This program is designed for those currently working with or planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. All courses for these licenses are available in Rochester. MAE degree completion courses are currently held in Minneapolis. ACCREDITATIONS AND APPROVALS Augsburg is accredited by: Admission as an international student • The Higher Learning Commission of the North Central Association of Colleges and Schools International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 9. • National Council for the Accreditation of Teacher Education Augsburg is approved by: Minnesota Board of Teaching Acceptance: You will be notified of the Admission Committee's decision usually within one to two weeks after your application file is complete and has been evaluated by the committee. For additional accreditations, approvals, and membership, seep. 3 MAE FACULTY Elizabeth M. Ankeny , Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Jeannie Uhlenkamp , Instructor of Education, BA, University of Minnesota; MSE, University of Wisconsin-River Falls. Diane C. Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Jacquylynn Brickman , Instructor of Education. BA, Augsburg College; MEd, St. Mary's University. Christopher R. Brown, Field Experience Coordinator/ Charter School Liaison, Instructor of Education. BS, Bemidji State University; MEd , University of Sydney, Australia. Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire , Associate Professor of Education. BS, MA, PhD, University of Minnesota. Cheryl Gresczyk, Instructor of Education. BA, University of Minnesota; MA, College of St. Thomas. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University. Anne Kaufman , Associate Professor of Education. BS, MA, PhD, University of Minnesota. Mary Beth Kelley , Instructor of Education. BS, University of Wisconsin-Eau Claire; MEd , Bethel College. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Lynn Lindow, Associate Professor of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Susan O'Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD , Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson , Assistant Professor of Education. BA, MEd, University of Minnesota. Christina Peper, Instructor of Education. BA, University of Minnesota; MEd, Southeastern Louisiana University. Ronald Petrich , Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota. Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas. Dana L. Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of Minnesota. Barbara West , Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University Master of Arts in Leadership Master of-Arts in 'Leadership Welcome to the Master of Arts in Leadership (MAL), a program that has been a vital part of Augsburg College since being founded in 1987. The MAL program offers students an excellent opportunity to explore leadership within the context of the liberal arts. The program design broadens the skills and mindset you need to improve your leadership capabilities in your current and future positions, as well as in your life. The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations including business, health care, and the nonprofit sector. This diverse learning community provides a rich environment for you to explore leadership beyond your own realm of expertise. Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am frequently told by students that the program has changed their lives, has sharpened their understanding of themselves and others, and has opened doors that would otherwise have remained closed. To learn more about the program, go to www.augsburg.edu/mal. I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit you. Contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing you on campus soon! Norma C. Noonan, PhD Director, Master of Arts in Leadership Mission Statement The primary purpose of the Master of Arts in Leadership program is to develop leaders for organizations, the community, and society Most organizations seek leaders who possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and how it can be managed, sensitivity to the complex problems of organizations, and an ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs of a diverse population, and the ability to inspire and motivate people to work toward a common goal. Introduction The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. The Master of Arts in Leadership (MAL) is the core program of Augsburg's Center for Leadership Studies (CLS). The MAL program, launched in 1987, responds to the leadership development needs of both for-profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent the organization both internally and externally. The MAL program provides a means by which individuals may discover and refine these and other abilities fundamental to effective leadership. Leadership studies is a growing field in American higher education, and the MAL program has significantly developed and modified its curriculum in response to new trends in the field. The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace and society. incorporate some online work into their agenda. MAL students may take up to seven courses during the calendar year. It is possible to complete the degree within two years if a student takes two courses each trimester. Community of Learners Essential to the goals of the MAL program is participation in a community of learners gathered on the Augsburg campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the coursework of the master's program. A sample class schedule in the MAL program Period I Period II Saturday Saturday 8 a.m. to noon 1 to 5 p.m. Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. An occasional course is taught on an immersion model which features fewer but longer sessions. A few courses are held on Sunday afternoons, from 1 to 5 p.m. Augsburg College has a summer session. The MAL program usually offers at least two classes during the summer. The courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. LEADERSHIP DEVELOPMENT MODEL Leadership Development Model-Augsburg College The MAL program promotes leadership as a process that inspires cooperation among people who must compete for limited resources, promotes productivity within and beyond the organization, and works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the leadership development model, that serve as specific outcomes for the MAL program. Augsburg's model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. CURRICULUM DESIGN Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year, classes meet on alternate Saturdays for four hours. A few courses are taught by the immersion model, which has fewer sessions but longer meeting times. Most courses Each MAL course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, discussion, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. LEADERSHIP DEVELOPMENT MODEL Leadership Orientation Toward Action Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Creative • Innovativeness Facility for Persuasion Communicative • • • • • • Risk Assumptive • Curiosity • Achievement motivation • Self-esteem Final project options There are three ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete a thesis or a major leadership application project and 11 credits. In the Non-Thesis Option (Plan B), students must complete 11 credits, two papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 credits, including the comprehensive exam seminar. Plan A: Thesis/LAP Option Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This researchbased study gives the student the opportunity to "tie together" what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593. For more information regarding the Thesis/LAP Option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students who do not complete their thesis or leadership application project within two years are required to pay a continuation fee each trimester.* Effective listener Effective speaker rnective writer Diplomatic ability Effective team member Interpersonal sensitivity Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of Individual differences Decisive • • • • • Self-confidence Analytical ability Ability to think critically Understanding of research Ability to manage connict Plan 8: Non-Thesis Option One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the Non-Thesis Option, refer to the Thesis/LAP Project and Non-Thesis Project Guidelines booklet. Students who do not complete their independent project within a year of registering for ML 597 are required to pay a continuation fee each trimester.* *Both Plans A and Bare governed by Augsburg College's policy on continuation. A student taking Plan A has a maximum of seven trimesters (including the one in which registration initially occurred) to complete a thesis or LAP. After that the student may continue with permission but will pay a fee each trimester. A student taking Plan B has a maximum of four trimesters (including the one in which registration initially occurred to complete the Plan B final project. After that the student may continue with permission but will pay a fee each trimester. The fee is a continuation fee and is separate from any parking permits or other incidental fees. Plan C: Comprehensive Exam Seminar The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a Comprehen- ML 574 Strategic Leadership The course develops students' ability to think strategically and lead organizations through planning and implementation; application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and approximately two weeks in Nicaragua. The Nicaraguan portion includes a home stay, meetings with leaders in various venues, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy; the arts, business, foreign investment, and relations with the U.S. government and nonprofit organizations are explored. ML 580 Colloquium on Contemporary Theories of Leadership Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on critical thinking, discussion, written analysis. Prereq.: oneyear coursework in MAL program and ML 510) ML 589 Comprehensive Exam Seminar (PIN} This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program. No other course may be taken at the same time. ML 592 Thesis/LAP Consultation I (PIN) Independent final research project supervised by an academic adviser. *A student may count only ML 597 or ML 598 for credit toward the MAL degree, except with permission of the MAL program director. Post-Master's Certificate in Leadership Studies Graduate students who already possess a master's degree in any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose any five MAL courses or may wish to focus on a specific area such as ethics and leadership, global leadership, organizational leadership, communications, or leadership development. This option is attractive for people who want to continue their professional studies but not necessarily undertake a full degree program. The normal application process is used for students who wish to pursue the postmaster's certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master's degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings and the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. General requirements for the accounting/MAL program ML 593 Thesis/LAP Consultation II (PIN) Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project* Major written project in an area of the student's choice; to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • completed application form • three letters of recommendation (two from professors and one from an employer) • personal statement • example of their writing in an academic paper ML 598 Independent Study* Provides directed independent study in an area of the student's choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. ML 599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. • GPA of at least 3.30 • interview with a three-person panel from the MAL program Students must also have faculty endorsement from the accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program coordinator: Stu Stoller ADMISSION REQUIREMENTS Admission as an International Student Applicants to the program must have: International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 9. • Bachelor's degree from a regionally-accredited four-year college or university • Minimum cumulative undergraduate grade point average (GPA) of 3.0 (on a scale of A=4.0) and a minimum cumulative GPA of 3.0 for graduate courses completed at an accredited college or university: • Three years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Applicants holding a master's or other advanced degrees from accredited colleges or universities are admissible. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested Application Checklist The following items must be submitted to the Adult and Graduate Admissions Office: ACADEMIC POLICIES Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. In order to graduate a student must have a GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for final projects (ML 589, ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a diploma until all courses and projects are successfully completed. MAL Program Enrollment Policy Students may take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. All students are required to complete all components of the program within five years. Extensions beyond five years will be considered on the basis of petition to the MAL Advisory Committee. Students who leave the program for more than one trimester must request a leave of absence in writing from the MAL program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit to the Office of the Registrar. Time spent on an official MAL-approved leave of absence will not count toward the five-year deadline for degree completion. ACCREDITATION AND AFFILIATIONS • Completed application form-www.augsburg.edu/mal • $35 nonrefundable application fee • A 1-3 page statement relating the applicant's career and life goals to leadership aspirations • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work style and leadership potential Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. MAL FACULTY Andrew Aoki , Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson , Professor Emeritus of Religion. BA, Augsburg • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred. College; BD, Luther Theological Seminary; MA, PhD, Columbia University. • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any Thomas Berl<as, Instructor of Leadership Studies. BCE, PhD, University of Minnesota. Graduate Faculty in Organizational Management, Concordia University, St. Paul. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota. Cass Dalglish , Associate Professor of English. BA, College of St. Catherine; MFA, Vermont College; PhD, The Union Institute. Curtis Paulsen , Associate Professor of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Diane Pike , Professor of Sociology and Director of the Center for Teaching and Learning. BA, Connecticut College; PhD, Yale University. John Schmit, Associate Professor of English. BS, St. John's Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther Northwestern Theological Seminary; PhD, University of Minnesota. John Furia, Assistant Professor of Business Administration. University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson , Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. BA, Rhode Island College; MPA, University of Rhode Island. Joseph Volker, Instructor of Leadership Studies. BA, UniverDaniel S. Hanson , Assistant Professor of Communication sity of California-Irvine; MA, PhD, University of Minnesota. Studies. BA, Augsburg College; MA, University of Minnesota. Garry Hesser, Professor of Sociology, Director of MetroUrban Studies, and Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University: Rosemary J. Link, Professor of Social Work and Associate Vice President for Academic Affairs and Dean of Graduate Studies. BA, University of Southampton; Postgraduate diploma and CQSW, University of London; PhD, University of Minnesota. Steven Manderscheid , Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Thomas Morgan , Professor of Business Administration and Executive Director, Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan , Professor of Political Science, and Director of the Center for Leadership Studies and the MAL Program. BA, University of Pennsylvania; MA, PhD, Indiana University. Magdalena Paleczny-Zapp , Associate Professor of Business Administration. BA, MS, PhD, Academy of Economics, Krakow, Poland. Catherine Paulsen , Instructor. BA, St. Olaf College; MA, Lone Mountain College. STAFF Patty Park, Program Coordinator Master of Arts in Nursing Master of Arts in Nursing We are excited about the educational opportunities, engaging practicum experiences and wealth of transcultural nursing knowledge offered in the Master of Arts in Nursing program at Augsburg College. We are also proud of our students who come from a wide range of diverse cultural, educational, and experiential backgrounds. Some master's degree candidates enter directly from college, others are making mid-life career changes, and some are returning to college after raising a family. The career options in nursing are more variable and more rewarding than ever before. As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and competence. The master's program prepares nurses for leadership across care systems, population groups, cultures, and settings, with particular emphasis on addressing global and local health inequities. Graduates of our master's program are practicing in acute care, community and public health, education, nursing administration, and emerging care settings that are responsive to the needs of culturally diverse and underserved populations. Many of our graduates are creating innovative practice models that demonstrate interdisciplinary leadership and economically feasible solutions to health inequities within communities. Students can choose between two tracks of study in the master's curriculum: Transcultural Nursing in Community or Transformational Nursing Leadership and Management. Classes are offered at the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minnesota. Video conferencing is used for most classes and allows for "real time" connections between students in the two sites. Program faculty and staff are available at both sites and eager to assist students in expanding their nursing practice and advancing their career options while exploring together how we transform our unique gifts and interests into personal and professional service in the world. Sincerely, Cheryl Leuning, PhD Chair, Department of Nursing Director, Master of Arts in Nursing Master of Arts in Nursing Mission Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities. TRANSCULTURAL NURSING IN COMMUNITY The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for certification in Advanced Transcultural Nursing through the International Transcultural Nursing Society. Also, graduates completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification in Advanced Community Health Nursing. A total of 10 courses plus a thesis or graduate project are required. Three courses in the Advanced Nursing Core, which all Master of Arts in Nursing students must take, five courses from the Transcultural Nursing in Community Track, and two electives make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice NUR 520 Research Methods in Nursing NUR 523 Theory, Research, and Practice Seminar Transcultural Nursing in Community track (five courses) NUR 500 Transcultural Health Care NUR 503 Transcultural Health, Families, and the Life Cycle, and NUR 515 Managing Nursing Effectiveness within Care Systems OR The Politics of Health Care NUR 541 Plus, two of the following courses: * NUR 510 Advanced Community Health Nursing I NUR 511 Advanced Community Health Nursing II NUR 530 The Power of Ritual and Ceremony for Transformation NUR 532 Transcultural Healing Practices ELECTIVES-two graduate elective courses, which may include the following: ECO 520 Economics of Health Care in a Global Community Visions of Leadership ML510 ML511 ML530 ML531 ML560 NUR 530 NUR532 NUR562 Creativity and the Problem-Solving Process Ethics in Communication The Dynamics of Change Developing a Multicultural Perspective The Power of Ritual and Ceremony for Transformation Transcultural Healing Practices Walking the Truth: Culture, Gender, and HIV/AIDS in sub-Saharan Africa Note: Academic advisers can inform students about other possible electives. *Students seeking certification in Advanced Community Health Nursing from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the curriculum. Thesis or Graduate Project-students are required to complete either a thesis or a graduate project, which is equivalent to one course. NUR 525 Graduate Field Project NUR 535 Integrative Master's Thesis TRANSFORMATIONAL LEADERSHIP AND MANAGEMENT The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students' competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students take a total of 10 courses, plus a thesis or graduate project. Three courses in the Advanced Nursing Core, which all Master of Arts in Nursing students must take, five courses in the Transformational Leadership and Management Track, and two elective courses make up the course work for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nurs ing Practice Research Methods in Nursing NUR 520 NUR 523 Theory, Research, and Practice Seminar Transformational Nursing Leadership Track (five courses)* NUR 500 Transcultural Health Care NUR 521 Transformational Nursing Leadership BUS 520 Management of the Healthcare Organization Two of the following courses: ML 511 Creativity and the Problem-Solving Process ML 527 Spirituality and Leadership in the Workplace ML 535 Organizational Theory and Leadership ML 565 Women and Leadership Electives-two graduate elective courses, which may include: ECO 520 Economics of Health Care in a Global Community ML510 Visions of Leadership Creativity and the Problem-Solving Process ML511 Ethics in Communication ML530 ML531 The Dynamics of Change ML560 Developing a Multicultural Perspective NUR530 The Power of Ritual and Ceremony for Transformation NUR532 Transcultural Healing Practices NUR562 Walking the Truth: Culture, Gender, and HIV/AIDS in sub-Saharan Africa Note: Academic advisers can inform students about other possible electives. *Upon graduation from the program and completion of the Transformational Leadership and Management track, students are eligible to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). Thesis or Graduate Project Students have two options for fulfilling their Master of Arts in Nursing final project, which serves as the capstone of the master's program: a graduate field project, or an integrative master's thesis. The graduate field project, NUR 525, is based on a selfselected issue relevant to transcultural nursing in community or transformational nursing leadership. The student will focus primarily on the application and integration of knowledge. Working with an adviser, the student will design and/or implement and evaluate a model of advanced practice nursing applied to health inequities in a selected community, or a nursing leadership issue. The integrative thesis option, NUR 535, expands upon and/or extends theoretical foundations or concepts identified in transcultural nursing, community health nursing, and/or nursing leadership literature. The thesis project demonstrates the student's ability to do independent research involving the exposition of primary and secondary literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced practice nursing. Students register for their final project, with their adviser's permission, near the end of the program. Students must complete all coursework and defend the project within two years after registration. After two years, students must pay a continuation fee of $200 per term in order to retain student status in the graduate program, including library privileges, AugNet access, and parking privileges. Please refer to the "Graduate Field Project or Integrative Thesis Procedures and Policies" booklet available in the Nursing Department for additional information. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica all students practice primarily in nontraditional settings with persons underserved or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across health care settings. Students in the Transformational Leadership and Management track have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. Study Abroad and Off-campus Opportunities The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg's Center for Global Education in developing study abroad opportunities. The following study abroad and away opportunities are four examples of existing practicum experiences. Students may travel to Namibia in southwest Africa to spend two weeks exploring health and healthcare challenges within a rapidly developing country. Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum. Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in western South Dakota. These courses and experiences offer students the opportunity to live on the reservation and participate with public health nurses providing health services. They also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Ten-day courses and practica are available in Mexico and Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program. COURSE DESCRIPTIONS NUR 500 Transcultural Health Care This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining "blueprint" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) NUR 501 Transcultural Care Systems In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of selforganization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural healthcare organizations are expected. NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience) NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) NUR 510 Advanced Community Health Nursing I This course focuses on persons, families and groups living in relationship. Emphasis is on applying the core functions of community/public health - assessment, policy development and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (36 hours of practice experience) NUR 511 Advanced Community Health Nursing II Emphasis is on the application of public/community health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and healthcare provisioning. Prerequisite: NUR 510. (72 hours of practice experience) NUR 515 Managing Nursing Effectiveness within Care Systems In planning and implementing nursing activities, healthcare organizations are considered subcultures of society, which entail particular issues of access and utilization for marginalized people. Strategies for negotiating structures of privilege and professional control will be explored. Working with marginalized populations, students will identify and support the agency or persons who are seeking help from these systems. Nursing action will focus on mediating subcultures of clients with the subculture of healthcare systems. Major emphasis will be placed on mutuality with clients in planning actions and evaluating outcomes. (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. Prerequisite: a college-level statistics course. (36 hours of practice experience) NUR 521 Transformational Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (72 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (36 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. Working with a nursing faculty adviser, students design and/or implement and evaluate a theory-based model of advanced practice nursing. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach to healing. Students will have an opportunity to interact with persons who integrate ritual and ceremony into their lives and healthcare practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices , movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. NUR 535 Integrative Master's Thesis The integrative thesis expands upon or extends the theoretical foundations in the literature of Transcultural Nursing in Community or Transformational Leadership and Management. It demonstrates the student's ability to do independent research that integrates past and current literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced nursing practice or leadership in nursing organizations. Students will defend the project to their selected graduate committee (comprised of the student's faculty adviser and two readers) and invited guests. Plans for disseminating the report for public and professional use are encouraged. NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) NUR 562 Walking the Truth: Culture, Gender, and HIV/AIDS in sub-Saharan Africa This broad-based interdisciplinary course explores the influence of culture and gender on the HIV/AIDS pandemic in sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological, and political responses to the disease are examined. Women's collective and individual efforts to preserve the health of their families and communities are highlighted as hopeful and positive responses to the HIV/AIDS crisis in sub-Saharan Africa. NUR 599 Topics Study of selected topics that are not treated extensively through current course offerings. Specific topics will be published prior to registration. BUS 520 Management of the Healthcare Organization This course provides an overview of the key organizational and behavioral concepts which underlie effective management practices in healthcare organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the healthcare system, e.g. , issues of access and cost. ML 510 Visions of Leadership: A Historical and Literary journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 52 7 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ADMISSIONS REQUIREMENTS Applicants into the Master of Arts in Nursing program must have: • Bachelor's degree in nursing from a regionally-accredited four-year college or university, or must have an Associate of Science degree in nursing in addition to a non-nursing bachelor's degree. • Cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework • Experience as a registered nurse • Professional liability insurance ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. • Current nursing license • All required immunizations A college-level statistics course is required for progression in the program, but is not necessary for admission. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), winter Uanuary), and spring (April) terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record and GPA • Letters of recommendation • Professional experience ML 535 Organizational Theory and Leadership In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 560 Developing a Multicultural Perspective This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. It offers an interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. • Written statement describing professional and educational goals Application Checklist The following items must be sent to the Adult and Graduate Admissions Office: • Completed application formwww.augsburg.edu/ma_nursing • $35 nonrefundable application fee • A 2-3 page typed statement describing the applicant's professional and educational goals • Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations • Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred An interview with graduate program faculty and/or staff members may be requested. Admission as an international student International applicants must submit the required application materials listed above . Refer to the additional requirements outlined in Admission of International Students on page 9. ACCREDITATION AND AFFILIATIONS Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. DEPARTMENT OF NURSING FACULTY Magdeline Aagard , Associate Professor of Nursing. BA, Augustana College; MBA, PhD, University of St. Thomas. Marty Alemc\n, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota. I Linda Holt, Instructor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC) . BSN, University of Minnesota; MSN, University of Washington-Seattle. Cheryl Leuning , Professor of Nursing, Chair of the Department of Nursing, and Director of the MAN program. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miiier, Assistant Professor of Nursing. ADN, Rochester State junior College; BSN , Augsburg College; MA, Augsburg College. Susan Nash , Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary's College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Pauline Utesch , Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College. Master of Business Administration Master of Business Administration We are certain that you will make an excellent decision by choosing Augsburg to develop your skills, knowledge, and capabilities. We believe our program will give you an opportunity to challenge yourself by engaging in classes, projects, and studies that will help form and refine your ability to think critically, analyze problems, and align your decisions with ethical values and beliefs-while gaining valuable, relevant, and contemporary business acumen and skills. Today's business world offers great opportunities to not only realize traditional business goals of increasing shareholder or owner value but also offers individuals a unique opportunity to serve their communities, stakeholders, and associates by exercising good decision-making in the areas of corporate social responsibility, sustainability, and diversity. Our increasingly global and virtual economies call for new knowledge, new perspectives, and new competencies. Graduates of our MBA program are qualified to take their place as leaders in their organizations, their communities, and the global economy. Our unique summative course, the Management Consulting Project, gives students the challenging opportunity to work on real business issues with actual businesses and organizations in the Twin Cities and Rochester. Guided and coached by expert faculty with significant business experience, students work in small consulting teams and bring together the business disciplines they have studied in the program to perform an accurate analysis and recommendation to the client organization. Students in the Augsburg MBA program can choose among a growing number of alternatives that include completion of a core curriculum general MBA, a healthcare management-focused MBA, or additional concentrations in finance, marketing, human resources, international business, or project management. We believe we have the structure and design to promote learning and retain rigor, integrity, and quality in an accelerated degree program. The Augsburg MBA is organized into cohorts, taught by experienced and highly qualified faculty, and aided by excellent facilities, multiple locations, and the latest in technology, From the first day of orientation to the day you walk across the stage at Commencement, we promise to offer you an exciting, challenging, reflective educational experience that will increase your confidence, reinforce your concepts of vocation, and enable you to seek greater roles of responsibility and impact in your career. Sincerely, 4-- ~~ Steven M. Zitnick Director, MBA Program The Master of Business Administration MissionTo prepare students for professional careers in business by developing their decision-making skills and judgment, and by transforming them into effective managers and leaders. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. Master of Business Administration Program Overview Todays business leader must be able to quickly analyze situations and information and then critically think through the alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve the students' experience and learning in the program. Our faculty is uniquely qualified to bridge theory and real world application, giving the MBA student the opportunity to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA can be completed in fewer than 24 months. Cohorts Augsburg's MBA program is organized around small groups, or cohorts. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students not only learn from one another, but mentor each other and peer coach. You'll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you will build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Locations and Schedules Classes are offered at four locations: Augsburg's Minneapolis campus, Thrivent Financial in downtown Minneapolis, Augsbsurg's Rochester campus, and at St. Stephen Lutheran Church in Bloomington. Cohorts begin three times per academic year: fall term (September), winter term Qanuary), and spring term (April) . Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Adult and Graduate Admissions Office at 612-330-1390. MBA Advisory Board The MBA Advisory Board is composed of both active and retired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly to review the program's progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board is invited to participate in student and alumni events throughout the year. COURSE DESCRIPTIONS MBA 592 Leadership: Ethics, Service, and Transformation This course will provide learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. MBA 520 Accounting for Business Managers Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, breakeven calculation, and capital budgeting. MBA 545 Organizational Development Theory and application of organizational development (OD) of human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of OD strategies. MBA 570 Quantitative Decision-Making for Managers Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. MBA 575 Strategic Technology Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the Internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. MBA 510 Managerial Economics Application of economic tools in solving managerial problems . Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers plodding along the beaten path of others. MBA 550 Marketing Management Applying marketing theory and practice to real-li.fe marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. MBA 580 Management Consulting Project Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. MBA 530 Managerial Finance Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy; and multinational implications. MBA 540 Business and Professional Ethics This course provides students with an understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. MBA 560 Communication Issues in Management An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. MBA 565 Managing in a Global Environment Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. MBA 595 Strategic Management Organizations that survive over time generally meet customer needs more effectively than the customer's alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization's capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. THE AUGSBURG MBA WITH A HEALTHCARE MANAGEMENT CONCENTRATION This program includes the following courses from the MBA core program, followed by the Healthcare Management Concentration. MBA 592 MBA 520 MBA 510 MBA 570 MBA 530 MBA 560 MBA 545 MBA 575 MBA 550 MBA 595 Leadership: Ethics, Service, and Transformation Accounting for Business Managers Managerial Economics Quantitative Decision-Making for Managers Managerial Finance Communication Issues in Management Organizational Development in Healthcare Management Strategic Technology in Healthcare Management Marketing in Healthcare Management Strategic Management for Healthcare Management MBH 597 Integrated Health Delivery Systems (Required) This course is focused on the health-related industries that comprise the healthcare system in the United States. Critical success factors for the medical care, hospital care, long-term care, mental health care, medical equipment, pharmaceutical, health insurance, and managed care industries are examined. The course also considers the influences of demographics, consumer expectations, and government policies on healthcare system performance. MBH 542 Legal and Ethical Considerations in Health Care (Required) This course covers the laws affecting administration of hospitals and other healthcare organizations: administrative law, corporate and business law, labor law, civil liability, and taxrelated issues. The course also considers the ethical issues underlying financing, organization, and delivery of healthcare services as well as addresses the numerous ethical issues raised by advances in technology, changing societal values, decreased resources, and increasing professional liability. MBH 53 7 Healthcare Financing (Required) This course focuses on a variety of public and private third party mechanisms for financing healthcare services. A review is made of the various trends and constraints associated with each mechanism. Particular attention is paid to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisite: MBA 530 Managerial Finance MBH 546 Human Resource Issues in Health Care (Elective or required, depending on location) This course provides complete coverage of relevant human resource issues in healthcare management, as well as a solid foundation in both HR and healthcare administrative practices. It offers a comprehensive, focused approach to the demands of the current human resources role. This practical, hands-on course introduces human resources to those who are preparing to work in any area of health care or health services. Written for practitioners and students in all disciplines related to health, this course covers important topics such as recruitment, training, termination, legal issues, labor unions, design and analysis safety, employee relations, healthcare compensation practices, and the challenges facing healthcare management today. MBH 593 Healthcare Operations Management (Elective) This course analyzes the operations of healthcare organizations to improve quality and productivity. Quality improvement models including Six Sigma are reviewed for usefulness and effectiveness within healthcare delivery or manufacturing environments related to health care. Management information systems (MIS) are evaluated as aids to the quality process. A course project is a key element in applying strategic concepts and processes. MBH 562 Global Healthcare Issues (Required) Governments bear significant responsibilities for assuring the health of their people. As our understanding of the social determinants of health has improved, exercising this responsibility calls for national policies that include planning for the personal healthcare system, addressing broader issues of population health services and links to policies that affect education, economic development, the environment, among other areas. All nations, especially developing countries and those in transition, face challenges to their national health strategies from the effects of globalization and global decision-making on issues that affect health. MBH 572 Information Technology in Health Care (Elective) The course focuses on managing information as a strategic resource within healthcare organizations; designing information systems to capture, combine, and transform information to measure processes and outcomes of care, support collaborative clinical decision-making, support management decisions, empower patients, and improve healthcare operations. CONCENTRATIONS Master of Business Administration students may choose a concentration in one of several disciplines following com- pletion of the core curriculum. A concentration allows students to become competitive in a specific career field or, in some cases, assists the student in achieving a professional certification or accreditation. Graduate Certificates The following concentrations are also available as graduate certificate programs. Students who seek advanced skills and knowledge in a specific business discipline, but either already possess an MBA or are not interested in pursuing a degree at this time, may enroll in any concentration as a certificate student. These courses are transcribed and "for credit." In most cases, (depending on employer policies) they will be accepted for tuition reimbursement. Contact the MBA Office at 612-330-1778 or the Adult and Graduate Admissions Office at 612-330-1390 for more information. Finance Concentration Students prepare for careers in international banking, finance, and investments by learning finance and investment theory and applications , and the operations of financial markets. • Financial theory and applications • Investment theory and portfolio management • Financial markets • Options and derivatives • International finance • Financial statement analysis Marketing Concentration Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing. • Marketing research • Marketing communications • Sales management • Consumer behavior • Technology and e-commerce • International marketing Human Resource Management Concentration Students can prepare for careers in the field of human resource management. Major topics cover a wide range of HR functions including training and selection, compensation and benefits, and global issues in human resources. Students completing the certificate will be preparing for certification as a human resource professional (PHR). • Training, selection, and performance • Industrial/Labor relations • Compensation and benefits management • Organizational effectiveness • Global human resources • Strategic human resources Healthcare Management Concentration The Master of Business Administration with a concentration in healthcare management (MBA/HCM) is designed to provide students with leadership as well as the management knowledge and skills needed to be successful in today's healthcare organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and decision models that will support the variety of management roles that can be seen in today's healthcare environment. • Legal and ethical considerations in healthcare management • Official GMAT score report (school code 6014)-not required for certificate applicants Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission oflnternational Students on page 9. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. • Integrated health delivery systems • Healthcare financing • Cross-cultural issues in health care • Global healthcare issues • Healthcare operations management (elective) Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 6.) Students must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg College. GMAT Waiver Policy International Business Concentration Students develop a specialized toolkit to deal with the global economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions. • Business English • International marketing • International managerial finance • International business negotiations • International logistics As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate's opportunity for success as well as indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. • Legal aspects of international business ELIGIBILITY Project Management Concentration-coming in 2009 ADMISSION REQUIREMENTS Applicants to the MBA program must have: • bachelor's degree from a regionally accredited four-year institution • minimum of two years of relevant work experience • personal interview with the MBA program director Admission checl<list The following materials must be submitted to the Adult and Graduate Admissions Office: • completed application-Apply online at www.augsburg.edu/mba/admissions/application.html • $35 application fee • Two personal statements • Official undergraduate/graduate transcripts sent directly to the Augsburg Adult and Graduate Admissions Office • Current resume of work history • Two confidential letters of recommendation GMAT waivers may be offered to: Those candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. • Those who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD,DDS) • Law degree QD)-depending on undergraduate major • Master's or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master's, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the U.S. will be evaluated by the Admissions Committee. (See grade requirement above) • Those who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver will not be granted. GMAT WAIVER CHECKLIST Please submit the following documentation to the associate director of the MBA program: • One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver • Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the graduate admissions office) • Current resume (unless previously submitted to the graduate admissions office) • Any other information that you wish to submit to support your request Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, please contact either the Adult and Graduate Admissions Office or the MBA program office. ACADEMIC POLICIES MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one trimester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Last Day to Withdraw from Class For information regarding the last date on which students may withdraw from a class and receive a "W" on their records, please contact the MBA office. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale as defined below: 4.0 Achieves highest standards of excellence 3.5 3.0 Meets acceptable standards 2.5 2.0 Meets minimum standards Unacceptable performance (no credit - course must be repeated) 1.5-0.0 Unacceptable performance (no credit - course must be repeated) W Grade assigned when a student withdraws from a course after the deadline, "Without notation on the record." Students can only withdraw from the same class two times. If a student withdraws from the same course a third time, he or she must meet with the director of the MBA program to discuss continued participation in the MBA program. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Degree Requirements To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher • Successful completion and submission of the management consulting project Students who successfully complete Augsburg's MBA program will receive a Master of Business Administration degree. ACCREDITATION AND AFFILIATIONS Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. MBA FACULTY William Arden , Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego. Lori Peterson, Assistant Professor of Business Administration. BSB, Carlson School, University of Minnesota; PhD, University of Minnesota. Larry Sallee , Instructor, Business Administration. BS, University of Wisconsin-Superior; MBA, University of WisconsinLaCrosse; DBA, U.S. International University; Certified Public Accountant (CPA), Certified Management Accountant. Nora Braun , Associate Professor of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. John Schmit, Associate Professor of English. BS, St. john's Thomas Burns, Instructor, Business Administration. BA, Iona David Schwain , Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. College; MBA, University of St. Thomas. C. Lee Clarke , Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary; MBA, University of St. Thomas. University; MA, University of New Orleans; PhD, University of Texas. Joanne Smith , Instructor, Business Administration. BA, Smith College; MA, University of Minnesota. David Conrad , Assistant Professor of Business Administration. Peter Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, EdD, Pepperdine University: BA, Winona State University; MA, EdD, St. Mary's University of Minnesota. John Stein, Instructor, of Economics. BS, University of Detroit; MA, University of Illinois. Stella Hofrenning , Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Stuart Stoller, Professor of Business Administration. BS, MS, Long Island University; Certified Public Accountant (CPA). Mark Isaacson , Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Steven Zitnick, Assistant Professor of Business Administra- Ashok Kapoor , Associate Professor of Business Administra- tion and Director of the MBA program. BA, Shimer College; MS, University of Utah. tion. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University: Edward Lotterman , Assistant Professor of Economics. BA, MS, University of Minnesota. Steven Lukas, Instructor, Business Administration. BS, MA, University of Nebraska; EdD, University of St. Thomas. Roseanne Malevich , Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison. Marc Mcintosh , Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University: Michael Mcllhon, Instructor, Business Administration. BBA, MA, University of Iowa. John Molloy, Assistant Professor ofBusiness Administration. BBA, MS, University of Wisconsin, Madison. Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Master of Science in Physician .Assistant ·studies Master of Science in Physician Assistant Studies Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the information included in this catalog helpful as you make the decision to pursue your graduate degree in physician assistant studies. Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity; and commitment to lifelong personal and professional development. Your education here will be guided by a group of faculty who are committed to the physician assistant profession and to seeing you achieve success as a graduate of the program. With a PA degree from Augsburg College, you will stand out as a person who cares about changing the world one person at a time, and who is willing to risk becoming different by building on your strengths. Since its founding in 1995, our program graduates have achieved many successes, some of which include: • The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the National Board Exam. • 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try. • ALL graduates seeking employment in the PA field have been employed within six months of graduation. We believe that this success is due in part to the quality of the education and preparation that the student receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working, committed individuals dedicated to their goal of becoming a physician assistant. Choosing the PA Program at Augsburg College will require you to move beyond current comforts and assumptions. You will likely encounter people of different backgrounds, and learn from their experiences to transform yourself into a competent and caring healthcare provider. Here you will begin your lifelong commitment to the care and well being of people. Dawn B. Ludwig, PhD, PA-C Director, Physician Assistant Studies Program student has been in for the required rotations, or may be elsewhere in the state. The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare providers. Each student is evaluated by the physician preceptor for the designated rotation. Nine times during the clinical phase students will return to Augsburg for testing as well as didactic and clinical skill workshops. CLINICAL PHASE DESCRIPTIONS PA 600 Family Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 601 Internal Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 602 General Surgery Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 603 Pediatric Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 604 Women's Health Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of women's health. Inclusion of proper data callee- tion through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 605 Emergency Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 606 Psychiatry Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of psychiatric medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 607 Elective Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Prerequisite: Clinical phase PA student PA 620 or 621 or 622 Preceptorship A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607 PA 690 Capstone This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program's and profession's principles. Prerequisite: PA 600-607 • Demonstration of a commitment to, and involvement with, underserved communities. ADMISSION REQUIREMENTS Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Note: The Graduate Record Exam (GRE) is not required. Admission to any physician assistant program is a highly competitive process. Augsburg College's graduate program in physician assistant studies receives approximately 250 applications for each entering class of 28 students. The Augsburg Physician Assistant Studies program has a two-step application process-applying through CASPA and to Augsburg's PA Studies Program. Qualified applicants will have: • Bachelor's degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 • Completed the prerequisite courses listed below PA Studies Application Process The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at www.caspaonline.org. Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. If you have already completed your undergraduate degree, prerequisites must be completed by the end of fall semester (no later than December 30) of the year you are applying. If you are completing your first undergraduate degree, you may complete prerequisite course work in the spring semester of the year you are applying; however, that coursework must be completed prior to the start date of the program. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your situation. Augsburg's PA Program Supplemental Application can be downloaded from www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the $25 supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Since all incoming students begin the course of study in late May, the application is thus made approximately a year before matriculation. • one full course of general psychology • one full course of developmental psychology (birth to death lifespan) • one full course of physiology* (human/vertebrate/organ) • one full course of microbiology* • one full course of biochemistry* • one full course of general statistics • one course of medical terminology *Labs are recommended but not required. Refer to our "Guide to Prerequisites" on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • Minimum science GPA of 3.0 • Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry • Clinical healthcare experience. Direct patient contact is the best type of experience to obtain in order to strengthen an application. Healthcare experience may be full time or part time, paid or volunteer. Selection Process All complete files ( CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blind review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including cumulative GPA, science GPA, overall academic record, service to underserved (meaning disadvantaged, minority; or under-represented populations), direct patient contact experience, knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted in mid- to lateJanuary. In addition, those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. After telephone interviews are conducted, the class of 28 students, as well as a list of alternates will be selected. All applicants are notified of their status by midFebruary. PA PROGRAM POLICIES Technical Standards • The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of all qualified students and prohibits unlawful discrimination against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability. • Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but will expect all applicants and students to meet certain minimal technical standards, with or without reasonable accommodations. Physician assistants must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/ social. Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKGs with or without the use of assistive devices . Thus, functional use of vision is necessary. • Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the healthcare team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. • Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopul- • • monary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium, and integrated use of the senses of touch and vision. Cognitive: In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum. Successful completion of these examinations is required of all candidates as a condition for continued progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible. Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and curriculum progression of the candidates. Therefore, the process of faculty evaluation of the clinical performance of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made, participation in clinical experiences and the evaluation of that participation is required. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg's PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student's work obligations. It is further expected that work obligations will not interfere with the physician assistant students' learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should ou tline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 5 for information on withdrawal. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students who submit letters will be reviewed by the program faculty. Any student requesting readmission will be considered a new applicant to the program and will be required to complete the program application process as a new applicant, and may be required to repeat coursework. Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student's previous academic record and the request for readmission, a decision will be made. Students may be required to repeat selected coursework or meet new requirements of the Physician Assistant Program that became effective after the student's withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed. COSTS OF THE PA PROGRAM For tuition information go to www.augsburg.edu/pa. Payment Options For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll. FACULTY Beth Alexander , Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth , Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Heather Bidinger, Assistant Professor and Clinical Coordinator, Physician Assistant Studies. BA, University of St. Thomas; MMS, PA Certification, St. Louis University. Donna De Gracia, Assistant Professor of Physician Assistant Studies. BA, Ohio State University; MPAS, University of Nebraska; PA Certification, Bowman Gray School of Medicine. Dawn Ludwig , Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD , Capella University; PA Certification, University of Colorado. Patricia Marincic , Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim , Instructor and Medical Director, Physician Assistant Studies. MD , University of Minnesota; MDiv, Luther Seminary. Brenda Talarico , Assistant Professor of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Master of Social Work Master of Social Worl< You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg's MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students but at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. If you are interested in learning more about our program, I invite you to come to campus for an information session. In that session, we will show you our tightly integrated curriculum, explain our cohort model, and introduce you to some of our faculty and staff. We also invite you to meet individually with our faculty and staff, who are available for appointments. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work SWK 620 Research 2: Practice Evaluation Building on the basic research skills developed in Research I, this course offers a practice-oriented exploration of the range of research methods used in social work practice evaluation. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers to "expand the knowledge base" of social work The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and practice evaluation. Students completing the thesis will have additional assignments fitting the thesis. SWK 625 Family Practice I The family practice methods sequence builds upon the theoretical framework of systems theory, the problem-solving model, and the strengths perspective from the foundation year. This first course in the sequence introduces students to the family level of need conceptual framework (Kilpatrick & Holland, 1999) as the foundation for choice of models for assessment and intervention with diverse families in a variety of practice settings. Family level of need is conceptualized as a hierarchy of needs ranging from basic survival to issues of intimacy or self-actualization of family members. Levels I (assessment and intervention models and strategies directed at basic survival needs) and II (structure and organization of families) will be taught. Presentation of the models will be integrated with current research, family policy; values, ethics, and global perspectives. SWK 626 Family Practice 2 This second course in the family practice methods sequence proceeds to Levels Ill and IV of the family level of need framework (see above). These levels focus on boundaries, conflict, and intimacy. Students will gain a working knowledge of strategies derived from these models. Presentation of the models will be integrated with current research, family policy, values, ethics, and global perspectives. Prerequisite: SWK 625 SWK 627 Family Practice 3 This third course in the family practice methods sequence offers students a selection of one course from two or more special topics, such as Advanced Family Therapy or Mental Health Practice. This will be an opportunity to tailor the skills learned in Family Practice 1 and 2 to an area of specialization within practice with families. Prerequisite: SWK 626 SWK 630 Family Social Policy This course explores the impact of social policies on diverse families, including policies that relate to housing, income maintenance, health, long-term care, education, and discrimination. This course has a dual purpose: to teach substantive knowledge of child and family policy and to teach policy practice skills. The diversity in families as well as ethnic , racial, cultural, and social class differences will be immersed in all content areas. National and international political, social, and economic systems will be a reference point. SWK 634 Creative Problem Solving in Supervision (.5 credit) This course examines knowledge and skill building in the administrative, educational, and supportive functions of social work supervision. The interactional model, creative problem solving, and strengths perspective are the frameworks for understanding and influencing the dynamics of supervision in a variety of settings. SWK 639 Topics in Family Practice: Ethics (.5 credit) Social workers and other human service professionals are often faced with ethical dilemmas and choices requiring ethical decision-making in all fields of practice. The purpose of this course is to help students acquire the knowledge base for ethical practice and to develop skills in identifying and resolving ethical dilemmas. Also, the course will provide students with tools required to make ethical decisions when confronted with conflicting choices occurring within the context of a profession with a specific values base and a code of ethics addressing ethical principles and standards related to clients, colleagues, employers, the profession of social work, and society. Program Development, Policy, and Administration Concentration Courses SWK 651 AND 652 Field Seminar 3 and 4: PDPA (.5 credit each) The goal of these two courses is to strengthen the connections between theory and practice with both taking on new dimension and meaning for students. All students in field placements must participate in the appropriate concurrent Field Seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content-particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. SWK 65 7 AND 658 Diversity and Inequality I and 2: PDPA (.5 credit each) These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy; culturally competent supervision, administration, program development, and advocacy. SWK 660 Research 2: Program Evaluation Building on the basic research skills developed in Research 1, this course offers a program-oriented exploration of the range of research methods used in social work There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery; and identification with the responsibility of social workers "to expand the knowledge base" of social work The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. SWK 667 Organizations/Social Administrative Practice 1 This course examines organizational theory and strucLure, processes of development, research, and evaluation, and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. SWK 668 Organizations/Social Administrative Practice 2 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Prerequisite: SWK 667 SWK 669 Organizations/Social Administrative Practice 3 This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy groups. Prerequisite: SWK 668 SWK 675 Planning and Policy Practice 1 This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. SWK 676 Planning and Policy Practice 2 This course examines theories, concepts, and analytical frameworks for analyzing policy. lt addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675 Both Concentrations SWK 699 General Elective Students in both concentrations complete at least one general elective credit for graduation. The following are examples of elective offerings that are rotated each year: • Parent and Professional Planning • Interdisciplinary Perspectives on Aging • Child Welfare: History, Policy, and Practice • Social Work with Involuntary Clients • Spirituality in Social Work and Human Services We also offer electives abroad: Exploring Human Services in International Settings (Examples include England, Mexico , Norway, Portugal, Slovenia, and Taiwan.) SWK 698 Independent Study Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work that is of interest to him or her. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. FIELD WORK AND FIELD PLACEMENT Social work education goes beyond the classroom. Through the field experience, we expect that sLUdents will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • ethical, competent professional practice • problem solving within a systems framework and strengths perspective • use of advanced practice theories in Family Practice or Program Development, Policy, and Administration settings • evaluation of the effecLiveness of program or practice activities • an understanding of, and respecL for, diverse peoples and cultures • responsibility and service to the local and global community in the interest of social justice • a commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionallytrained, MSW-level, and program-approved field instructors, students will spend a minimum of 920 hours in two field practica. Each practicum is spread over at least two trimesters (fall and winter) and is concurrent with enrollment in field work integrative seminars as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and winter terms in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and winter terms in this practicum. Process for Field Practicum Selection Field practica begin in the fall. Selection begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. The opportunity is also provided to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work. At this Field Fair, students are able to meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students work with the MSW field coordinator for such proposals. • • • • • • • • victims of torture faith-based social services neighborhood services legislation advocacy housing services employment services community organizing research centers DUAL DEGREE IN SOCIAL WORK AND THEOLOGY Augsburg College's Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology (MSW/MA) or Master of Divinity (MSW/MDiv). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in Theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual degree. For application information visit the Luther Seminary website at www.luthersem.edu/catalog/05_07/ dual_msw.asp. Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Field Practicum Settings Three primary objectives have been established: The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved field sites includes agencies in the following areas of practice: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways. • • • • • • • • • • • • • • • • • family and children child welfare mental health crisis intervention senior resources family social policy health and human services corrections and probation public and independent schools youth services hospitals developmental disabilities American Indian family services chronic and persistent mental illness chemical dependency court services immigrant, migrant, refugee services • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty. • To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment Dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (full-time). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued fulltime. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of Dual Degree Requirements Luther Seminary full courses: 9 Augsburg College full credits: 12-advanced standing, 17-foundation (elective is met at Luther) MSW field practicum course credit hours: see guidelines under field practicum MSW Summative Evaluation Project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. ADMISSION TO THE MSW PROGRAM The Augsburg College MSW program promotes the widest possible diversity within its student populatiop.. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the MSW application documents for details regarding specific application requirements. Admission Requirements • Bachelor's degree from a regionally-accredited college or university • Cumulative undergraduate GPA of 3.0 or higher • Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The following materials must be submitted to Augsburg's Adult and Graduate Admissions Office: • Completed and signed application form-www.augsburg.edu/msw or call 612-330-1520. The application completion deadline is January 15 each year for entry in the following academic year. All applica- tions and materials noted below are due by 5 p.m. on the application completion deadline. • $35 application fee • One official transcript from each previously attended postsecondary institution. This includes colleges, universities, and vocational/technical institutions. • Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics course. These courses must be completed prior to enrolhnent. • Completed BSW course equivalency checklist (for advanced standing applicants) • Three completed and signed recommendation checklist forms , with letters attached • Typed, double-spaced personal statement responding to the questions noted on the application form • Results of the TOEFL language tests (for non-native English speakers) • Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 9. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to eight (8.0) transfer credits. (See evaluation of Transfer Credit on p. 6.) Eligible courses must be from a CSWE-accredited program and must receive a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg College. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor's degree in social work accredited by the Council on Social Work Education (CSWE) . Advanced standing applicants may seek waivers for up to eight of the following MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Fieldwork Seminars 1 and 2, which include 420 field practicum hours. Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3 .0) or higher in order to receive a waiver. Admissions Q&A What do I do if my cumulative GPA is below 3.0? Our faculty are willing to review the application files of applicants with a cumulative GPA below 3.0; however, the comparative standard remains 3.0 or higher. A small percentage of applicants not meeting the GPA prerequisite may be admitted, if otherwise qualified. If your GPA is below 3.0, you must include a brief "Explanation of GPA" with your application documents. You should address the following questions: • Were there limitations that affected your GPA? If so, what is your plan to address these limitations? • Were there extenuating circumstances contributing to the GPA? If so , have those circumstances been resolved? Is human service experience required? Although it is not a requirement, strong preference is given to those applicants with paid or volunteer experience in human services, particularly experience that demonstrates responsibility and leadership. Applicants are advised that MSW field placement options may be limited for those who lack prior human service experience. What if my prerequisite coursework is not done? We require nine prerequisite courses for admission to our MSW program. These include four social science courses, three humanities courses, one biology course, and one statistics course. We are willing to review an application if at least seven of the nine prerequisites are finished at the time of application. This means a maximum of two prerequisites can be pending or unfinished at the time of application and the file will still be reviewed. In the event an offer of admission is extended, it will be conditioned on completion of any outstanding prerequisite courses before enrollment in MSW courses. What if my bachelor's degree is not yet finished when I apply? We are willing to review the application file of an applicant who is lacking one semester or two trimesters of coursework (including practicum) at the time of application. This means that when you apply to our program in January; if you have just finished your final fall semester but still have a final spring term to complete, you must ensure that your fall grades have been posted to the official transcript before having it sent to our office for your application. In the event an offer of admission is extended, it will be conditional on the completion of the bachelor's degree before enrollment in MSW courses. Is academic credit granted for life or work experience? Although experience will make for a strong application file, we are unable to waive any degree requirements for work or life experience. This is the policy in all CSWE-accredited programs. May I seek course waivers for the MSW courses listed on the BSSW Equivalency Checklist if I have taken these equivalent courses at the undergraduate level, but did not major in social work? Unfortunately; no. We offer course waivers for certain MSW courses only when the entire BSSW major (CSWE-accred- ited) has been completed by an applicant and we can therefore assume the applicant has been adequately prepared as a generalist social worker. For the particular MSW courses open for waiver to these advanced standing applicants, we expect a grade of B or higher in the BSSW equivalent course. But it also is expected that the remaining BSSW courses from the social work major were completed satisfactorily and the applicant graduated with an accredited bachelor's degree. If an equivalent course has been taken from another MSW program, please ask us about our transfer of credit procedure. Who makes the admission decision on my application file? Each application file is reviewed by three full-time social work faculty who each make a recommendation on the file. These recommendations are taken to the Social Work Admissions Committee which then renders a final admission decision. How long should my personal statement be? On average, MSW applicants submit a personal statement between three and five pages (double spaced). Approximately one page per question is considered adequate. Fewer than three pages is probably too brief, but more than eight is probably too much. May I visit to speak with someone for advice on putting together the strongest possible MSW application? Absolutely! You may contact our graduate admissions counselor at 612-330-1520 or e-mail to mswinfo@augsburg.edu to schedule an advising appointment. ACADEMIC POLICIES Academic Achievement Students must maintain at least a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • maintain expected grade point average (3.0 or higher); • complete course requirements of the program and field placement in a timely manner; • complete the program within four years; • abide by the department's Standards for Social Work Education and the NASW Code of Ethics. • No more than two courses with a grade of 2.0 or 2.5 will count toward the degree. Courses with a grade below 2.0 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade of N in a field course the MSW director will initiate a Level III review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking the field placement. www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.students.gov www.srnexpress.com Four-Year Limit All students are required to finish the degree within four years of matriculation. See page 5 for policy on Continutation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Examples of Social Work Graduate Scholarships Carl A. Scott Book Scholarship Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org). Gosnell Scholarship Funds Ten awards ($1 ,000-$4 ,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org) . Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students and can be found at www.augsburg.edu/socialwork/msw/policies.html. Graduate Scholarship Search Tips Searching for grants and scholarships for graduate study can be an arduous task. As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend some time doing your own independent research into graduate funding available locally, nationally; and globally. The simplest way to begin a search for graduate funding is to look online. There are many "free" scholarship search engines on the Web. We suggest you start with these before moving on to the fee-based ser vices. As with most free services, there is a draw-back-your e-mail address may be shared with other organizations that may send you solicitations. You should always use caution when providing your personal information via the Internet. Make sure the webpage you are using to enter a "profile" about yourself is protected by a security system. This is usually indicated by your browser with a closed padlock icon in the lower right corner. You should also check the fine print and know if anything besides your e-mail address will be sold to other organizations. Having said that, the following websites may provide a good starting point for your search : www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnsocialserviceassoc.org www.fastweb.com Vern Lyons Scholarship One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship One $500 award offered to students from African-American, American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc .org). Marjorie J. Carpenter Scholarship One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due injune (see www.mnsocialserviceassoc.org). Resources in Academic Libraries Most academic libraries have several directories to peruse if you prefer using hard print. Examples in Augsburg's library reference section: Grants Register Directory of Financial Aids for Women Scholarships and Other Financial Aid for Minnesota Students Financial Aid for Native Americans 1999-2000 (part of a series consisting of additional volumes for African Americans, Hispanic Americans and Asian Americans .) Augsburg Scholarships Augsburg's Social Work Department offers several scholarships each year. These are available to second-year students only. They range in amount from $300 to $3,000. Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers-25% off the tuition cost of one course per trimester. This would apply to all trimesters of your MSW program. Military Discount (see page 11.) Other Resources There is a general guide on Augsburg's webpage that gives advice to "seniors" about finding funding for graduate school-go to www.augsburg.edu/gradstudy. ACCREDITATIONS AND AFFILIATIONS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. The Augsburg Master of Social Work program is accredited by the Council on Social Work Education ( CSWE). For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. MSW FORUM All MSW students are invited to participate in the studentrun organization, MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work department meetings via representatives. The forum historically has been volunteer based. Any student may serve on the forum, provided he or she can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. • receive and give feedback on expectations of faculty, students, and the College • plan and coordinate MSW student events, lectures, discussions • organize social action projects FACULTY Anthony Bibus, III, Professor of Social Work, Department Chair. BA., College of St. Thomas; MA, University of Virginia; PhD , University of Minnesota. Laura Boisen, Associate Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Associate Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Francine Chakolis, Assistant Professor of Social Work. BS , Augsburg College; MSW, University of Minnesota. Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences. Christina Erickson , Assistant Professor of Social Work. BS, University of Minnesota; MSW, University of MinnesotaDuluth; PhD, University of Illinois-Chicago. Annette Gerten, Assistant Professor of Social Work BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work. BA , Knox College; MSW, Tulane University; PhD, Case Western Reserve Universit. Rosemary J. Link, Professor of Social Work and Associate Vice President of Academic Affairs and Dean of Graduate Studies. BA, Southampton University; CQSW, London University; PhD , University of Minnesota. Curt Paulsen, Associate Professor of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Field Institute. Past forum members established these guidelines: Nancy Rodenborg , Associate Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School oflnternational Training; PhD, University of Arizona. • provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department Glenda Dewberry Rooney , Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD , University of Minnesota . • encourage constructive dialogue among students, faculty, and department and College administrators • make recommendations to the department regarding program improvements Michael Schock, Assistant Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Ngoh-Tiong Tan, Professor of Social Work. BA, University of Singapore; MSW, University of Pennsylvania; PhD, University of Minnesota. STAFF Emily Cronk, Administrative Assistant Doran Edwards, BSSW Assistant Director Holley Locher, MSW Program Coordinator Stacy Myhre, Field Assistant Augsburg College Map Forest Lake 1. Center for Counseling and Health Promotion 2. Weekend and Graduate Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Structure 5. Christensen Center and Day Admissions 6. MBA Program 7. Foss, Lo beck, Miles, Center for Worship, Drama and Communication 8. Sverdrup Hall 9. Husby-Strommen Tennis Courts 10. Ice Arena 11. Marketing and Communications 12. Lindell Library 13. Maintenance and Grounds Shop 14. Mortensen Hall 15. Murphy Place 16. Murphy Park 17. Music Hall 18. New Residence Hall 19. Old Main 20. Anderson Hall 21. Quad 22. Science Hall 23. Public Safety Communications Center 24. Shipping and Receiving 25. Si Melby Hall 26. Sverdrup-Oftedal Memorial Hall 27. Urness Hall 28. Kennedy Center 29. Oren Gateway Center 74 Rochester ~ 0 lJ -I :i: 6th Street S. I\) "' :f ~Interstate 94 West Interstate 94 East ===?- Augsburg College Board of Regents 2008-2009 Andra Adolfson Dan W. Anderson '65 Jackie Cherryhomes '76 Mark A. Eustis Anthony Genia, MD '85 Alexander J. Gonzalez '90 Michael R.Good '71 Norman R. Hagfors Jodi Harpstead Richard C. Hartnack Rolf Jacobson Rev. Craig E. Johnson, ex officio Ruth E.Johnson, MD '74 Eric J. Jolly Dean Kennedy Dean C. Kopperud Andre J. Lewis '73 Gloria Lewis Jennifer H. Martin Marie 0. McNeff Paul S. Mueller, MD '84 Rev. Duane C. Pederson, ex officio Stephen Sheppard Marshall S. Stanton, MD Philip Styrlund '79 Emily Anne Tuttle Joan Volz '68 Rev. Norman W. Wahl '76 Bonnie Wallace 75 ------ - -- - -- - - --- - -- - --..- ..
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Augsburg College Interim Catalog, 2000
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Augsburg College Interim Catalog, 2000
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Course Catalogs
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AUGSBURG ...................... Introduction .................... Options Visiting Students 2 -4 ................5 Calendar ........................6 .................5 ...................7 Lifetime Sports ...................48 Interim Abroad ..................49 Other Courses ........
Show more AUGSBURG ...................... Introduction .................... Options Visiting Students 2 -4 ................5 Calendar ........................6 .................5 ...................7 Lifetime Sports ...................48 Interim Abroad ..................49 Other Courses ...................52 About This Catalog Interim Courses Contents Introduction to Interim Interim is an integral part of the school year at Augsburg College. The College follows a 4- 1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change; and students should check with the instructor to verify the final costs. Students are required to complete at least 33 course credits for graduation. This course total must include two Interims for students who enter with fewer than 14 courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or consult the registrar for the number of Interim courses required. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration but will be charged day school tuition $1630 per course credit. If they do so, they may take only 1.0 additional course credit in Weekend College for winter trimester. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Lora Steil, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <steil@augsburg.edu>. Options . International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 45. Some courses have early registration deadlines. Internships deadline-Friday, December 10. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent study/research or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4-1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,630 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Ofice of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2000 November 15 to December 3 January 3 . . . . . . . . . Interim . registration . . . . . . . . . . . . . . . . . . . . . . . . .First . day of Interim Time I-9:00 a.m. (first day) Time 11-1:15 p.m January 4. . . . . . . . . . . . . Last day to register or add a class or cancel a class without a notation January 14 . . . . . . . . . . . . . . . . . . . . . Last day for determining grading option with registrar January 14 . . . . . . . . . Last day for withdrawing from courses January 17. . . . . . . . . . . . Martin Luther King Day-no class January 27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends January 31 . . . . . . . . . . . . . . . . . . . . . . Spring semester begins February 4 . . . . . . . . . . . . . . . . Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15 p.m.-5:00 p.m. Note: Martin Luther King Day-No class For More Information For more information contact Barbara Pappenfus in the Interim Office at (612) 330-1150. Calendar Calligraphy I & II ART 106-J ART 306-J Instructor: Philip Thompson Development of calligraphic writing and drawing skills with emphasis on the broad-edged pen. Attention given to the historical development of calligraphy and the elements of design through readings and demonstrations. Class time and assignments center on proactive calligraphic concepts with special attention given to foundation, italic, gothic, and uncial styles. Three original projects are required and evaluation is based on quality of work plus participation and growth factors. Upper division students are required to complete examples in three historical writing styles plus an expanded project. Required materials: text, pens, ink, ruler, and mat board. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 15 Time: I Room: Old Main 4 Life Drawing ART 247-J Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in various settings for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee of $45 to be paid on the first day of class. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 Marine Biology of the Florida Keys BIO 140-J BIO 340-J Instructor: William Capman The Florida Keys provide an excellent site for study of natural history and ecology of marine, coastal, and sub-tropical communities. This class will spend about 2 112 weeks in Florida at the Newfound Harbor Marine Institute located on Big Pine Key. The Institute offers laboratory facilities, ocean-going research platforms, housing, and a dining hall. Field trips to coral reefs (Looe Key National Park), tide pools, turtle grass flats, mangrove islands, and upland hammocks will be led by professional naturalists from the institute. Organisms and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after arrival at the station in order to provide opportunities to gather data over a period of several days. Visits to Pennicamp State Park, Key West, and the Everglades will be included. Evaluation will be based on: BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) a final exam. Prerequisite for 6'10 140: Any one of the following courses or their equivalents - BIO 101, 102, 103, 113, 114, or consent of the instructor. BIO 340: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) written report of the research project, and (5) final exam. Prerequisite for BIO 340: 810 351 or BIO 481 or consent of the instructor. Estimated cost of the course: $2500 (includes airfare, all ground transportation, housing and meals while at the institute). Contact the instructors for details. Prerequisite: See Above Maximum Enrollment: 12 Time: I1 Room: Science 212 Laboratory Biochemistry BIO 368-J Instructor: Karen Ballen 'I'his ct~i~rsc is a n in trot1 uution l o tech~iicl~ius c o m ~ n o n l yt~sccf in bincIic.misiry. '1~chriic1~1c.s includc (1,111 not li~llitcdto): ~ I . o w i n extrac~iun,dialysis, spectl-c.~phatomct ry, S13S p01yair.ylamicle gel ciect rophorcsis, inn txchnngc cIll.clrn;~tclgl.alIhy, Prerequisites:2.0 in 810 367 Maximum Enrollment: 12 Time: I Room: Science 212 Advanced Computing for Business MIS 370-J Instructor: Jim Kattke Objectives are to learn concepts underlying creation of Web pages and business communication via the Internet. Use of relational databases for advanced queries, forms, and reports. Basics of event-driven programming for solving business related problems. Students will complete three major projects and a few minor assignments. The course requires significant effort on projects and constant access to a computer. Cooperation with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness to exercise exceptional effort in learning the tool. Prereqttlsit~s:MiS 175, CSC 170, consent of the instruct06 or Math Placement Group 3 Mnxltr~~nrr Fnrollmant: 20 Time: I1 Room: Lindeli 16 Personal Finance BUS 295-J BUS 495-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment and retirement planning. BUS 295: quizzes and exams. BUS 495: all of the above plus some assigned case problemslpapers will be required. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Time: I1 Room: Foss 43 Chemistry for Changing Timer CHM 100-J Instructor: Arlin Gyberg This course is developed from the perspective of a person living in a modern, high-technology society such as the United States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at least must be able to understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically and non-organically grown food, chemical dependency, licit and illicit drugs, the energy crisis, and the debates about sources of energy, the green house effect, and nuclear waste storage, pollution, genetic engineering and much more. Many of these problems are chemical in nature. Thus, in learning about chemistry, via lecture and in-class discussion, we can begin to understand ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the score of total points on the daily quizzes. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 Introduction to Polymer Chemistry and American Plastic CHM 104-J Instructor: Ron Fedie Previously there was the Stone Age, Iron Age, and Bronze age. Now we live in the Age of Polymers (and Plastics). Without this innovative technology, life as we know it would be much different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and others that are used every day come from different polymeric materials made from polymer molecules. In this course we will explore and discuss the world of polymer chemistry. Polyethylene is one of the most commonly used synthetic polymers found in "plastic" wrap and trash bags. A common natural polymer, polyisoprene, is collected from the sap of rubber trees and tires, golf balls, and latex gloves are just some of the many uses. The class will focus on two books. One, American Plastic: A Cultural History, by Jeffrey Meikle for the historical perspective of our world of polymers. Themes from the book, the different types of polymers used, and recent themes such as the recycling of plastics will be discussed. A second book, Giant Molecules, by Grosberg and Khokhlov, will help with the previously mentioned themes and give more depth to the broad world of polymers not covered in Meikle's book. There will be six lab periods in which some polymer molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group worksheets, 6 quizzes, 6 reflection papers, 6 lab periods, and an individual project and presentation. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 1 or 2 Maximum Enrollment: 22 Time: I1 Room: Science 315 Introduction to Computer Science and Communications CSC 160-J Instructor: Larry Ragland This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 15 Time: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Evaluation will be done on 10 programming assignments, two to three quizzes and a final project. Grading is done by combining the weighted grades of all assignments and quizzes. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: Ii Room: Sverdrup 202 Computer Science Topics: Computer Science: An Alternative Scheme One and Two CSC 273-J/373-J Instructor: Charles Sheaffer This course is especially intended for students with no prior exposure to programming in particular or computer science in general. It will be a laboratory intensive, self-paced course using the Scheme programming language. We will introduce an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Students with knowledge of programming will benefit from exposure to the alternative paradigm represented by the Scheme language and will acquire a concrete understanding of how these important concepts are actually implemented in real languages and machines. Students will be evaluated based on a series of programming projects. CSC is a continuation of CSC 273. Graduation Skill Requirement: for CSC 373, Critical Thinking Prerequisite: CSC 273. none; for CSC 373, CSC 273 or consent of the instructor Maximum Enrollment: 20 Time: I1 Room: Sverdrup 205 Economics of Urban Issues ECO 110-J Instructor: Ed Sabella Study of economic implications of the many problems facing a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination, education, etc. Basic microeconomics tools of analysis will be developed in class. This is a basic course designed for those students who do not plan to major in economics, business administration, accounting, or MIS. Three objective examinations. Liberal Arts Perspective: The City or Social World 1 or 2 Maximum Enrollment: 15 Time: I1 Room: Science 319 Principles of Macroeconomics ECO 112-J Instructor: Satya t? Gupta The objectives of the course are to give students fundamental principles of macroeconomics; national income analysis, monetary and fiscal policy, and international trade. Simple applications will be used. Students will take tests every week and grades will be based on tests, participation in class and problems solved. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 15 Time: I Room: Old Main 16 Practicum and Seminar in Special Education EDU 491-3 Instructor: Susan O'Connor A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. Students must complete designated hours of fieldwork as well as written and reading assignments. Prerequisite: EDU 282, completion of courses for special education minor; or consent of instructor. Maximum Enrollment: 9 Time: I1 Room: Sverdrup 4 Economics I American Dialects: Differences and Attitudes ENG 219-J Instructor: John Schmit Because language plays an important role in our socialization, the way we speak tells others who we are and with whom we identify. Our speech is a reflection of our social and economic standing and our cultural background. In this course we will explore the ways in which both personal and group identities are reflected by the ways in which we speak. We will examine a number of American varieties of English and will attempt to describe the rules by which these varieties operate. Class sessions will include brief lectures, student presentations, and student-led discussions. In addition to presenting a topic, students will write a paper on the presentation topic and take a final exam. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I1 Room: Old Main 29 Theatre In and Around London ENG 269-J Instructor: Ron Palosaari The purpose of this course is to study live theatre in London and Stratford. For more information, contact Prof. Ron Palosaari, (612) 330- 1005. Topics: Introduction to Asian American Literature ENG 282-L ENG 482-L Instructor: Joan Thompson In an essay about multicultural American literature, Walter J. Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture opens new vistas both into the exterior world and into the human heart." This course will explore some of these vistas through readings and discussions of nonfiction works, poetry, short stories, a play, and a novel by Asian American authors. Some ideas the writers take as subjects through their art include definitions of an Asian American voice, explorations of cultural and individual identity, visions of community, and coming of age. Class sessions will include discussion of the historical and social contexts that influence the writers studied. In addition to the reading, students will view at least one Asian American film and possibly attend a relevant performance or reading. Course grades will be based on reading journal, a short paper, a final exam, class attendance, and participation. Upper division students will read an additional novel and write a research-based paper on it. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I1 Room: Old Main 11 English I Topics: Investigating the Victorian Thriller ENG 282-0 ENG 482-0 Instructor: Dallas Liddle This course will study the phenomenon in 19th-century Britain of the popular novel of suspense, mystery, and terror. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860s, however, popular novelists including Charles Dickens, Mary Braddon, and others were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes. These novels drew intense public scrutiny by raising issues that the more polite genre of domestic fiction could hardly hint at, including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal An3 Perspective: Western Heritage Maximum Enrollment: 25 Time: I1 Room: Foss 20 Topics: Cinema and Sexual Identity ENG 2824 Instructor: Doug Green What does cinema reveal about how the 20th century has thought about sexuality?How do cinematic images affect our sense of our own sexual identity? This topics course in English examines films from the early years of cinema to the present in order to explore depictions of and cultural assumptions about sexual identity. We will, moreover, consider the impact of these images on audience perceptions and expectations, including those of the self. We will pay special attention to the various images and constructions of homosexual as well as heterosexual identity in English-language cinema, especially Hollywood movies, and in some silent and foreign films. Taking Celluloid Closet as a point of departure, we will consider how film affects sexual minorities in the audience as well as in film production. There will be short readings on sexuality and film. At each class there will be a full or partial film screening, followed by small-group and whole-class discussions. We may go to one or two films offcampus as well, so students should be prepared to buy tickets; these out-of-class screenings may not be at the regular class time. There will be at least one typed journal entry due at each class period. The class will meet from 1-5 p.m., Monday through Thursday of the first two weeks of Interim; 1-5 p.m., Tuesday through Thursday of the third week; and 1-5 p.m., Monday through Thursday of the last week. Grading will be based on the completion and quality of all journal entries and on class/film attendance, preparation, and participation. Students missing more than two classes/films and/or two journal entries may not pass the course. All grades are PIN option only (i.e., 2.0 is required for course credit). Prerequisite: ENG 111 Liberal Arls Perspective: Human Identity Maximum Enrollment: 25 Time: I1 Room: Old Main 16 English Topics: Contemporary American Poetry ENG 282-P ENG 482-P Instructor: John Mitchell This course provides an introductory survey of contemporary American poetry by poets whose works have come into prominence since World War I1 or mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations of selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given and two interpretive papers about three to five pages in length will be assigned. For upper division credit, the student will also read and give a written class report on a book that discusses contemporary poetry or a contemporary poet; this choice, based upon recommendation, must be approved by the instructor. Prerequisites: for 482-R lntro to Literature or consent of instructol: Maximum Enrollment: 15 Time: I Room: Old Main 29 Quantitative Journalism: Computer Assisted Reporting and Research ENG 347-A Instructor: Cass Dalglish and Boyd Koehler This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. Such inquires will employ contemporary computer-based information searches coupled with data-driven quantitative assessment of a public issue of current concern. Students will prepare projects of publishable quality for presentation and critique. The course is designed for persons wishing to explore the use of computer-assisted research for their particular information development interests as well as those preparing to enter the communication professions. Prerequisites: Eng. 225 or Eng. 227, or consent of instructors. Math Placement Group 3. Graduation Skill Requirement: Ouantitative Reasofling Maximum Enrollment: 15 Time: T; Th 6-9 p.m. and Sat 1:30-4:30 p.m. Room: Sat, Lindell Library 16; T; Th Sverdrup 204 Senior Honors Seminar: Hispanic Christianity Along the Border HON 401-J Instructor: Margaret Madsen An introduction to denominations with a special focus on Hispanic communities along the US.-Mexican border. Liberal Arts Perspective: Christian Faith 3 or Intercultural Awareness 1 Time: I Room: Sverdrup 208 - Enalish Dance (men (0.5 course HPE 232-M Instructor: Mary Ewert-Knodell Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Time: 1- 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20 Room: Melby Gym - center court Dance (women only) (0.5 course credit) HPE 232- W Instructor: Mary Ewert-Knodell Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Time: 1 - 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20 Room: Melby Gym - center court Prevention and Care of Athletic Injuries (0.5 course credit) HPE 275-J Instructor: Missy Strauch Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. Note: HPE 232 and HPE 275 can be taken simultaneously. Prerequisite: HPE 114 or equivalent Maximum Enrollment: 24 Time: 1- 1/5,1/6,1/7,1/10,1/1I, 1/12,1/13,1/14,1/19,1/21,1/24,1/25,1/26 Room: Melby 119 Instructional Methods: Materials in Health Education HPE 390-J Instructor: Patty Murphy This course will cover principles and methods of instruction applied to health education (5-12). Emphasis upon teaching1 learning strategies and student assessment. Development and delivery of lessons/activities is included. Students are evaluated by their peers and the instructor on their ability to create, deliver and assess health education lessons in a "real" classroom. Evaluationlgrading is also based upon the completion of a "technology project", resource file, and exam. Prerequisite: HPE 110 Maximum Enrollment: 20 Time: I Room: Melbv 202 Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff + Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,300, which includes airfare for Augsburg day students and qualifying Interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN Health & Physical Education I ONLY. Applications may be picked up from the office of Joyce Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, (612) 330-1247; no smoking is allowed; basic swimming skills Graduation Skill Requirement: Lifetime Sport, also one course credit upper division Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled) 20th-Century South Asia HIS 162-J HIS 462-J Instructor: Don Gustafson This Interim experience is designed to look at the area of South Asia (primarily India) that is home to one-fifth of the people of our world. We'll use novels, films, some standard historical writings, and current South Asia periodicals to consider the impact that colonialism, nationalism, and various phases of modernization have had on this old, honored, and traditional culture. We'll read the marriage ads and talk about social structure, consider the spot at Ayodhya that has prompted Hindus to massacre Muslims, think on the Christlikeness of a Gandhi, and perhaps have time to note one or two of the contemporary religious phenomena. Looking at South Asians helps us to see ourselves in a fuller perspective. The course will include the usual pedagogical devices of lectures, discussions, some short reaction papers, and tests (including a final). Students enrolling for upper division credit will be expected to have at least one prior college history class, to complete a paper or project beyond the regular assignments, and to be tested apart from lower division students. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I Room: Old Main 13 Topics in History: The Great Men of 20th-Century Europe and Their Myths HIS 195-J Instructor: Sheldon Anderson This course examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Woodrow Wilson and the Versailles Treaty after World War I, Neville Chamberlain and the appeasement of Adolf Hitler at the Munich Conference in 1938, Joseph Stalin's agreement to sign a nonaggression pact with Hitler shortly before World War 11, Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies, and Reagan and Gorbachev's diplomacy as the communist systems of Europe fell from 1989-1991. The course will focus on the popular myths that have developed about these leaders and these conferences. Maximum Enrollment: 25 Time: I Room: Sverdrup 20 Topics in History: Early Minnesota History, 1849- 1900 HIS 195-1 Instructor: William Green This course will examine the political, economic, and social history of early Minnesota. The course will study life in Minnesota among the Ojibway and Dakota peoples, through the fur trading period which witnessed French, English, then American settlements, through the territorial period (18491858), and finally statehood. Maximum Enrollment: 25 Time: I Room: Foss 20 Remembering the 20th Century HIS 440-J Instructor: Jacqueline de Vries As the millennium approaches, everyone-artists, politicians, gossip columnists, historians-seems to have some opinion about the waning 20th century. What has this century wrought? The last hundred years have left a great many contradictions: two global wars that destroyed millions of lives and swept away governments, but brought economic development; the decline (and recovery) of established religion; the rise (and collapse) of a messianic faith in communism; great increases in standards of living while famine and child labor persist; technological breakthroughs that put teachers in space and AK-47 rifles in the hands of children; new freedoms and new forms of exploitation. In this course, we will together attempt to make sense of the 20th century. Please note that while the course will examine major events and developments of the century, it will not offer a narrative history, nor will it be exhaustive. Instead, it will explore a variety of possible interpretive frameworks to help us better understand where our grandparents have been and where we are today. Rather than relying exclusively on (sometimes dry) textbooks, we will explore the century through a variety of personal narratives, both written and oral, and reflect on the shaping of both individual and collective memory. Course materials will include several monographs and novels, films, photographs, and guest lectures. Students will complete three five-page papers, one of which will be an interview with their oldest living relative. Maximum Enrollment: 25 Time: I1 Room: Old Main 13 Paideia Seminars INS 120-J Instructor: Anne Jensen Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and lor hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars; and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation, as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Foss 43 Technically Speaking INS 21 1-J Instructor: Esther McLaughlin Do you enjoy talking about science and technical topics, but just can't find an audience? We'd love to listen! Through a series of four oral assignments, you will have the opportunity to talk science to your fellow scientists, improve on your oral presentation skills in a variety of formats, learn to effectively organize a speech, prepare visual aids, and listen to and learn about other science topics and science policy from your fellow scientist. Prerequisite: One year of an introductory-level science course Graduation Skill Requirement: Speaking Maximum Enrollment: 16 Time: I1 Room: Science 205 Interdisciplinary I Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 30 Time; I Room: Old Main 27 Topics: Minnesota Indians INS 495-J Instructor: Eric Buffalohead This course will examine the experiences of the Dakota and Ojibwe in Minnesota from the time of contact to the present situation of both tribes. Each group's history and experiences will be studied and compared to see how each group has done since the time of contact. Major historical events will be examined as well as significant events important to each group. Students will learn how changing federal policy affected the two groups and how each of the groups has dealt with things such as assimilation, termination, and/or relocation. Other topics to be covered include health, education, welfare, treaty rights, and economic opportunities. The main text will be Indians in Minnesota by Judith Rosenblatt (ed). The students will be expected to demonstrate understanding of major issues through written exams and research projects/presentations. Upper division students will be expected to do more comprehensive research. Maximum Enrollment: 20 Time: I1 Room: Foss 21 Topics: A Civil Rights Immersion: Experiencing History INS 200-J INS 300-J Instructor: Garry Hesser & Joseph Young During the 1950s and 60s a series of major events and fundamental social change occurred in the United States. For the first two weeks, we will seek to develop a basic understanding of race relations in the U.S. through readings, visiting lecturers, videos, learning from each other, and the MLK, Jr. event on January 17. Then, this intentionally diverse class will board a bus for an intense, study-travel journey to Little Rock, Memphis, Birmingham, Montgomery, Atlanta, Nashville, and Chicago, the places where history was made and the museums that chronicle those times. We will meet with and interview participants in these critical events, as well as actively engage one another in dialogue and collaborative learning. The course objectives include learning about the history and sociology of race and ethnic relations in the U.S. gaining insights from persons and places that mark the "turning points" of the 1950s and 1960s, documenting our personal and group experiences so that our insights and understanding can be shared with the Augsburg community and others, and increasing our skills for cross-cultural collaboration and dialogue. Upper and lower division: students obtaining upper division credit will complete a research paper on a specific topic related to the course, including an annotated bibliography with a minimum of 20 resources. Cost estimate: $500, plus the cost of meals for 10 days (with scholarships available, based upon need-contact Garry Hesser at 330- 1664) Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2 Maximum Enrollment: 20 Time: I Room: Old Main 23 **Note: All participants will go on a bus tour beginning Monday, January 17, and ending on Wednesday, January 26. Interdisciplinary I Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson and Lynda Olson This course introduces students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options; complete a portfolio of reflections, exercises, and self assessments; and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Old Main 25 Management Information Systems (MIS) See listing under Business, pg. 9. Finite Mathematics MAT 121-J Instructor: Anthony Dunlop How can an industry comply with air quality standard at the smallest possible cost? Did you know that one of the first applications (other than gambling) of probability theory was in genetics (on the question of whether the recessive genotypes would eventually die out)? How do we build the most cost-effective telecommunication network of satellites given the cost factors between pairs of satellites?In Finite Math we'll study the topics that give the answers to these questions: linear programming, counting and probability, and graph theory. Finite Math is for students in Math Placement Group 3 or higher who need a Quantitative Reasoning course. Class will be a mix of lectures and small group work. Evaluation will be based on class participation, quizzes, and exams. Prerequisite: Math Placement Group 3 Graduation Skill Requirement: Quantitative Reasoning Math Elective for MIS major; economics major Maximum Enrollment: 22 Time: I Room: Science 108 Math of Interest MAT 173-J Instructor: Christopher Schwartz Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 205 Mathematics 1 Modeling and Differential Equations MAT 247-J Instructor: Rebekah Valdivia In Modeling and Differential Equations, we will cover a range of mathematical topics with emphases on mathematical modeling, differential equations, and numerical methods. We'll see connections between mathematics and "real world" problems and get a feel for applied mathematics. We will discuss a variety of applications in class, and students will have opportunities to select applications of interest. Modeling and Differential equations is a must for anyone considering majoring in Applied Mathematics and is strongly recommended for students majoring in Physics or Chemistry. It is also for anyone considering majoring or minoring in Mathematics. Evaluation will be based on participation, quizzes, projects, and a final exam. Prerequisite: MAT 146 Calculus I1 or equivalent Maximum Enrollment: 22 Time: I Room: Foss MAC Beginning German I GER I l l - J Instructor: Don Steinmetz This course is for students with no previous background in German. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding German culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 20 Time: I Room: Old Main 10 Beginning Norwegian I NOR I1 I-J Instructor: Becky Hegstad This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 20 Time: I Room: Old Main 26 S anish and Latin-American Culture T rough Film I: SPA 248-J Instructor: Roman Soto An introduction to the main cultural and political issues (social conflicts, sexism, race, ethnicity, religion, language, exile, or immigration) that characterized contemporary Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the viewing of films and class discussions, the course is complemented with brief readings and audio-visual materials on the historic, literary, and social aspects that contribute to the background of these films. Most of the films are in Spanish with English subtitles, and all the class work is in English. The evaluation is based on class participation; brief weekly, writing assignments; and a short term paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 20 Time: I1 Room: Old Main 23 Modern Languages I + Topics: Sounds and Sights of Europe MUS 179-J Instructor: Roberta Kagin This course provides an opportunity to visit some of the Great European cultural centers that provided the impetus for development of music in the cultural life in the New World. For more information, contact Prof. Roberta Kagin, (612) 330-1273. Topics: Sounds and Sights of China MUS 295-S Instructor: Robert Karlen + Music, art, and architecture, as expressions of Chinese culture over its 5,000-year history, will be examined, studied, and experienced in four of the most important cities of China. For more information, contact Prof. Robert Karlkn, (612) 3301266. Survey of Rock History and Musical Style, 1951-1971 MUS 204-J Instructor: 0. Nicholas Raths An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance project. For non-music majors. Liberal Ads Perspective: Aesthetics Maximum Enrollment: 30 Time: I1 Room: Music 3 Introduction to Music Theatre Performance MUS 235-J/THR 235-J Instructors: Sonja Thompson and Darcey Engen Music-theater exists in every culture, stemming from basic human impulses to dance, sing, and express oneself. Join theatre professor Darcey Engen and music instructor Sonja Thompson to discuss this interdisciplinary art form, and develop your own basic skills of music-theater from China, Japan, India, and other cultures. Course includes writing and research, class discussion and exercises, small and large group participation, memorization, and performance. Performers of all levels are welcome, though some singing and acting ability is required. Interested students will be auditioned in December so that appropriate material can be assigned to them. Course may be repeated with permission from the instructors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: I Room: Sateren Auditorium Topic: History of Caribbean Music Studied in Miami and Jamaica t MUS 2 9 5 4 Instructor: Robert Stacke Miami and Jamaica are considered the centers of Caribbean music, where composition, recording, and world distribution take place. The goal of this 19-day seminar is to examine and reflect on historical, socio-political, and religious aspects of Caribbean music. For more information, contact Prof. Robert Stacke, (612) 330-1271. Liberal Arts Perspective: intercultural Awareness 1 Maximum Enrollment: 30 Music I The Mysticism of Meister Eckhart PHI 295-J Instructor: Mark Fuehrer A study of some of the key texts of the great mystical philoso- pher, focusing on the idea of detachment from worldly affairs and the union of the soul with God while in this life. Students will be expected to prepare brief written analyses of the assigned readings and present two essays of Eckhart. Seminar format. Graduation Skill Requirement: Writing Maximum Enrollment: 15 Time: I Room: Old Main I1 Science, Technology, and Values PHY 117-J Instructors: Mark Engebretson and Bruce Reichenbach This course will focus on contemporary problems that arise from our developing technological capacities. We will consider problems such as the causes and effects of global warming; depletion of the ozone layer; social, economic, and ethical concerns in pollution cleanup; agriculture, pesticides, and genetic effects; the prospects and problems of genetically engineering both our foodstuffs and humans, and the urban implications of developing a light rail system. To get a satisfactory grasp on how to approach these problems, we will first explore what science and the scientific methods are, how science (knowing) relates to technology (doing), the structures used for ethical evaluation, and the resulting interactions among the three. Grading will be based on two tests and a major project. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 40 Time: I Room: Sverdrup 205 Topics: Physics in Science and Fantasy Fiction PH Y 220-J Instructor: J. Ambrose Wolf This course deals with physics aspects in movies as well as in science fiction and fantasy fiction literature on a conceptual level. We will explore scenes and settings in which physics plays an important role and also learn to discern if they are physically correct or not. This will also expand the awareness of physics in everyday life, where it is encountered and how it works. The math component of this course will be minimized in favor of a better grasp of the concepts and thought processes involved. Various scenes from movies and excerpts from literature will be presented, after which the physics connection and understanding will be explored in discussions. The weekly papers will cover one of the topics discussed in class during that week; the long-term paper will cover a general topic from physics in everyday life and bibliographic research. Students' papers and reviews will also be discussed class. This course is designed for those students who do not plan to major or minor in physics. Grading will be based on active participation in class discussions, three (approx. weekly) short papers involving draft and peer review (final paper and review graded) and one long paper including a draft version corrected by the instructor. Prerequisite: Effective Writing, Math Placement Group 2 Graduation Skill: Writing Maximum Enrollment: 18 Time: I1 Room: Science 108 Physics -. I Introduction to Space Science PH Y 320-J Instructor: Ken Erickson This course provides a survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). Evaluation will be based on two exams, class assignments, one research paper, and at least one class presentation. Prerequisite: PHY 245 or permission of instructor Maximum Enrollment: 15 Time: I Room: Sverdrup 206 Social Justice in America POL 140-J Instructor: Andrew Kurvers Spalding Students develop and defend their own standards of social justice, using those standards to assess conditions in urban America. Substantial participation in class discussions required. The course has two goals: developing student thinking about social justice, including greater awareness of conflicts between justice and other values; and increasing student ability to understand urban problems as issues of justice and other central values. Evaluation will be based on participation in discussion and other class activities, on two short (4-6 page) papers and on a final exam. Because of the compressed time frame of the Interim schedule and the importance of material covered on the first day of class, no one will be admitted to the class who does not attend the first day of class, unless receiving prior permission of the instructor. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I1 Room: Old Main 18 Global Peace and Justice: Focus on Northern Ireland POL 295-J Instructor: Joe Underhill-Cady The course will examine the political, social, and psychological roots of international conflict and current efforts at preventing and resolving bloodshed and oppression. We will use the class as an opportunity to prepare for the 2000 Peace Prize Forum, which will cover topics of the conflict in Northern Ireland. The course will begin with a study of a range of theories used to understand international conflict- including power politics, psychological and cultural theories, Marxism, liberalism, and feminism. Readings will include historical and fictional treatments of the conflict in Northern Ireland, and we will view some films related to the topic, including The Crying Game. The class will also involve the use of simulation and role-playing of international negotiations to give students a feel for the difliculties and complexities of dispute resolution. Maximum Enrollment: 20 Time: I1 Room: Old Main 26 Topics: Women in Comparative Politics: Daughters or Stepdau hters: Russian "Women on the Eve o the Millennium" 9 POL 195-J POL 359-J Instructor: Nadezhda Shvedova An overview of the situation of Russian women today. The course will combine discussion and lecture on the situation of women in Russia. Shvedova, a leading activist on women's issues as well as an educator, will provide the distinctive perspective of her experience as a Russian woman. The course will cover women in the economy, politics, in the mass media, Political Science I etc. There will also be attention to issues such as women's struggle to gain real equality and a voice in society, violence against women, and the impact of Russia's economic crisis on women. There will be two or three short papers, plus a longer (10-12 page) paper at the end of the term. Readings will be taken from books and articles. Maximum Enrollment: 25 Time: I1 Room: Old Main 27 Principles of Psychology PSY 105-J Instructor: Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Evaluation will be based on means of two tests and two lab reports. Liberal Arts Perspective: Human identity Maximum Enrollment: 25 Time: I1 Room: Old Main 10 Psychology and Law PS Y 335-J Instructor: lVancy Steblay Application of psychological principles and research methodology to legal processes and issues. The course emphasizes three content areas: eyewitness issues (such as lineup and interview procedures), courtroom procedures (jury selection, jury decision-making, pretrial publicity), and psychological profiles of offenders and victims. Grades will be based on exams and one paper. Prerequisite: PSY 105 Maximum Enrollment: 25 Time: I1 Room: Old Main 25 Peer Ministry: Principles and Leadership REL 232-J Instructor: Lyle Griner Students will be instructed to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Prerequisite: REL 111 or 221 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 40 Time: Jan. 10-13, 9:00 a.m.-5:00 p.m. and Jan. 4,6,18,25,27, 9:00 a.m -1 1:30 a.m. Room: Murphy Place 100 The Lutheran Heritage REL 345-J Instructor: Mark Tranvik Beginning with Martin Luther, this course will study the main themes and figures of the Lutheran tradition. Class time will include field trips, discussion, and lectures. Exams, student participation, and papers will be the basis for evaluation. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Music 22 Religion Theology of Death and Dying REL 390-J Instructor: John Benson This will be a multidisciplinary course, using materials from biology, psychology, sociology, history, world religions, and Christian theology proper. It will also be ecumenical, since some of our theological material will come from Roman Catholic as well as Protestant sources. Religious traditions regarding death and the afterlife will be studied, and various ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will become acquainted with the field of mortuary science, the hospice movement in the United States, and current medical practices related to the terminally ill. Daily lectures, discussions, quizzes, and written assignments will be the format. Grades will be based on class participation, two tests, and oral presentation of a research project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Music 23 Varieties of Christian Spirituality REL 440-J Instructor: Janelle Bussert A study of selected spiritualities from the Christian tradition and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality, especially prayer and meditation. Evaluation methods include quizzes, experiential journals, class presentation, and a final paper. Prerequisite: Religion 11 1, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I1 Room: Murphy Place 11 1 Exploring Human Services S WK 257-1 S WK 2 5 7 4 Instructors: Mary Lou Williams and Lois Bosch Experiential learning occurs as students volunteer 80 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Topics: Child Welfare Social Work and the Law S WK 295-J Intructor: Tony Bibus This course will introduce students to social work practice in the area of child welfare with special focus on the relationship of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes, meet with key policy makers, observe court procedures, and discuss practice and legal issues with child welfare social workers and possibly with families and children as well. There will also be opportunities to compare child welfare laws and practice in the U.S. with those in Europe, especially Norway. The principles of permanency planning, family-centered practice, prevention and protection, and the twin goals in child welfare of securing safety and nurturing children while preserving their ties to their family will be examined. We will also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service strategies, encouragement of the adoption of children of color by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students will analyze the dynamic interplay of societal values, power, politics, facts and myths as they manifest themselves in child welfare laws; they will begin to form their own positions regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be in the form of assessments by instructors and students of the major paper or project completed for the course. Prerequisite: Social work majors or permission of Instructor Maximum Enrollment: 20 Time: I1 Room: Sverdrup 20 Field Work I: Integrative Seminar S WK 307-J Instructor: Mike Schock Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small-group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Social Work Field Work Ill SWK 466-1 (variable 1.0 credit or 0.5 credit) Instructor: Maria Dinis This is a continuation of Field Work 11; a total of 60 (for the 0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups, and communities in a social service agency. Integrative weekly seminar (two hours). Students will be evaluated by: (1) weekly theorylpractice papers integrating course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation. Prerequisite: SWK 462 Maximum Enrollment: open Time: I (class will meet in small groups, no more than 11 at a time) Room: Old Main 21 Human Community and the Modern Metropolis SOC 21 1-J Instructor: Gordon Nelson This course will examine the extent to which the experience of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for a class presentation, which must reflect on-site observation in a particular locale within the metropolitan area. In addition, class participation and a final examination will be the basis for evaluating performance in the course. Liberal Arts Perspective: The City Maximum Enrollment: 25 Time: I Room: Music 24 Topics: Cultures of Violence SOC 295-J Instructor: James Vela-McConnell Street gangs and warfare. Police brutality and genocide. Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence?What do they have in common? How do they differ? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological, and socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos, debate of current issues in the field, and guest speakers from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction papers based on the readings, and classroom participation will be an important part of grading. This course has a lab fee of $25 payable the first day of class to the instructor. Maximum Enrollment: 20 Time: I1 Room: Sverdrup 206 Sacialaav Topics: Discrimination, Harassment, and Communication SPC 295-J Instructor: Robert Groven If you keep sending poems to an old flame at work, are you harassing them? If your boss tells racist jokes at a bar after work, are they guilty of discrimination? Why are neo-Nazis allowed to march through Jewish neighborhoods, but they aren't allowed to hurl racial insults at co-workers? Discrimination and harassment are in the headlines regularly, but most people don't know what they really mean. What kinds of communication constitute discrimination or harassment and why? This course covers all forms of illegal discrimination including gender, race, disability, religion, and sexual orientation. It focuses on the legal approach to discriminatory communication, but also examines the reactions of employers, employees, and organizations generally. This course uses the "case method" teaching approach, where many specific examples are studied to produce general conclusions. The course involves role-playing, game-playing, debate, and writing. Course work includes a few short papers, one project, and one test. Maximum Enrollment: 20 Time: I Room: Old Main 18 Documentary Video SPC 347-J Instructor: Deb Redmond Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. The production teams will produce a 30-minute documentary piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time for editing. Maximum Enrollment: 16 Time: I Room: Science 123 Introduction to Dance (0.0 credit) THR 002-T/HPE 002-T Instructor: Sandra Agustin With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance, including modern, ballet, Asian, and Latin forms. Graduation Skill Requirement: Lifetime Sporl Maximum Enrollment: 15 Time: 12:OO-1:00 M, T j W Th, F Room: Sateren Auditorium Modern Dance/lmprovisation (0.0 credit) THR 004-UHPE 004-2 Instructor: Sandra Agustin Students will learn various phrases of movement incorporating floor exercise and will learn to travel through space using level, volume, and floor pattern, culminating in the creation of short, improvisational pieces. Graduation Skill Requirement: Lifetime Spolt Maximum Enrollment: 15 Time: 12:OO-1:00 M, T j W Th, F Room: Sateren Auditorium introduction to Music Theatre Performance THR 235-J/MUS 235-J Instructors: Sonja Thompson and Darcey Engen See course information listed under MUS 235-1. Topics: Crossing Borders, Bridging Cultures An Interdisciplinary course in Norway for Students in Social Work and Education January 6 - 27, 2000 EDC 495-P/S WK 295-P Instructor: Hans Eriksson; Augsburg contacts: Tony Bibus or Susan O'Connor Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and health and welfare services to children, youth, and families. Students may take one of two separate but parallel tracks: "Winter Recreation Programs with Children and Youth" or "Social Work, Child Welfare Work, and Education." Lectures, field study and practicum experience will introduce students to the content and context of professional practice in Norway as well as the unique Norwegian system of folk high schools. All classes will be taught in English and will contain both U.S. and Norwegian students. Cost: $2465, which includes roundtrip airfare from Minneapolis to Trondheim, Norway, all meals, lodging, program expenses, and course tuition. UMAIE SPP 201-J 3- Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454, (612) 330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. *Advanced Spanish Language and Culture in Argentina 'Br~irrttitigC;~tt~rrln in Germany "I,'oitvogi~i,q C,'tdtrrres in Mexico's Yucatan Peninsula Interim Abroad *Egypt in Transition *In the Footsteps of the Crusaders: from Jerusalem to Malta *The Many Faces of Japan *Poets and Their Places: Ireland's Literary Landscapes *Psychology and the International Workplace in Britain *The Rhine Frontier: On-Site Cultural History at the Heart of the European Union Other Interim Abroad Courses HECUA "Environment, Economy and Community in Guatemala *Development and Community in Bangladesh ACTC Creative Writing Workshop at Augsburg College Locating Yourself in the World Through Poetry Course will carry upper division English credit Instructor: Roseann Lloyd This course gives advanced writing students new ways of expanding their range in poetry. Students will develop their range by intensive writing practice-poems in many forms: lyriclnarrative poems, section poems, monologues, prose poems, political poems. Students will keep a Voices Journal, collecting language around town. In addition, each student writer will conduct an interview of an older person and make poems from that interview. The class texts focus on poetry that observes the world, poetry grounded in a particular culture, such as Five Fields, by Gillian Clarke, Touching the Fire: Fifleen Poets of Today's Latino Renaissance, edited by Ray Gonzalez. Evaluation will take into account the completion of process/exercises, class attendance, and a final portfolio. This is an upper division class for writers who are committed to their own writing and have already completed an introductory creative writing class at the college level. Each ACTC college may send three writers to the course, on the recommendation of the creative writing faculty. To be considered for enrollment in this course, contact Cass Dalglish, (612) 3301009, or Roseann Lloyd, (612)330-1423,before registration. Time: Monday through Thursday 12:OO-4:OOp.m. Fridays will be used for extra conferences, interview time, and group work. Room: Anderson 100 ACTC Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. The Washington Center 2000 Academic Seminars Campaign 2000 January 3-14, 2000 POL 398-A This is a two-week intensive session held in the heart of the United States government that will focus not only on the new millennium but on the beginning of a new presidential campaign. In the two-week session, the following will be the primary focus: Campaign Politics, and The Media Pursuit of the Presidency The Washington Center is offering the above two topics for the session. Augsburg students must register for the whole two-week session in order to receive credit (January 3-14). Credit is available from the political science department for this program. The course is a passlno credit course based on participation in program activities including site visits, small group seminars, and journals. For further information about the program, contact Prof. Underhill-Cady in Memorial Hall 112b or at (612) 330-1312, or by email: <cady@augsburg.edu>. There are five scholarships available to cover registration and tuition costs based on priority in registration through Prof. Underhill-Cady's office. Other Courses I
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Augsburg College Interim Catalog, 2001
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Augsburg College Interim Catalog, 2001
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Course Catalogs
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AUGSBURG ......................2 ......................4 Visiting Students ................ 5 About This Catalog................. 5 Calendar ........................6 Interim Courses ................... 7 Lifetime Sports ...................45 Interim Abroad ..................4 7 Introducti...
Show more AUGSBURG ......................2 ......................4 Visiting Students ................ 5 About This Catalog................. 5 Calendar ........................6 Interim Courses ................... 7 Lifetime Sports ...................45 Interim Abroad ..................4 7 Introduction Options Other Courses ................... 5 1 Introduction to Interim Interim is an integral part of the school year at Augsburg College. The College follows a 4-1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change; and students should check with the instructor to verify the final costs. Students are required to complete at least 33 course credits for graduation. This course total must include two Interims for students who enter with fewer than 14 courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or consult the registrar for the number of Interim courses required. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration and will be charged WEC tuition $1258 per course credit and a $25 technology fee. If they do so, they may take only 1.0 additional course credit in Weekend College for winter trimester. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <wadeb@augsburg.edu>. Introduction Options International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 47. Some courses have early registration deadlines. Internships deadline-Friday, December 8. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent studylresearch or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Introduction Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4- 1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,726 for the Interim course plus a $25 technology fee. Students interested in registering for an Augsburg Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199, 299, 399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2001 November 13 to December 1 . . . . . . . . . . Interim registration January 3 . . . . . . . . . . . . . . . . . . . . . . . . . .First day of Interim Time I-9:00 a.m. (first day) Time II-1:15 p.m January 4 . . . . . . . . . . . . . Last day to register or add a class or cancel a class without a notation January 12 . . . . . . . . . . . . . . . . . . . . . Last day for determining grading option with registrar January 12 . . . . . . . . . Last day for withdrawing from courses January 15. . . . . . . . . . . . Martin Luther King Day-no class January 26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Interim ends January 30 ......................Spring semester begins February 2 ................Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15 p.m.-5:00 p.m. Note: Martin Luther King Day-No class For More Information For more information contact Barbara Pappenfus in the Interim Office at (612) 330-1150. Calendar Accounting (ACC) See listing under Business Administration. Drawing ART 107-J Instructors: Pary Pezechkian-Weinberg and Tara Christopherson The legendary light and geography of Provence has shaped art history for centuries. In the last hundred years alone, it has inspired countless works of art. Using French language and personal art, students will immerse themselves in place, documenting their own inspiration with text and images of Provence through journal, discussion, sketching and assemblage. The language, culture and art of Provence will come alive for students, resulting in a very personal memoir grounded in site-specific content. Students will spend the majority of their time in Provence, winding up the program with four days in Paris. For more information, contact Prof. Pary Pezechkian-Weinberg, (612) 330-1090 or Prof. Tara Christopherson, (612) 330-1232. Note: This course is being taught in France and is listed in the UMAIE booklet as Topics: The Artist's Book, Provence to Paris. Liberal Arts Perspective: ART 107 -Aesthetics Life Drawing ART 247-J Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in various settings for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee for $45 to be paid on the first day of class. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 Laboratory Biochemistry BIO 368-J Instructor: Karen Ballen This course is an introduction to techniques commonly used in biochemistry. Techniques include (but not limited to): protein extraction, dialysis, spectrophotometry, SDS polyacrylamide gel electrophoresis, ion exchange chromatography, Western blots, measurement of enzyme activity, and thin layer chromatography. Note: BIO 368 cannot be used to satisfy an upper division elective in the biology major. Prerequisites: 2.0 in BIO 367 Maximum Enrollment: 12 Time: I Room: Science 212 Internal Audit and Management Consulting ACC 424-J Instructor: Staff Auditing through an interdisciplinary approach. Using techniques discussed in a ~ - ~ o i t , ~ t i~nig~, ~ i ~nli~rl,lgcmcrlf, ncc, marketing, and MIS, we c x ; ~ n l i ~ l ae i~iisincss'iolcr-na1 cuii~rolsystems and operating c l l i z i c l ~ c y .13y s~cypingaway from the traditional textbook approach we incorporate creativity and discussion. Major topics include: business valuation techniques, "just-in-time" philosophy, efficiency improvement techniques, disaster recovery planning, and report writing. Students will be evaluated by classroom quizzes, a project, and final examination. Prerequisites: ACC 221&222, BUS 242,252,331, ECO 113, MIS 175&379 Graduation Skill Requirement: Speaking, Writing 1 & 2 Maximum Enrollment: 20 Time: II Room: Old Main 11 Biology d, The Music Business: Marketin Promotion, Publishing, Recor Ing BUS 105-Jl305-J MUS 105-Jl305-J Instructor: Ned K a n t a r An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics included are music and theatre, arts administration, copyright, licensing, and recording. Objectives include giving students a basic working knowledge and an understanding of the necessary survival skills to succeed in the music industry, the ability to access and lwowss i ~ i i i ~ r n l a t i oncctlccl r~ I;II. solvi~lerylriciil t n i ~ s i c (11' 111e liur~(lr.t'tlaol' I,usir~uss ~ ~ ~ ~ o l ) :unil l ~ ~nn n siIw,li-rnc.ss , cirrcci. c ~ l , q ) o l + ~ u ~ ~c iv~i li le~ si l l~lic111~1sicind~uirl-y.'l'hc L,I)LII'SC is OI>C'I\ I { ) l)o!l~i t l l j l ~ ';IIICI ~ . IOWC'I- tlivision sl i ~ d c ~ l l Illlllcr s. cliviilrc r , e c l u i r c d Io ri~riilllclc.:~ litla1 r . ~ s c ; ~ prw. ~~~Ii s i r ~ nslucler~~s ject. Examples include devising a specific marketing plan for a venue, concert series or performing ensemble; researching a specific career opportunity; or another approved project. For interested students, an optional four-day trip to the American Performing Arts Presenters (APAP) Annual Conference in New York City, the largest booking conference for concert presenters in the world, is scheduled for January 6-9, 2001. Students are responsible for the cost of transportation, room and board. Students will be evaluated on written and oral presentations, including quizzes, research assignments and classroom projects-individual and/or symposium format. Maximum Enrollment: 15 Time: II Room: MUS 4 Responding to the Challenge of Japan BUS 368-J Instructor: Steven LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or minoring in international business or any field of business administration, as well as anyone interested in Japan. Students who cannot attend every class should not enroll in this course. Prerequisite: Junior standing or consent of the instructor Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 20 Time: I Room: Old Main 29 International Marketing BUS 466-J Instructor: Wolfgang Winter Issues and activities unique to marketing in an international context. [Required for the new major in Marketing.] Prerequisite: BUS 252 Maximum Enrollment: 20 Time: II Room: Old Main 29 Personal Financial Management BUS 295-J BUS 495-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment, and retirement planning. BUS 295: Quizzes and exams. BUS 495: All of the above plus some assigned case problemslpapers will be required. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Time: I1 Room: Foss 43 Advanced Computing for Business MIS 370-J Instructor: Jim Kattke C3bjcctivus arc tcl lcnrti conccpls unilc.~.lyi~lg crr,;~tiitnof Web 1ugcs and b i u i ~ ~ cco~minunicatic~n ss v i ' ~(he I n~crnrl.Usc o l r ~ l ~ t i i ) l ~latilb:1scs i.~l [or u c l v a ~ i ~ cqucrics, d fi~rms,altd rcpnr ts. Basics of event-driven programming for solving business related problems. Students will complete three major projects and a few minor assignments. The course requires significant effort on projects and constant access to a computer. Cooper;~lionw i ~ hl'cllow sluiltn(s in 1e;irning to aoply col-1cepts is cncou ~,i~p,cd. A good gr~ispof blS Access is rcquiruil or the williilgntss lo cxcrcisc cxccplic)nal effort in lt.;lri\ing tllc tool. Prerequisites: MIS 175, CSC 170, consent of the instructor, or Math Placement Group 3 Maximum Enrollment: 20 Tme: II Room: Lindell 16 Chemistry for Changing Times CHM 100-J Instructor: Arlin Gyberg This course is developed from the perspective of a person living in modern, high-technology society such as the United States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at least must be able to understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically grown food, chemical dependency, licit and illicit drugs, the energy crisis, and the debates about sources of energy, the green house effect, and nuclear waste storage, pollution, genetic engineering and much more. Many of these problems are chemical in nature. Thus, in learning about chemistry, via lecture and in-class discussion, we can begin to understand ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the score of total points on the daily quizzes. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 Chemistry I Introduction to Computer Science and Communication CSC 160-J Instructor: Noel Petit This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 15 Time: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Evaluation will be done on 10 programming assignments, two to three quizzes and a final project. Grading is done by combining the weighted grades of all assignments and quizzes. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: II Room: Sverdrup 202 Topics: Computer Science: An Alternative Scheme One and Two CSC 273-J CSC 373-J Instructor: Charles Sheaffer This course is especially intended for students with no prior exposure to programming in particular or computer science in general. It will be a laboratory intensive, self-paced course using the Scheme programming language. We will introduce an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Students with knowledge of programming will benefit from exposure to the alternative paradigm represented by the Scheme language and will acquire a concrete understanding of how these important concepts are actually implemented in real languages and machines. Students will be evaluated based on a series of programming projects. CSC 373 is a continuation of CSC 273. Graduation Skill Requirement: for CSC 373, Critical Thinking Prerequisite: CSC 273, none; for CSC 373, CSC 273 or consent of the instructor Maximum Enrollment: 20 Time: II Room: Sverdrup 205 Topics: Forecasting Economic & Business Activity ECO 495-J Instructor: Steve Huchendorf This course is designed to prepare students for analyzing primary and secondary economic and business data in making business decisions. Skills will be developed in various forecasting techniques as well as skills in using the statistical software package MINITAB. Course outcomes include building knowledge of qualitative and quantitative forecasting techniques; identification of data patterns, scatter diagrams, Economics I correlation analysis, moving averages, exponential smoothing techniques, regression models, classical decomposition, regression of time series, box-jenkins time series analysis, and various qualitative forecasting techniques. Skills in the selection of the appropriate forecasting technique will be developed with a comparison of the characteristics of each technique. In addition to the forecasting techniques that are learned in the course, students will also apply the concepts with the statistical software package MINITAB. Course evaluation will include homework, computer assignments, exams and a forecasting project. The forecasting project will apply the course concepts to a student selected data series. Prerequisite: ECO 112 or 113 or consent of instructor. Maximum Enrollment: 15 Time: I I Room: Sverdrup 201 Practicum and Seminar in Special Education EDU 491-J Instructor: Susan OIConnor A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. Students must complete designated hours of fieldwork as well as written and reading assignments. Prerequisite: EDU 282, completion of courses for special education minor, or consent of instructor. Maximum Enrollment: 9 Time: II Room: Sverdrup 206 The Cuban Story: Quantitative Journalism in Cuba ENG 347-A Instructor: Cass Dalglish Students will research and write stories with a statistical issue at the core, doing their work where few U.S. citizens have been able to travel or study-Cuba. They will study how to evaluate and analyze information both numerically and verbally and how to communicate quantitative data. They will study the Cuban economy and both the gains and challenges politics have brought to Cuba. During the 10-day seminar, students will interview economists, meet government officials, travel to the country to consider food and farming, study health care and education, and meet students and journalists. Finally, students will write lucid investigative stories which demonstrate that they have gained an ability to gather, handles, and present quantitative information in a precise and readable style - in oral and written formats. The class will have several meetings at Augsburg before the Cuba travel and several following the group's return to the U.S. [This is a joint day Interimlwinter WEC course with enrollment limits.] Prerequisite: ENG 225, ENG 227 or consent of the instructor, Math Placement Group 3 Graduation Skill: Quantitative Reasoning Time: arranged Topics: Which West? The American West in Film and Literature ENG 282-A ENG 382-A Instructor: Joan Thompson In this class you will read literature and view films in order to learn about ways in which ideas about the American West have helped to shape American identity and cohstructions of the West. Although over 100 years have passed since Frederick Jackson Turner announced the closing of the American frontier at the 1893 meeting of the American Historical Society, the West has not lost its associations with the frontier and its attendant mythology. You will learn that even as formulaic fiction and film popularized this vision of the West, serious writers and, more recently, filmmakers have been exploring other possible versions of the West. Through focusing on these explorations of the West as place, you will gain an understanding of the role of myths, such as the romantic gunfighter's conquest of both Native peoples and land, in American views of the West. You will also explore ideas such as Manifest Destiny, individual freedom, and appropriate land use. Because the West has always been filled with a plurality of voices, you will look'at ways writers and filmmakers who have visited, imagined, or lived in the West have both affirmed and countered these myths and ideas in their work. Course grades will be based on readinghiewing journals, a three to four page paper, a final exam, and class participation. Additionally, if you are enrolled in 382, you will read several critical articles on reserve at Lindell Library, as well as an additional novel. You will then write an additional short paper on the novel using the critical ideas you have studied. You will also give a brief presentation on your additional reading. Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Old Main 26 Topics: Investigating the Victorian Thriller ENG 282-D ENG 482-D Instructor: Dallas Liddle This course will study the phenomenon in nineteenth-century Britain of the popular novel of suspense, mystery and terror. From Frankenstein early in the century to Dracula at its end, the nightmares imagined by novelists of Great Britain have continued to interest and horrify readers throughout the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood and Wilkie Collins were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes, and the villains (as one reviewer remarked) seemed like people the reader might meet at dinner. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that the politer genre of domestic fiction could hardly hint at including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life, industrial poverty, and empire. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Foss 20 Topics: The Heroic Journey ENG 282-M ENG 382-M Instructor: Joan Griffin "The hero," says Joseph Campbell, "Is the man or woman who has been able to battle past his personal and local historical limitations to the generally valid, normally human forms." This struggle, the heroic journey, is a quest for wholeness, for harmony with oneself, one's society, and even the universe. The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero and/or the redemption of the hero's society. This course will study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of Joseph Campbell, but also citing studies of the hero by Lord Ragland, Carol Pearson, and Richard Slotkin, among others. We will note that major heroic genres in western tradition-the epic and romance-almost always assume that the hero is usually a warrior and aristocrat. Thus we will analyze typical elements of the heroic warrior myth as depicted in ancient and medieval epics and romance, but will also pay particular attention to works that challenge or enlarge the tradition. We will consider the implications of the enduring popularity of warrior-hero renditions of the heroic journey. Evaluation is based primarily on papers. Class attendance is mandatory. Do not take this course if you know that you will need to miss more than two classes. Prerequisite: ENG 111 recommended but not required. Liberal Arts Perspective: Western Heritage Maximum Enrollment: 15 Time: I Room: Foss 20 English Beginning French I FRE I l l - J Instructors: Pary Pezechkian-Weinberg and Tara Christopherson This course is the same as ART 107-J Drawing. See p. 7 for course description. Note: This course is being taught in France and is listed in the UMAIE booklet as Topics : The Artist's Book, Provence to Paris. Liberal Arts Perspective: Intercultural Awareness 2 C.S. Lewis and the Christian Imagination HON 401 -J Instructor: Larry Crockett For information, contact Prof. Larry Crockett, (612) 330-1 160 Liberal Arts Perspective: Christian Faith 2 or 3. Time: I Room: Sverdrup 208 Dance (men only) (0.5 course credit) HPE 232-M Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously Maximum Enrollment: 12 Time: I- 1/3,1/5,1/8,1/9,1/11,1/16,1/17 Room: Melby Gym - center court Honors Dance (women only) (0.5 course credit) HPE 232-W . Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Xme: I - 1/3,1/5,1/8,1/9,1/11,1/16,1/17 Room: Melby Gym - center court Prevention and Care of Athletic Injuries (0.5 course credit) HPE 275-J Instructor: Missy Strauch Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. Note: HPE 232 and HPE 275 can be taken simultaneously. Prerequisite: HPE 114 or equivalent Maximum Enrollment: 20 Time: 1 - 1/4,1/5,1/8,1/10,1/12,1/18,1/19,1/22,1/23,1/24,1/25 Room: Melby 119 School Health Curriculum(O.5 course credit) HPE 320-J Instructor: Staff Techniques for developing a course of study in school health based upon growth and development for grades 5-12. Examination of "Standards" and pedagogy for health education, curriculum and assessment included. Maximum Enrollment: 18 Time: I - Mondays, Wednesdays, and Alternate Fridays Room: Melby 202 Administration and Supervision of School Health (0.5 course credit) HPE 41 0-J Instructor: Staff Historical background, legal basis, school health services in relation to community and school health programs and resources. Maximum Enrollment: 18 Time: I Tuesdays, Thursdays, and Alternate Fridays Room: Melby 202 - Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,300, which includes airfare for Augsburg day students and qualifying interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN ONLY. Applications may be picked up from the office of Joyce Health & Physical Education 1 Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, (612) 330-1247; no smoking is allowed; basic swimming skills Graduation Skill Requirement: Lifetime Sport, also one course credit upper divislon Maximum Enrollment 10 ( A waiting list will be kept after the original 10 spots are filled) The Use and Misuse of "Lessons" of History in 20th Century European Diplomacy HIS 195-J Instructor: Sheldon Anderson This interim seminar examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Lenin, Woodrow Wilson and the Versailles Treaty, Neville Chamberlain and the appeasement of Adolf Hitler at the Munich Conference in 1938, Joseph Stalin's decision to sign a non-aggression pact with Hitler shortly before World War 11, Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies, and Reagan and Gorbachev's diplomacy as the communist systems of Europe fell in 1989. Through discussion of common readings and several small research assignments, the course will focus on the popular myths that have developed about these leaders and these conferences, and some of the "lessons" that scholars and policymakers have drawn from them. Maximum Enrollment: 25 Time: I Room: Sverdrup 20 Paideia Seminars INS 120-J Instructor: Anne Jensen Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and /or hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Foss 43 Topics: A Civil Rights Immersion: Experiencing History INS 200-J INS 300-J Instructors: Garry Hesser and Joseph Young Learn by visiting the historic sites and visiting with those who brought about the most important changes in the 20th - century U.S. It could change your life, too. During the 1950s and 60s a series of major events and fundamental social change occurred in the United States. For the first two weeks, we will seek to develop a basic understanding of race relations in the U.S. through readings, visiting lecturers, videos, learning from each other, and the MLK, Jr. event on January 15. Then, this intentionally diverse class will board a bus for an intense, study-travel journey to Little Rock, Memphis, Selma, Birmingham, Montgomery, Atlanta and Nashville-the places where history was made and the museums that chronicle those times. We will meet with and interview participants in these critical events, as well as actively engage one another in dialogue and collaborative learning. The course objectives Interdisciplinary include learning about the history and sociology of race and ethnic relations in the U.S.; gaining insights from persons and places that mark the "turning points" of the 1950s and 1960s; documenting our personal and group experiences so that our insights and understanding can be shared with the Augsburg community and others; and increasing our skills for cross cultural collaboration and dialogue. Upper and lower division: Students obtaining upper division credit will complete a research paper on a specific topic related to the course, including an annotated bibliography with a minimum of 20 resources. Cost: $600, plus the cost of your ineals and personal expenses for 11 days. Covers all transportation and lodging for 11 nights. Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2 Maximum Enrollment: 25 Time: I Room: Murphy 111 **Note: All participants will go on a bus tour beginning Monday, January 15, and ending on Friday, January 26. Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 30 Time: I Room: Old Main 27 Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson and Lynda Olson This course introduces students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations and discussions with panels of professionals. Students will be expected to research employment trends and career options, complete a portfolio of reflections, exercises and self assessments and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Lindell 16 Dakota History and Culture INS 495-J Instructor: Eric Buffalohead This course examines Dakota culture and history from 1650 to the present. Emphasis will be on cultural changes and development affecting the Dakota tribes in Minnesota. Students will be required to conduct in-depth research and to write a major paper of their findings. There will be an inclass final examination and questions will be given weekly to facilitate discussions. Maximum Enrollment: 15 Time: II Room: Music 23 Room: Murphy 111 * To ics: The Czaeh Republic: Social and Cu bra! Impact of the Emerging Free 7 Market Economy INS 495-K Instructor: ~ t StoHer u This intensive experience in contemporary Czech culturr and society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central Europe. Students will reflect critically on how their own life experiences have shaped their perspectives in the world, and how this differs from people in other countries. During week one, there will be excursions and field trips, that will explore the environs of Olomouc and study the history, culture, art, and architecture of the Czech Republic. Week two will focus on the Czech Republic's recent membership in NATO. Students will study the roots of the divisions of modern Europe, the concerns of the Czech government as it approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the ex-communist world, looking at how models are succeeding, and how different sectors of Czech society are responding to the changes in social norms and values which underlie these new economic initiatives. For more information and costs for the trip contact Stu Stoller at (612) 330-1772 Management Information Systems (MIS) See listing under Business Administration Social Justice in America POL 140-J Instructor:Andrew Aoki In this course, students will develop their ideas about social justice, and apply them to urban issues. This is a course for those who like discussing ideas, and who wish to become better thinkers. Students will develop their arguments in papers and class discussions. Reading is light, and most of the material is covered only in class, so attendance is essential. Students who anticipate having to miss one or more classes should not take this course. The most successful students will be those who are willing and able to engage in a rigorous and critical examination of their own views. Participation is required, including evaluating and commenting on the ideas of classmates. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Music 22 Environmental and River Politics POL 241-J Instructor: Joe Underhill-Cady We live and work on the shores of the largest river in North America. It is the reason the Twin Cities are located where they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem. Of late in cities across America there has been "a return to the river," and in this class we will be doing the same. The River stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power and beauty of the natural world, and there is much to be learned from studying it. Using the Mississippi as the focus, this course looks at the changes in thinking about the relationship between humanity and the natural world, as the relationship has been expressed in literature, law, science, religion, political philosophy, and popular culture. Particular attention will be paid to legal and cultural conceptions of the natural world, including the ideas of property and ownership. We will explore the distinction between wilderness and civilization and the political function of the line dividing those two realms. We will explore the river through the eyes and experiences of those who have worked and lived their lives along it, and through site visits to locations along the river, speakers in class, and on the Internet. Students will have an opportunity to explore their own interests in the river through individual projects, ranging from boat building, to lobbying at the State Capital, to the various Mississippi floods, to river ecology and "green consumerism." There will be opportunities to work with local river-related groups on those projects. Throughout the course students will be encouraged to dream, and to work on taking that vision and making it a reality, in building support for a project, in networking, in having patience, in following through, in working hard, and at the end, having something concrete to show for their efforts. These projects can be a prototype for the future pursuit of a vocation to contribute to their world in whatever way one is called to do so. Liberal Arts Perspective: Social World Graduation Skill: Critical Thinking Maximum Enrollment: 20 Tme: I Room: Old Main 25 Principles of Psychology PSY 105-J Instructor: Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Evaluation will be based on means of two tests and two lab reports. Liberal Arts Perspective: Human Identity Maximum Enrollment: 25 Time: II Room: Old Main 10 Psychology and Law PSY 335-J Instructor: Nancy Steblay Application of psychological principles and research methodology to legal processes and issues. The course emphasizes three content areas: eyewitness issues (such as lineup and interview procedures), courtroom procedures (jury selection, jury decision-making, pretrial publicity), and psychological profiles of offenders and victims. Grades will be based on exams and one paper. Prerequisite: PSY 105 Maximum Enrollment: 25 Time: II Room: Old Main 25 Basics in Youth and Family Ministry REL 235-J Instructor: Richard Hardel This course will provide students with the history and development of youth and family ministry in the U.S. It will provide students with basic skills and understanding for designing an effective youth and family ministry in a congregation. Students will study the latest research on children, youth, and families from Search Institute and learn the new paradigm of home and congregation in partnership for teaching and nurturing faith. They will learn the latest conceptual model of a holistic approach to youth and family ministry. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 25 mme: II Room: Music 24 Psychology I Theology of Death and Dying REL 390-J Instructor: John Benson This will be a multidisciplinary course, using materials from biology, psychology, sociology, history, world religions and Christian theology proper. It will also be ecumenical, since some of our theological material will come form Roman Catholic as well as Protestant sources. Religious traditions regarding death and the afterlife will be studied, and various ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will become acquainted with the field of mortuary science, the hospice movement in the United States and current medical practices related to the terminally ill. Daily lectures, discussions, quizzes and written assignments will be the format. Grades will be based on class participation, two tests and oral presentation of a research project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 'lime: I Room: Music 23 Topics: Psalms, Songs, and Religious Poetry REL 308-J Instructor: Rolf Jacobson A study of poetry from the Christian tradition, focusing on biblical psalms and poems, religious poetry, and Christian hymns and songs. An introduction to interpretation of poetry and poetry set to song. Students will be evaluated based on one major paper, leading three discussions of primary texts, and on class participation and preparation. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 1 or 3 Maximum Enrollment: 25 Time: I Room: Music 24 Topics: Religion at the Movies REL 309-J Instructor: Lori Hale Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Movies including the "The Matrix'', "The Shawshank Redemption", "Babette's Feast'', and "Wings of Desire" will be coupled with directed theological or historical readings. Essays, class participation, and a final paper will serve as the basis for evaluation. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: II Room: Music 22 The Vision of God in Nicholas of Cusa and Martin Luther REL 455-J Instructor: Mark Tranvik and Mark Fuehrer This course examines the thought of two major thinkers from the late medieval and reformation periods. We will read and discuss primary texts from Cusa and Luther, focusing on the theme of the "vision of God" Last three days of the course will be held at a lodge in northern Minnesota. Three extended essays will be the basis of evaluation. Team-taught by Professors Mark Fuehrer (philosophy) and Mark Tranvik (religion). A fee of $225.00 is required to cover lodging costs. This will need to be paid by December 1,2000. Transportation is student responsibility. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 20 Time: I Room: Old Main 10 Religion I Exploring Human Services SWK 257-1 SWK 257-J Instructors: Vern Bloom and TBA Experiential learning occurs as students volunteer 60 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to introduce the fields of practice in social work and to help students explore a possible major in social work or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Topics: Child Welfare Social Work and the Law SWK 295-J Intructor: Tony Bibus and Ragnhild Collin-Hansen This course will introduce students to social work practice in the area of child welfare with special focus on the relationship of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes, meet with key policy makers, observe court procedures and discuss practice and legal issues with child welfare social workers and possibly with families and children as well. There will also be opportunities to compare child welfare laws and practice in the US with those in Europe, especially Norway. The principles of permanency planning, family-centered practice, prevention and protection, and the twin goals in child welfare of securing safety and nurturing children while preserving their ties to their family will be examined. We will also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service strategies, encouragement of the adoption of children of color by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students will analyze the dynamic interplay of societal values, power, politics, facts and myths as they manifest themselves in child welfare laws; they will begin to form their own positions regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be in the form of assessments by instructors and students of the major paper or project completed for the course. Prerequisite: Social Work Majors or permission of Instructor Maximum Enrollment: 8 Time: II Room: Sverdrup 20 Field Work I: Integrative Seminar SWK 307-J & K Instructor: Curt Paulsen and Joe Clubb Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Human Community and the Modern Metropolis SOC 211-J Instructor: Gordon Nelson This course will examine the extent to which the experience of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for a class presentation, which must reflect on-site observation in a particular locale within the metropolitan area. In addition, class participation and a final examination will be basis for evaluating performance in the course. Liberal Arts Perspective: The City Maximum Enrollment 25 Time: I Room: Foss 175 Social Work rrs - Foundations in Women's Studies WST 201-J Instructor: Julie des Jardins This course offers an introduction to the interdisciplinary field of women's studies. Students will explore the scope of women's studies; develop greater understanding of diverse women's status, contributions, and concerns nationally and globally; and consider how women's studies and other academic disciplines influence our perspectives on women and men, and on policies and actions affecting people's lives. Throughout the course, we will make connections between gender, racelethnicity, economic class, sexuality and other differences in our analysis of women's experiences. Finally, we will explore ways to put our knowledge into action. This course requires active participation, daily reading and several short writing assignments. In addition, we will take field trips to visit some women's organizations in the Twin Cities. Graduation Skill Requirement: Speaking Maximum Enrollment: 20 Time: II Room: Old Main 13 Women's Studies Lifetime Sports The following activities are available to students during Interim, and students may register for these classes as well as for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation. Lifetime Sport: Badminton/Pickleball HPE 002-B Instructor: Brian Ammann Practice and playing of badminton and pickleball. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time 12:OO-1:00 M, T, W, Th, F Room Melby Gym northlsouth courts Lifetime Sport: Ultimate Frisbee HPE 002-F Instructor: Marilyn Florian Practice and playing of ultimate frisbee. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sport: Golf HPE 002-G Instructor: Brian Ammann Practice in the various shots used in the game of golf. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sports Introduction to Dance HPE 002-T/THR 002-T Instructor: Sandra Agustin See course information listed under THR 002-T Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Satern Auditorium Interim Abroad Social Work in Nicaragua-Challenges in Social Justice + January 7-26, 2001 SWK 295 (Contact your social work adviser about credit options.) Instructor: Randy Herman, Univ. of St.Thomas; Augsburg Contact: Tony Bibus Will introduce students to social issues faced by Nicaraguan families and communities in both urban and rural settings. Experiential in design, this course will provide opportunities to meet Nicaraguan people in their homes, communities and places of work. Spanish language proficiency is not required, as interpretation will be provided as needed. The course will include excursions to both rural and urban settings, opportunities for field experience and hands-on service, and classes in Spanish conversation. Cost: $2595, This includes roundtrip airfare from Minneapolis to Managua, all meals, lodging, ground transportation, program expenses and course tuition. Register for course at Augsburg College, Office of Registrar. Also, make application at the Center for Global Education in Murphy Place. Application deadline: October 20, 2000. Maximum Enrollment: 20. For more information contact: Study Abroad Office, Center for Global Education, Murphy Place, (612) 330-1 159. + Topics: Social Work & Education in Norway January 3-26, 2001 EDC 495-PISWK 295-P (Social work majors should contact their adviser about credit options.) Instructor: Hans Eriksson; Augsburg contacts: Tony Bibus or Susan O'Connor Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and health and welfare services to children, youth and families. Students may take one of two separate but parallel tracks: "Winter Recreation Programs with Children and Youth'', or "Social Work, Child Welfare Work, and Education." Lectures, field study, and practicum experience will introduce students to the content and context of professional practice in Norway as well as the unique Norwegian system of folk high schools. All classes will be taught in English and will contain both U.S. and Norwegian students. Prerequisites: Students signing up for the education track must have some experience in cross-country skiing. Cost: $2350. This includes roundtrip airfare from Minneapolis to Trondheim, Norway; all meals, lodging, program expenses, and course tuition. Register for course at Augsburg College, Office of Registrar. Also make application at the Center for Global Education in Murphy Place. Application deadline: October 20,2000. Maximum Enrollment: 20. For more information contact: Study Abroad Office, Center for Global Education, Murphy Place, (612) 330-1 159. UMAIE SPP 201-J Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454, (612) 330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. Africa and the Middle East The Middle East: A Spiritual Geography Tradition and Modernity in Africa: The Experience of Ghana Asia Development and Community in Bangladesh Australia and the South Pacific Sustainable New Zealand: Ecology, Economy and Society Europe Introduction to Peace and Conflict Studies: The Northern Ireland Context British Henlth Girt': Mecli~r,qSl~cr.irllNeeds , and Music Christian I,Viwslrip: 14r11t ~ j A r t Atz.l~itecture, ~ I N I orw~~y Sot:i(rl ht~rk1111tiEiiuci,~tiot~ 'lilt, (:zcc/l Kcprrtliic: Sorii~ln r d C.i:lrlrirral I~lipnrl(I)' the Kt1 I L : Y i11,q ~ lqrw M ~rk~+t J EL+O/KJI 71y 7'11~ E~ig!isIlScl~ooinlrtl Ft:llr~lily: A <A'o:nl~rl~nrri~ivc .St!aly Trikirr,qrr Qrrrrrr~ilr~rI.i:rrp irrlo Elrrgjr ' I ' h Ar!is~!sllook, ~ ' ~ O V C I I L to - L ,Pdris: f i c g i r ~ t ~ D i ~ I~ gY ~ W i411ii ~I~~ 7k;~irlrtirigI;ri,rr.l~ch Helkrrrzi~~g Br~~/nrt(l: !I ( ~ i A~li.it,ir/ u I ; r i ~ chcrs ~ Shaped the I,ito?~lurc.arlll Art oJ'R4nilcrrrI;r~~lnr~rt The I.r;tri/saipt,sc!il;rritl.r: C:IJ/III~J~IIJS, A h 6 t . ~ and , Parishes The L m / ( ; ( ~ t ~ r r t ~ ~ !Ai uj it~~ t: ~ r , i ~it1~ (Pf~ris ~~rs "Most German of the Arts": Music and German National Identity Psychoanalysis and Feminism: French, British, and American Perspectives Scandinavian Economy, Culture, and Society Latin America and the Caribbean The Cuba Story: Quantitative Journalism in Cuba Sailing in the Virgin Islands Social Work in Nicaragua Interim Abroad Other lnterim Abroad Courses HECUA Environment, Economy and Community in Guatemala Development and Community in Bangladesh ACTC Peace and Conflict Studies in Northern Ireland ACTC Creative Writing Workshop at St. Thomas The Language of Desire: Theory and Practice of the Love Poem For Advanced Creative Writers Course will carry upper division English credit Instructor: Leslie Adrienne Miller What makes a poem hot? What gives language that extra charge and sparkle? Why are bad poems about sex really bad? What is the role of the erotic in a poem? In a love poem? How do poems seduce us, engage our sense of physical desire via our imagination? How can we be sure we've written a sexy poem rather than a mere sex poem? How have poets answered these and other questions across a variety of times and cultural contexts? This course will explore these and other related questions with the assumption that poetic language can and often should be sensual, erotic, sparky, a flirtation with the reader, and the understanding that the sexiest of poems are seldom actually about the sex act itself. In this course we will take a look at erotic elements in poems and explore how poets handle physical desires of all kinds to engage and seduce their readers. Students will explore a variety of ways to work with erotic language and subjects. We will examine what makes particular images and metaphors sensual and how poets transform potentially dull and lor unsexy subjects into vibrant and appealing answers to human desire. The class will include in-class discussions of text, writers to the course, on the recommendation of the creative writing faculty. To be considered for enrollment in this course, con- Interim Abroad tact Cass Dalglish, (612) 330-1009, or Roseann Lloyd, (612) 330-1423, before registration. Time: Monday through Thursday 1-4 p.m. Room: 108 Christ Child Hall. University of St. Thomas Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. The washington Center 2001 Academic Seminars The Presidential Inauguration January 7-20, 2001 Pol 398-A The Washington Center's "Campaign 2000" academic seminars will conclude with a two-week seminar focusing on the inauguration of the next president. It examines the presidential transition of power and explores how the new administration succeeds in moving from campaign rhetoric to hallmarks in public policy. Participants also join in the celebration, pomp, and ritual of a presidential inauguration. One half credit is available from the political science department for this twoweek program. The course is a passlfail course based on participation in program activities including site visits, small group seminars, and journals. For further information about the program see Prof. Hedblom in Memorial Hall 117A; call her at (612) 330- 1197; or e-mail <hedblom@augsburg.edu>. There are four scholarships available to cover registration and tuition costs based on priority in registration through the political science department. Other
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Augsburg College Interim Catalog, 2002
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Augsburg College Interim Catalog, 2002
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Course Catalogs
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......................2 Options ......................4 Visiting Students ................5 About This Catalog................. 5 Calendar ........................6 Interim Courses ...................7 Lifetime Sports ...................36 Interim Abroad .................. 38 Other Courses ...
Show more ......................2 Options ......................4 Visiting Students ................5 About This Catalog................. 5 Calendar ........................6 Interim Courses ...................7 Lifetime Sports ...................36 Interim Abroad .................. 38 Other Courses ...................39 Introduction Introduction to Interim The College follows a 4- 1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The College is changing its calendar next year to a 4-4 calendar so January Interim 2002 will be the last opportunity to take an Interim course. Freshmen are required to take an Interim course their first year. All other current students are expected to complete the two interims required for graduation. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change and students should check with the instructor to verify the final costs. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration and will be charged WEC tuition $1321 per course credit and a $25 technology fee. If they do so, they may petition to take an additional 1.0 course credit in Weekend College for winter trimester. Augsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Betty Wade, afirmative action coordinator, Ofice of Human Resources, CB 79,Augsburg College, 221 1 Riverside Ave., Minneapolis, M N 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <wadeb@augsburg.edu>. Options International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 38. Some courses have early registration deadlines. Internships deadline-Friday, December 7. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent studylresearch or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4- 1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,844 for the Interim course plus a $25 technology fee. Students interested in registering for an Augsburg Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2002 November 13 to December 1 January 3 . . . . . . . . . . Interim registration ..........................First day of Interim Time I-9:00 a.m. (first day) Time 11-1:15 p.m January 4 . . . . . . . . . . . . . . Last . day to register or add a class January 7 . . . . . . . . . . . . . . . . . . . . . . .Last day to drop a class without notation on record January 16 ..................... Last day for determining grading option with registrar January 16 .........Last day for withdrawing from courses January 2 1. . . . . . . . . . . . . Martin Luther King Day-no class January 25. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends January 29. . . . . . . . . . . . . . . . . . . . . . . Spring semester begins February 1 . . . . . . . . . . . . . . . .Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 to 11:45 a.m. (Note:on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15-5:00 p.m. Note: Martin Luther King Day-no class For More Information For more information contact Barbara Pappenfus in the Interim Office at 612-330-1 150. h f e Drawing ART 247-J Instructor: John McCaffrey A study of undraped figures for art students and non-art students. The figures will be depicted with a variety of drawing media. Students will study form, structure, skeletal and surface anatomy, proportion, rendering techniques, and composition. There will be a $45 fee to be paid on the first day of class Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Tme: I Room: Old Main 17 /Topics: Watercolor Painting: Art of the French Table ART 300-J Instructor: Tara Christopherson A !r' Aim What Arles cafe seated Van Gogh on the yellow chair he immortalized? What Provencal traditions produced the inspiration for Cezanne's still life, Fruit Bowl, Glass and Apples? How did the region's pottery and glass artisans influence the dramatically modern Leger and Picasso? The wallpaper in Matisse's tableau, Harmony in Red-did it hang in his studio on the outskirts of Nice? And FragonardProvencal romantice, what perfumes from his native Grasse inspired his flower-filled paintings? In this course, students learn transparent watercolor techniques and experience the art of the French table by painting on location-subject matter, conversation, locations, and traditions that inspired masters. For more information, contact Prof. Tara Christopherson, 612-330-1232. Maximum Enrollment: 15 Marine Biology of the Florida Keys BIO 140-J BIO 340-J Instructor: William Capman dLm The Florida Keys provide an excellent site for study of natural history and ecology of marine, coastal, and sub-tropical communities. This class will spend about two weeks in Florida at the Newfound Harbor Marine Institute located on Big Pine Key. The institute offers laboratory facilities, oceangoing research platforms, housing, and a dining hall. Field trips to coral reefs (Looe Key National Park), tide pools, turtle grass flats, mangrove islands, and upland hammocks will be led by professional naturalists from the institute. Organisms and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after arrival at the station in order to provide opportunities to gather data over a period of several days. Visits to Pennicamp State Park, Key West, and the Everglades will be included. Evaluation will be based on: BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, and (4) final exam. Prerequisite for BIO 140: Any one of the following courses or their equivalents-BIO 101, 102,103,113, 114, or consent of instructor. BIO 340:(l)field and laboratory records, (2)personal journal, (3)quizzes at Marine Institute, (4)written report of the research project, and (5)final exam. Prerequisite for BIO 340: BIO 351 or BIO 481 or consent of the instructor. Estimated cost of the course: $2,500 (includes airfare, all ground transportation, housing, and meals while at the institute). Contact the instructor for details. Prerequisite: See Above Maximum Enrollment: 12 Time: II Room: Science 225 Rhe Biology of Aging BIO 185-J Instructor: Bob Herforth With the aging of the Baby Boom generation, interest in, and research on, the biological basis of the aging process has taken on an air of urgency, compared with an earlier more leisurely approach. This course surveys functional changes which occur in the body with age and diseases associated with aging, such as osteoporosis, Alzheimer's disease, and cardiovascular disease. The major theories that have been proposed to explain what causes aging will be presented, including findings on the cellular and genetic basis of aging. Attention will also be focused on the results of attempts to slow the aging process in experimental animals and humans. Prerequisite: None Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 /personal Finance BUS 240-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment and retirement planning. Evaluation: Quizzes and exams. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Foss 43 Responding to the Challenge of Japan BUS 368-J Instructor: Steven LaFave This course provides an examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be based on a paper, two 20minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or minoring in international business or any field of business administration, as well as anyone interested in Japan. Students who cannot attend every class should not enroll in this course. Prerequisite: Junior standing or consent of the instructor Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 25 Time: I Room: Old Main 29 Introduction to Polymer Chemistry and American Plastic CHM 104-J Instructor: Ron Fedie Previously there was the Stone Age, Iron Age, and Bronze Age. Now we live in the Age of Polymers (and Plastics). Without this innovative technology, life as we know it would be much different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and others that are used everyday come from different polymeric materials made from polymer molecules. In this course we will explore and discuss the world of polymer chemistry. Polyethylene is one of the most commonly used synthetic polymers in "plastic" wrap and trash bags. A common natural polymer, polyisoprene, is collected from the sap of rubber trees and tires, golf balls, and latex gloves are just some of the many uses. The class will focus on two books. One, American Plastic: A Cultural History, by Jeffrey Meikle, for the historical perspective of our world of polymers. Themes from the book, the different types of polymers used, and recent themes such as the recycling of plastics will be discussed. A second book, Giant Molecules, by Grosberg and Khokhlov, will help with the previously mentioned themes and give more depth to the broad world of polymers not covered in Meikle's book. There will be six lab periods in which some polymer molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group worksheets, six quizzes, six reflection papers, six lab periods, and an individual project and presentation. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 1 or 2 Maximum Enrollment: 22 Time: II Room: Science 315 States of Maiter (.50 Credit) CHM 114-J Instructor: Joan Kunz CHM 114 provides an overview of the main states of matter, examining the laws governing the behavior of gases, liquids, solids, colloids, and solutions. The course connects chemical theory and models of matter with real world behavior and application. CHM 114 is a required transitional course for students needing one year of general chemistry who enter at the CHM 105 level and intend to take CHM 116 in the spring. CHM 106 will not be offered in the spring of 2002; all students needing two semesters of general chemistry must take either CHM 1151116 or CHM 10511141116. Prerequisite: CHM 105 Time: I Room: Science 212 Introduction to Computer Science and Communications CSC 160-J Instructor: Charles Sheaffer This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Tune: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Grading will be based on examinations and programming assignments. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: II Room: Sverdrup 202 School and Society EDC 480-J Instructor: Joe Erickson -l'l~iscrmrse will rxanainc. the rr~lcof schools and ducatinn in two cultures: the United States and Nicaragua. Participants will have an opportunity to see how these two contrasting cultures and social systems view the role of schools within their societies. Every system of learning has both opportunities and defects. Those in leadership roles within each system make choices about how to educate. The goal of the course is to enhance participants' understanding of the role of teaching and learning within a society, both in the formal elementary and secondary educational systems and in non-formal educational structures such as adult literacy campaigns. For more information, contact Prof. Joe Erickson, 612-330-1647. Prerequisite: Sophomore-standing education majors & completed PPST & admitted to the education department Liberal Arts Perspective: Social World 1 or 2 Graduation Skill Requirement: Writing (If taken in conjunction with EDC 200.) Time: WEClDay 1 Topics: Live Theatre Here and Abroad: The Best of Two Worllds ENG 282-2 Instructor: Ron Palosaari & Darcey Engen W f/F , ~ I London, an exciting city to visit, has the best live theatre in the world. MinneapolisISt. Paul is one of the best places for drama in America. We will spend 10 days enjoying London theatre, nightlife, and cultural opportunities. Then we will return and study Twin Cities theatre, which has its own strengths. Students will also be assigned several museums and art gallery visits, hear guest speakers that will include directors, actors, and stage managers. Our course will be especially good for those students who want to travel abroad but are looking for a shorter or less expensive trip. Any interested student, however will find this course a rich educational experience. For more information, contact Prof. Ron Palosaari, 612-330-1005, or Prof. Darcey Engen, 612-330-1549. Prerequisite: None Liberal Arts Perspective: Aesthetics Topics: Investigating the Victorian Thriller ENG 282-D ENG 482-D Instructor: Dallas Liddle This course will study the phenomenon in 19-century Britain of the popular novel of suspense, mystery, and terror. From Frankenstein early in the century to Dracula at its end, the nightmares imagined by novelists of Great Britain have continued to interest and horrify readers throughout the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood, and Wilkie Collins were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes, and the villains (as one reviewer remarked) seemed like people the reader might meet at dinner. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that the politer genre of domestic fiction could hardly hint at including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life, industrial poverty, and empire. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Foss 20 Topics in History: Minnesota History HIS 195-J Instructor: Bill Green This course will cover the early racial, ethnic, political, and economic history of Minnesota, focusing on the Ojibway and Dakota, the explorations of the French and British, the U.S. territorial era, and statehood. We also will look at how European immigration impacted Minnesota, and how the rise of various political movements influenced the governance of the state. Prerequisite: None Maximum Enrollment: 25 Time: I Room: Old Main 23 Dance (men only) (0.5 course credit) HPE 232-M Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I- 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Dance (women only) (0.5 course credit) HPE 232-W Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I - 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Instructional Materials & Methods in Health Education HPE 390-J Instructor: Eileen Uzarek This course will cover principles and methods of instruction applied to health education(5-12). Emphasis upon teachingllearning strategies and student assessment. Development and delivery of lessonslactivities is included. Students are evaluated by their peers and the instructor on their ability to create, deliver, and assess health education lessons in a "real"c1assroom. Evaluationlgrading is also based upon the completion of a "technology project:' resource file, and exam. Prerequisite: HPE 110 Maximum Enrollment: 25 Time: I Room: Melby 202 Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff 1'1 e>m Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,500, which includes airfare for Augsburg day students and qualifying Interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN ONLY. Applications may be picked up from the office of Joyce I Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, 612-330-1247; no smoking is allowed; basic swimming skills; Graduation Skill Requirement: Lifetime Sport, also one course credit upper division Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled) Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I Room: Old Main 27 Paideia Seminars INS 255-J Instructor: Anne Kaufman Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and lor hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars, and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation, as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Old Main 18 Topics: I've Been Working on the Railroad INS 268-J Instructor: Noel Petit An overview of the history, technology, economics, and future of railroading in the United States. Includes visits to rail and transportation facilities here in the Twin Cities as well as a rail trip to Chicago on Amtrak to experience intercity and commuter rail systems. Designed to give the student an understanding of the significance of this hidden part of the U.S. economy. The student will learn how significant Minnesota has been in the development of rail systems where we are going in this growing industry. We will have a special emphasis on the development of the towns of the Midwest. Students will complete four papers (one each week) and present their paper to the class (with multimedia images and videos) each week. Students will critique each presentation. Trip Fee: $300. Note: This fee will be placed on your student account when you register for this course. Prerequisites: Effective Writing English 111 Maximum Enrollment: 25 Liberal Arts Perspective: The City Graduation Skill Requirement: Speaking Time: I Room: Sverdrup 201 Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson & Lynda Olson This course introduces students to the nature of work, and its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self-discovery learning activities, visits to Twin Cities businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options, complete a portfolio of reflections, exercises and selfassessments, and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: II Room: Lindell 16 Native American Storytelling INS 332-J Instructor: Sophia Jacobsen The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will learn how the art of storytelling is integral to story content. Liberal Arts Perspective: Aesthetics or Intercultural Awareness 1 Maximum Enrollment: 25 Time: II Room: Music 23 Topics: The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy INS 495-C Instruclor: Stu Stoller This intensive experience in contemporary Czech culture and society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central Europe. Students will reflect critically on how their own life experiences have shaped their perspectives in the world, and how this differs from people in other countries. During week one, there will be excursions and field trips that will explore the environs of Olomouc and study the history, culture, art, and architecture of the Czech Republic. Week two will focus on the Czech Republic's recent membership of NATO. Students will study the roots of the divisions of modern Europe, the concerns of the Czech government as it approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the excommunist world, looking at how models are succeeding, and how different sectors of Czech society are responding to the changes in social norms and values, which underlie these new economic initiatives. For more information contact Stu Stoller at 612- 330-1772 Applied Algebra MAT 105-J Instructor: Su Doree Concepts of linear, exponential, logarithmic, and other models with an emphasis of applications to the social and natural sciences, business, and everyday life. Prerequisite: Math Placement Group 2 Maximum Enrollment: 25 Time: I Room: Sverdrup 1 I ' Math of lnterest MAT 173-J Instructor: Nick Coult Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 205 Math of lnterest MAT 173-K Instructor: Ken Kaminsky Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 108 I Topics: Sounds and Sights of Europe w M U 5 179-J Instructors: Roberta Kagin & Gabe Gabrielsen d m\,/I ' I ' h i ~cnlirse provides an opl~nrtiir~ity t1-r visit sonw of tlw F Great Eurclpeau c~~ltural ccfilers that ~~rovidcd the impctits f i l l I development of cultural life in the New World. For more information you may call Prof. Roberta Kagin, 612-330-1273. Liberal Art Perspective: Aesthetics Maximum Enrollment: 15 Survey of Rock History and Musical Style, 1951-1971 MUS 204-J Instructor: Ned Kantar An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, written assignments, exam, and a group project. For non-music majors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: II Room: Music 3 . Skills of Music Theatre MUS 235-J THR 235-J Instructors: Sonja Thompson & Darcey Engen Music-theater exists in every culture, stemming from the basic human impulse to dance, sing, and express oneself. Come join theatre professor Darcey Engen and music professor Sonja Thompson as we explore this interdisciplinary art form, and assist you in developing your own performance skills. In addition to memorizing, analyzing, and performing your own scene from an opera, operetta, or a musical, you will also be introduced to music-theater from China, Japan, India, and other cultures. The course includes writing and research, class discussion and exercises, improvisation, and small and large group instruction. Performers of all levels are welcome, though some singing and acting ability is required. Interested students will be auditioned in December and appropriate material will be assigned. Course may be repeated with permission from the instructors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 Time: I Room: Sateren Auditorium Beginning Norwegian I NOR I l l - J Instructor: Becky Hegstad This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main 26 The Philosophy of Socrates PHI 231-J Instructor: David Apolloni We shall examine the historical and intellectual background of Socrates and what our sources allow us to say about his person and teachings. We shall clarify and critically examine Socrates' key teachings: that virtue is a form of knowledge and that all virtues are somehow one; that evil is ignorance; whether or not virtue can be taught; that it is impossible for wrong doer to be happy; and that being a citizen requires obedience to the state's laws, even if that means accepting one's own death. There will be take-home written assignments and weekly quizzes. Prerequisite: None Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: I Room: Old Main 13 Existentialism PHI 370-J Instructor: Bruce Reichenbach We begin with the philosophical background of Existentialism in Kierkegaard, Nietzsche, Husserl, and Heidegger. We then consider what it is to be beings-in-theworld by focusing on central themes such as freedom, absurdity, guilt, despair, paradox, risk, and the presence and absence of God in the philosophical and literary works of individuals like Sartre, Camus, Kafka, Beckett, and deBouvoir. Prerequisite: One prior course in Philosophy Maximum Enrollment: 25 Time: I Room: Music 22 Introduction to Space Science PHY 320-J Instructor: Ken Erickson This course provides a survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). Evaluation will be based on two exams, class assignments, one research paper, and at least one class presentation. Prerequisite: Phy 245 or permission of instructor Maximum Enrollment: 15 Time: I Room: Sverdrup 206 Environmental and River Politics POL 241-J Instructor: Joe Underhill-Cady We live and work on the shores of the largest river in North America. It is the reason the Twin Cities are located where they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem. Of late in cities across America there has been "a return to the river," and in this class we will be doing the same. The river stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power and beauty of the natural world, and there is much to be learned from studying it. Using the Mississippi as the focus, this course looks at the changes in thinking about the relationship between humanity and the natural world, as the relationship has been expressed in literature, law, science, religion, political philosophy, and popular culture. Particular attention will be paid to legal and cultural conceptions of the natural world, including the ideas of property and ownership. We will explore the distinction between wilderness and civilization and the political function of the line dividing those two realms. We will cxplott. the ~bivorlhrt>ughthc cycs and cxpcrienccs c b f those whv have wr-rkerl ancl lived their lives along il, anrl through sitc visits to Incatio~lsalong thc river, speakers in class, nnd on the Internet. S!~tdentswill t~avi.iln opportui~ity to explow thcir own inttresrs in tl~criver through i n d i v i d u a l projects, ranging rrom boat building, lo Inhlying at the Stutc Ct~pital,In rhe vnrinlrs Mississippi Honds, tn river wolcl~yand "green consumerism." There will bc o p p o r t u n i l i e s to work will1 Incrll river-relatctl groups 011 thasc projccts,'~h~.ou~liont thc coursc s ~ t ~ d e nwill t s he encousngctl to drcnm, and to worlc o t ~talcing that vision and ~ i ~ a k i nit gn i.e:~li~y, in building wip port lor n projccr, in netwnrlritls, in hilvinp, palicnce, in fclllnw ing rhrouph, in working hartl, R I I ~ at ! tlir enrl, 11;lving sornr~l~i~ig concrete to show for thtir effilrrs. T11esc pmjcc~s can h~ B j~rtjtntypcfor the f ~ ~ t ~pt ur ~ r s r ~nf i l a vnratiori lo cnntribute lo thc*jrworld in whntcvor wny one is celled to tic1 SO. Liberal Arts Perspective: Social World 1 or 2 Graduation Skill: Critical Thinking Maximum Enrollment: 25 Time: I Room: Old Main 25 Understanding Asian America: The Politics of Identity POL 282-J Instructor: Andrew Aoki This course focuses on Asian Pacific Americans (APAs) and thcir chilnging p o s i l i o n in Amcrican socie~y,Innking a t history ns ~ c l as l contcinpnr:lry ile\~cloymcnls. L l x n ~ i ~ i n c s Elnw hltAs hnvc hccn idcn~ificdhy olliers, ar~rlhow Asian An~cricar~s itlcntify thcrusrlvcs. Will Al+'ir fi~llnwa "'racial" pailern Isii~~ibr to Al'laicnnAmcricarts), or will they follow nn "eihnic" pattern (similar lo I'uropean Arnoricans)? Tc, what cxtcrit rrrill those not nf E u r o p c a n dcqccnt be sccn as part CII the mainstream rather than the margins? These questions are relevant not just for APA affairs, but also for the larger social changes that are sweeping America at the beginning of the Science and Religion J .9. -- 7 - REL 374-J Instructors: Larry Crockett & Mark Engebretson For somc in our sncicty, scie~lccir t l ~ driving c enainc ofa l)cttcr, inore scclrre l i f t i ~ n dthe hasis h r a philosopl-ty of life. I:or n~hers, scici~ura nrl irs assaciatecl ~cchnologieq,n long wit11 its inviratinn tn hecomc n glnbal wnrltlview, constilcitc a gl-nvc tlircal. Smne Cl~rislinnspart irulnsly iccl thrcntencrl by science. Tlris coarse will adclrcss ~ h c s rlnatters in two ways. Firs!, it will I~cginwiih a historica! nvcrview nS tlie relatioi~s bstwecn scicncc and tllc Chrisiinn f6~itll, empl~wsizills~lircc periods: he clrigins o f the Clrrisiian faith, thu clevcl~ipmentof "morlern" sciencc ant! ~~~cclianistic ~diilrrsal~liy, and thr recvilluat ion [tf scicncc anil natulnchirr Ihc 201h rcnt~rry.Scconci, it will stlldy systematically the wnrlctvictm of scicncc and religion to see how they compare. Class tilnc will hc tlivirlud ,lmnng a variety of artivitics including lectures, wliolc class tlisctrssicms, snlall Rruilp IU rorials, arrrl an oxtended simtr Intion cxercisu in dcvclnpirrg a space cillol~y,itlrawitig from thr ide;is rlcvclopcll in ihr coiirse. (hurse cv:tluatic~nwill I>c hnsurl un two sl~ortexams, participation in small group tutorials based on assigned readings, a group project presentation, and a major synthesis paper based on the group project and course materials. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 30 Time: II Room: Science 205 Topics: Heaven, Hell and the End of the World: Interpreting Biblical Apoca!yptic Liferature REL 490-J Instructor: Philip Quanbeck I 1 This course is a study of the apocalyptic literature of the Bible with emphasis on the book of Daniel in the Old Testament and the book of Revelation in the New Testament, as well as apocalyptic themes elsewhere in the New Testament, such as the letters of the Apostle Paul. The apocalyptic literature of the intertestamental period will also be examined. This course will also address the legacy of apocalyptic literature in the history of Christian thought and experience including an examination of contemporary apocalypticism. This will include the role of biblical apocalyptic imagery in art, literature, film, and popular culture. Coursework will include group presentations, two exegetical papers on biblical texts, and a final project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 1 or 3 Maximum Enrollment: 25 Time II Room: Old Main 25 Cultures of Violence SOC 290-J Instructor: James Vela-McConnell Street gangs and warfare. Police brutality and genocide. Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence? What do they have in common? How do they differ? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological, and socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos, debate of current issues in the field, and guest speakers from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction papers based on the readings, and classroom participation will be an important part of grading. This course has a lab fee of $25 payable the first day of class to the instructor. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Old Main 13 Topics: The Sociology of Social Movements SOC 295-J Instructor: Lars Christiansen Scores of social movements have shaped and challenged the social, political, and economic institutions of the United States. Many of these protest movements seek to change the established social order; some seek its defense and preservation. This course offers the sociological study of social movements in the United States within the last two centuries. We will explore important question such as: Why do people engage in protests at certain times, while at other times reamin silent? Why are people willing to risk their lives to create social change? How do social movements form, and what causes their decline? Is the use of violence an effective means of establishing social change? We will address these and other crucial questions through a systematic study of several social movements including labor, civil rights, feminist, environmentalist, and anti-global capital movements. Prerequisite: Soc 121 or permission of professor. Maximum Enrollment: 25 Time: II Room: Old Main 29 Documentary Video SPC 347-J Instructor: Deb Redmond Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. The production teams will produce a 30-minute documentary piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time for editing. Prerequisite: None Maximum Enrollment: 16 Time: I Room: Science 123 Exploring Human Services SWK 257-A SWK 257-B Instructors: Glenda Rooney & Francine Chakolis Experiential learning occurs as students volunteer 60 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to introduce the fields of practice in social work and to help students explore a possible major in social work or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Field Work I: Integrative Seminar SWK 307-A SWK 307-B Instructor: Curt Paulsen & Joe Clubb Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Introduction to Dance (0.0 credit) THR 002-T HPE 002-T Instructor: Sandra Agustin With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance, including modern, ballet, Asian, and Latin forms. Each class includes a rigorous physical warm-up, mixing yoga, pilates, and modern dance. Graduation Skill Requirement: Lifetime Sport Prerequisite: None Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Sateren Auditorium Modern Dance/lmprovisation THR 004-J HPE 004-J Instructor: Sandra Agustin Students will learn various phases of movement incorporating floor exercise and will learn to travel through space using level, volume, and floor pattern, culminating in the creation of short, improvisational pieces. Graduation Skill Requirement: Lifetime Sport Prerequisite: THRIHPE 002 or instructor's permission. Maximum Enrollment: 15 Time: 1:OO-2:00 M, T, W, Th, F Room: Sateren Auditorium Skills of Music Theatre THR 235-JIMUS 235-J Instructors: Sonja Thompson & Darcey Engen See course information listed under MUS 235-J. Resources for Youth and Family Ministry Y FM 201-J Instructor: Nancy Going The Twin Cities are home to many youth and family organizations and parachurch ministries. This course in an unbelievable opportunity to visit many of them, and to get to know many of the creative people who have conceived and given shape to significant resources for the church. In addition, students will have hands-on opportunities to review and use the printed, music, media, and Web resources that are shaping ministry in the church today. Finally, students will learn a process for planning, and develop their presentation skills by providing leadership for a two-day retreat. Retreat costs: $30. We will pool transportation for site visits and the retreat. Prerequisite: REL 111, 221, or 331 Maximum Enrollment: 25 Time: II -January 3, 4, 7 - 11, 17, 18, 22, & end with retreat on January 23-24 from 9:00 a.m. on January 23 to 8:00 p.m. on January 24. Room: Sverdrup 1 Peer Ministry: Principles and Leadership YFM 232-J Instructor: Lyle Griner Students will be instructed to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 15 Time: 9 a.m. - 11:30 a.m. on January 3,8, l0,22, & 24; and 9 a.m. - 5 p.m. on January 14, 15, 16 & 17 Room: Sivertsen Lifetime Sports The following activities are available to students during Interim, and students may register for these classes as well as for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation. Lifetime Sport: Badminton/Pickleball HPE 002-B Instructor: Brian Ammann Practice and playing of badminton and pickleball. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Melby Gym-northlsouth courts Lifetime Sport: Ultimate Frisbee HPE 002-F Instructor: Paul Grauer Practice and playing of ultimate frisbee. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sport: Golf HPE 002-G Instructor: Brian Ammann Practice in the various shots used in the game of golf. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 16 Time: 1:00-2:00 M, T, W, Th, F Room: Air Structure Introduction to Dance HPE 002-T/THR 002-T Instructor: Sandra Agustin See course information listed under THR 002-T. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Satern Auditorium Modern Dance/lmprovisation HPE 004-JTTHR 004-J Instructor: Sandra Agustin See course information listed under THR 004-J. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 1:00-2:00 M, T, W, Th, F Room: Satern Auditorium Interim Abroad UMAIE SPP 201-J Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following - courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454,612-330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. Africa e5 the Middle East African Stories: Philosophical Ideas in Literature Crossroads Africa: Arts and Culture in Morocco The Natural History of Tanzania Australia and the South Pacific Sustainable New Zealand: Ecology, Economy and Society Australia: The Economy and its Social Context Europe Introduction to Peace and Conflict Studies: The Northern Ireland Context The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy Tltr 13rrcqlish Srlrard nnrl l:rrt~riiy:A Cot?~parrrtiveStudy in Nirt', Id~*tlr), and Paris Frct~rhI,nri,vra,qc rrrtd Culrr~n~ ?t~~errnl?rli~rrr .'ipnrrisi~C n ~ r g i r g rrrlrri Ctrl/rri-cin Southern Spain Live Theatre In and Around London The Lost Generation: Americans in Paris Spain: The Influence of a National Culture on Organizational Practices Theatre in England Watercolor Painting: Art of the French Table The European Union in the 21st Century Latin America and the Caribbean School and Society . Other Interim Abroad Courses HECUA Development and Community in Bangladesh ACTC Peace and Conflict Resolution in Northern Ireland ACTC Creative Writing Workshop at Hamline: Transforming Genres Course will carry upper division English credit Instructor: David Mura David Mura will teach the ACTC 2002 advanced creative writing course at Hamline University. His topic will be "transforming genres." Mura, a poet, creative nonfiction writer, critic, playwright, and performance artist, will encourage students to write in one genre to explore shifting their work to another genre. The total class size will be limited to 2-3 recommended students from each college. Prerequisites: Eng 226, or other introductory creative writing course, and recommendation of the creative writing faculty. To apply for this course, contact Professors Cass Dalglish and Doug Green. Maximum Enrollment: Three student writers from each of the ACTC colleges. Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. Inside Washington 2002: Academic seminars Politics and the Media Politics, Power, and the Presidency January 6-1 8, 2001 Pol 398-A(l.O Credit) January 2002 marks the end of President Bush's first year in office and the beginning of the race for the congressional midterm elections that may mean a party switch in the House or Senate. Much is also at stake at the state level as numerous gubernatorial races may determine who will run for president in 2004. Many retirements and new seats as a result of reapportionment and redistricting means that the political deck is being reshuffled. Who will be advantaged? What are the likely outcomes? What main forces will be at play? How will President Bush's policy agenda affect the political landscape and what role does the media play in the political and policy games of Washington, D.C.? Inside Washington 2002 is an exceptional opportunity for students to step into the fire of politics and gain a unique insight into these and many other issues. Through site visits, tours, briefings, and lectures, politicians, media personalities, policy makers, and scholars will take students on a behind-the-scenes journey through the halls of power. Don't miss this special opportunity to go inside Washington! The first week, "Politics and the Media:' will examine how the relationship between politicians and the media shapes political news. The second week, "Politics, Power, and the Presidency:' will explore the first year of the Bush Administration, and the influences that affect the public policy agenda of any new presidential administration. For further information about the program see Professor Hedblom in Memorial Hall 117A, call her at 330-1197, or email: hedblom@augsburg.edu.There are four scholarships available to cover registration and tuition costs based on priority in registration through the political science department.
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Augsburg College Summer Catalog, 1968
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Augsburg College Summer Catalog, 1968
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SUMMER SCHOOL AUGSBURG SUMMER SCHOOL p e r m i t s s t u d e n t s t o e a r n up t o t e n Term C r e d i t s d u r i n g a six-weeks s e s s i o n b e g i n n i n g Monday, June 24. ( F i r s t - and second-year German courses b e g i n one week e a r l i e r , June 17, and conclude l a ...
Show more SUMMER SCHOOL AUGSBURG SUMMER SCHOOL p e r m i t s s t u d e n t s t o e a r n up t o t e n Term C r e d i t s d u r i n g a six-weeks s e s s i o n b e g i n n i n g Monday, June 24. ( F i r s t - and second-year German courses b e g i n one week e a r l i e r , June 17, and conclude l a t e r . ) PERSONS PLANNING t o a t t e n d Summer School a r e a d v i s e d t o a p p l y w e l l i n advance, i f p o s s i b l e , e s p e c i a l l y i f t h e y w i s h t o r e g i s t e r f o r "demand" courses (see page 7 ) . ADDRESS SPECIFIC INQUIRIES t o Dr. M. C . Stenshoel, D i r e c t o r o f Summer School, Augsburg C o l l e g e , M i n n e a p o l i s , MN 55404. AUGSBURG COLLEGE AUCSBURG is a four-year liberal arts college in an urban setting. With a 12-block campus in the heart of Minneapolis, it is oriented both physically a nd philosophically toward the pulse and excitement, the problems and opportunities, of contemporary metropolis. INTO THIS URBAN environment Augsburg College brings a century of concern for scholarship, a reputation for great teaching, and a student body committed t o the values of education in a Christian community. FULLY ACCREDITED by the North Central Association and other agencies, Augsburg College offers the Bachelor of The college Arts degree in 29 major fields of study. is associated with The American Lutheran Church. IN MINNEAPOLIS THE METROPOLITAN area of Minneapolis-St. Paul provides Augsburg students the stimulation and challenge that is urban America today. The City provides a laboratory for social and political inquiry. It is focal point for the cultural explosion in art, drama, and music. It provides innumerable opportunities in sports and recreation. In short, the City adds a unique and significant dimension to the Augsburg educational experience. THE WORLD-FAMED TYRONE GUTHRIE Theater, the pennantchasing Minnesota Twins, the Summer Symphony, the Minneapolis Institute and the Walker Art Center these are but the beginning of opportunities for the student attending Augsburg Summer School. CLASSES: STUDENTS INTENDING t o t a k e c o u r s e s o n b o t h campuses should plan t h e i r schedules t o allow about 20 minutes' commuting t i m e b e t w e e n campuses. W h i l e s t u d e n t s a r e r e s p o n s i b l e f o r t h e i r own t r a n s p o r t a t i o n , t h e Summer S c h o o l w i l l a s s i s t i n t h e making o f commuting a r r a n g e m e n t s when n e c e s s a r y . MORNING MOST COURSES a r e s c h e d u l e d f o r t h e m o r n i n g h o u r s Monday t h r o u g h F r i d a y , Four-credit c o u r s e s meet f o r p e r i o d s o f 65 m i n u t e s , f i v e - c r e d i t c o u r s e s f o r 8 0 minu t e s . S e m i n a r s and I n d e p e n d e n t S t u d y c o u r s e s w i l l m e e t a t t i m e s m u t u a l l y a g r e e d upon by s t u d e n t s and i n s t r u c tors. EVENING TO ACCOMMODATE s t u d e n t s whose summer employment p r e c l u d e s morning c l a s s e s , and t o i n c r e a s e f l e x i b i l i t y o f scheduling, s e v e r a l courses w i l l be taught during the evening hours. M e e t i n g t w i c e a week (Monday and Wedn e s d a y , o r T u e s d a y and T h u r s d a y ) , e v e n i n g c l a s s e s w i l l r u n from s e v e n t o t e n o ' c l o c k , w i t h a 1 5 - m i n u t e b r e a k . For s p e c i f i c l i s t i n g s , c o n s u l t t h e schedule. Eligibility PERSONS I N good s t a n d i n g a t r e g i o n a l l y a c c r e d i t e d c o l l e g e s and u n i v e r s i t i e s , a s w e l l a s g r a d u a t e s o f s u c h i n s t i t u t i o n s , a r e e l i g i b l e t o a t t e n d Augsburg Summer School. "Good s t a n d i n g " i m p l i e s t h a t t h e s t u d e n t h a s b e e n a d m i t t e d t o a c o l l e g e and h a s n o t s u b s e q u e n t l y b e e n d r o p p e d by t h a t i n s t i t u t i o n . I N ST. PAUL ACCEPTANCE a s a summer s t u d e n t d o e s n o t i m p l y a d m i s s i o n a s a r e g u l a r s t u d e n t o f Augsburg C o l l e g e ; p e r s o n s w i s h i n g t o c o m p l e t e a d e g r e e program a t t h e c o l l e g e s h o u l d apply f o r admission through t h e O f f i c e of Admissions. TO INCREASE c o u r s e o f f e r i n g s a v a i l a b l e t o s t u d e n t s , Augsburg C o l l e g e i s c o o p e r a t i n g w i t h C o n c o r d i a C o l l e g e , S t u d e n t s may S t . P a u l , i n i t s Summer S c h o o l program. r e g i s t e r f o r c o u r s e s t a u g h t o n t h e C o n c o r d i a campus, a s w e l l a s f o r t h o s e o f f e r e d a t Augsburg, u s i n g 3 s i n g l e form. For s t u d e n t s t a k i n g advantage of t h i s opportun i t y , t u i t i o n and f e e s a r e p a y a b l e t o Augsburg, and a l l g r a d e s and c r e d i t s w i l l b e e n t e r e d d i r e c t l y upon t h e i r Augsburg t r a n s c r i p t s . 4 COURSES TAUGHT o n t h e C o n c o r d i a campus a r e d e s i g n a t e d i n t h e accompanying s c h e d u l e by t h e u s e o f i t a l i c s . W h i l e most o f t h e C o n c o r d i a o f f e r i n g s c a r r y a v a l u e o f t h r e e c r e d i t s , some ( i d e n t i f i e d b y a c r e d i t v a l u e o f 1@3-411) may b e t a k e n f o r e i t h e r t h r e e o r f o u r c r e d i t s ; s t u d e n t s e l e c t i n g t o take such courses f o r f o u r c r e d i t s w i l l be r e q u i r e d t o c o m p l e t e a s s o c i a t e d work i n i n d e pendent study under t h e d i r e c t i o n o f t h e i n s t r u c t o r of the course. STUDENTS ADMITTED t o Augsburg C o l l e g e f o r t h e F a l l Term o f 1968 a r e e l i g i b l e t o a t t e n d Summer S c h o o l , a s a r e p e r s o n s a d m i t t e d by o t h e r c o l l e g e s f o r t h e F a l l t e r m . STUDENTS OF OTHER i n s t i t u t i o n s a r e r e q u i r e d t o p r o v i d e t h e D i r e c t o r o f Summer S c h o o l w i t h a s t a t e m e n t from a n a p p r o p r i a t e o f f i c i a l ( e . g . , R e g i s t r a r o r Dean) o f h i s c o l l e g e t h a t h e i s i n good s t a n d i n g and e l i g i b l e t o e a r n c r e d i t s i n t h e summer s e s s i o n . C r e d i t s earned a t Augsburg w i l l b e t r a n s f e r r e d o n l y i f t h i s r e q u i r e m e n t h a s been f u l f i l l e d . 5 OTHER PERSONS w i s h i n g t o t a k e summer s c h o o l work s h o u l d c o n t a c t t h e D i r e c t o r o f Summer S c h o o l t o a s c e r t a i n e l i g i b i l i t y under s p e c i a l circumstances. I I I I I Tuition FULL SUMMER TUITION for not more than 1 0 credits is $220. For a single four-credit course, tuition is $115; for a five-credit course, $140. For fewer than four credits, the charge is $30 per credit. In some cases, such as private lessons i n applied music, special additional fees are charged. A Registration Fee o f $5 is added for registrations completed later than June 15. A TUITION DEPOSIT of $25 is required at t h e time of registration f o r students taking six or more credits. For five credits or less the required deposit is $15. Checks should be made out to "Augsburg College". The tuition deposit i s refundable only if the courses selected, including alternate choices, should be withdrawn because of inadequate demand. Housing DORMITORY HOUSING for unmarried students is available at a charge of $40 for the six-week session. Cottage housing, with cooking privileges, is available for the same period for $50. Occupancy is from June 2 3 to August3. Those rlesiring housing for an additional period will be charged at the rate of $1.00 per day for dormitory housing,or $1.35 per day for cottage housing. STUDENTS WILL PROVIDE their own pillows, blankets, and bed linens. Course Information COURSE VALUES at Augsburg College are measured in Term Credits. The number of credits assigned normally corresponds to the number of 50-minute periods the course meets each week during a ten-week term o f the regular academic year. Term Credits are directly interchangeable with Quarter Credits. AUGSBURG COURSES numbered 50 and above are considered upper-division offerings and are intended primarily for juniors and seniors. (Concordia offerings numbered 300 and above may be considered upper division.) INDEPENDENT STUDY courses are available in a number of departments and carry upper division credit, thus permitting qualified students to earn such credit when regular upper-division classes are not available. Work in Independent Study is to be done under the direction of a specific faculty member who will serve as guide and evaluator. Before registering for Independent Study a student should obtain the approvalof the responsible department and faculty member; approval forms are available from the Summer School Office. COURSES MARKED with a n asterisk (*) are offered subject to adequate demand. When registering f o r such a course, a student should, if possible, list other courses as alternate choices. Courses without the asterisk are definitely scheduled a n d are, therefore, particularly appropriate as alternates. A ROOM DEPOSIT OF $10 should accompany the applications of students intending to live in college housing. FAMILY ACCOMMODATIONS may be available. Persons interested should communicate directly with Mr. Richard Berg, Business Manager, Augsburg College. Board 6 CAMPUS FACILITIES for meals include a coffee shopsand automated services. A regular board plan will n o t be in operation during the summer session. Resident students wishing to prepare their own meals should arrange for cottage housing. ART ART 1 . INTRODUCTION TO THE FINE ARTS. 4 Cr. Historical and topical studies. Participation in the cultural life of the community, leading toward appreciation and criticism. 7-10 p.m., Mondays and Wednesdays. M r . Thompson. & ART: STUDIO COURSES.* 4 C r . Select not Art 7, more than one of the following: Drawing; 18, P a i n t i n g I ; 21, S c u l p t u r e I; 78, S c u l p t u r e 11; 50, Ceramics I; 51, Ceramics 11. 7:30-10:05 a.m. M r . H o l e n . BIOLOGY BIOLOGY 1 .* EINCIP_LES OF BIOLOGY. 5 C r . b a s i c c o l l e g e course i n biology, not i n t e n d e d f o r majors i n b i o l o g y . $ 5 - l a b o r 8:45-10:05 a.m. M r . U r d a h l . atory fee. COMPUTER SCI ENCE COMPUTER SCIENCE 45.* INTRODUCTION TO COMPUTER SCIENCE. 4 C r . T h e o r y m o d e r n A p a r t i c u l a r computer d i g i t a l computers. language i s i n t r o d u c e d . Includes a survey o f computer a p p l i c a t i o n s , p r o b l e m s . 7-10 p.m., Tuesdays, T h u r s d a y s . M r . S t e r n . ECONOMICS ECONOMICS 22.* PPINCIPLES OF ECONOMICS I. 4 Cr. An i n t r o d u c t o r y c o l l e g e c o u r s e i n economics. 7-10 p.m., Mondays, Wednesd a y s . Mr. S a b e l l a . EDUCATION G ER MAN II GREEK, I PSYCHOLOGY OF LEARNING. EDUCATION C-416. 3 Ch. An e d u c a t i o n a l psychology c o u r s e : motivation; r a t e s of learning, f o r g e t t i n g ; communicati.ng a t t i t u d e s , s k i l l s , unders t a n d i n g ; r e a s o n i n g and problem s o l v i n g . ST. PAUL: 10:55-11:50 a.m. M r . Heideman. EDUCATION 8 9 . THE TEACHING OF FOREIGN LANGUAGE TO ELEMENTARY SCHOOL PUPILS. 5ParC r e d i t Workshop, June 2 4 - J u l v 26. t i c i p a n t s w i l l t e a c h German oE French t o area children. For more i n f o r m a t i o n , s e e V i s i t i n g P r o f e s s o r : M r . Edener. p. 12. ENGLISH ENGLISH 91. SEMINAR on a m a j o r American T h i s summer's o r B r i t i s h w r i t e r . 3 Cr. seminar w i l l consider M e l v i l l e . Evenings, as a r r a n g e d . Mr. N i c h o l l . A L AT I N HISTOR ENGLISH 1 1 . COMPOSITION AND LITERATURE. 4 C r . An i n t r o d u c t o r y Freshman c o u r s e . Two s e c t i o n s : 7:30-8:35 o r 8:45-9:55 a.m. Mr. B e r g s t r o m , Mr. N i c h o l l , I I ENGLISH 99. C r . See p. INDEPENDENT - STUDY. Variable 7. Mr. B e r q s t r o m , &. N i c h o l l . GERMAN B-131-132. BEGINNING GERMAN I , 11. 9 : m i s compliii f i r s f - y e a r c o l l e g e German c o u r s e i s n i n e weeks i n l e n g t h , from J u n e 17 t h r o u g h August 1 6 . ,* ST. PAUL: 9:30-10:25 and 10:55-11:25 a.m. Mr. Engel h a r d t . a. GERMAN 3 - 4 . SECOND YEAR COLLEGE GERMAN. Note: T h i s complete s e c o n d - y e a r 8 Cr. c o u r s e meets 8 weeks, J u n e 17 t o August 9 . 8:45-10:05 10:45-11:55. Mrs. B a l t i n a . CLASSICAL LANGUAGES 99. INDEPENDENT STUDY. V a r i a b l e C r See p 7. M r . C o l a t c i . HISTORY A-331. U. S. H I S T O R Y . 3-4 Ch. The p e r i o d from t h e American R e v o l u t i o n t h r o u g h p o s t - C i v i l War R e c o n s t r u c t i o n i s s t u d i e d . I f taken f o r f o u r c r e d i t s , an a d d i t i o n a l p r o j e c t i s r e q u i r e d . ST. PAUL: 9:30-10:25 a.m. Mr. B a r t l i n g . 19th C_EflURY EUROPE. 3-4 HISTORY A-353. P o l i t i c a l , .$decs$ogical, economic, and 7:30s o c i a l developments. - ST.. PAUL: 8:25 a.m. Mr. B a r t l i n g . Ch. ENGLISH 45.* MAJOR AMERICAN WRITERS. 5 Works o f s e l e c t e d w r i t e r s from ColoCr. n i a l times t o t h e p r e s e n t ; t h e i r contribut i o n s t o t h e development o f American l i t erature. 8:45-10:05 a.m. Mr. B e r g s t r o m . ENGLISH 8-364. MASTERS OE E N G L I S H L Z T ERATURE. 3 C h . Major a u t h o r s , i n c l u d i n g , among o t h e r s , Chaucer, S h a k e s p e a r e , S w i f t . M i l t o n , C a r l y l e , Shaw, ~ e a t s ; and ~ l i o t ; ST. PAUL: 8:30-9:25 a.m. Mr. Lange. .m. HISTORY 99. INDEPENDENT STUDY. C r . See p . 7 . Mr. C h r i s l o c k . 9 MUSI Variable *- MUSIC 1.* THEORY I. 4 C r . P r i n c i p l e s of n o t a t i o n , major and minor s c a l e s ; interv a l s , t r i a d s , ' rhythms -- t h e i r a p p l i c a t i o n i n w r i t t e n e x e r c i s e s . Aural s k i l l s , s i g h t reading, dictation, part-singing. A fundamental c o u r s e f o r music s t u d e n t s . Prer e q u i s i t e : Passing a theory entrance t e s t . 10:45-12:05. Mr. Johnson. RELIGION I RELIGION A-202. HZ$TOR,Y AND LITERATURE OF T - ~ - N & W . T E ~ T ~ A ~EU-~ ~ ~ J + the kQy T e s t a m e n t , i n c l u d i n g t h e l i f e and t e a c h i n g s o f J e s u s , t h e e s t a b l i s h m e n t and growth o f t h e c h u r c h . ST. PAUL: 11:5512:45. Mr. Sohn. APPLIED MUSIC. P r i v a t e i n s t r u c t i o n may b e a v a i l a b l e i n v o i c e ; s t r i n g , keyboard, and wind i n s t r u m e n t s . 1 C r . f o r 10 l e s s o n s . Note: An a d d i t i o n a l c h a r g e o f $40 i s made f o r e a c h 10-lesson s e r i e s . For informat i o n c o n t a c t t h e Department o f Music. RELIGION A-404. LUTHERAN CONFESSIONAL WRITINGS. 3 Ch. A n a T y s i s - o f p o r t i o n s o f t h e Book o f Concord i n h i s t o r i c a l p e r s p e c tive. ST. PAUL: 11:55 a.m.-12:45 p.m. Mr. R u d n i c k . PHILOSOPHY 21. PROBLEMS OF PHILOSOPHY. Introduction t o t h e nature, n i ~ r ~ s . 4 Cr. c e n t r a l problems, and t e r m i n o l o g y o f p h i losophy. 7:30-8:35 a.m. Mr. S a n d i n . RELIGION 8 2 . CONTEMPORARY ROMAN CATHOLIC THEOLOGY. 4 C r . Trends o f Roman C a t h o l i c t h e o l o g y and r e l a t i o n o f t h e o l o g i c a l and b i b l i c a l i n s i g h t s t o t h e dogmatic d e f i n i t i o n s o f t h e c h u r c h . 7-10 p.m., Tuesdays, Thursdays. Mr. C o l a c c i . . \ PHILOSOPHY PHILOSOPHY 9 9 . INDEPENDENT STUDY. b l e C r . See p . 7. M r . S a n d i n . VariaI PHYSICS POLITICAL SCIENCE 4 Cr. The s o l a r PHYSICS 1. ASTRONOMY. system, s t a r s , g a l a x i e s . The u s e o f o p t i c a l i n s t r u m e n t s ; v i e w i n g w i t h a 12" 7-10 p.m., Tuesr e f l e c t i n g telescope. days, T h u r s d a y s . Mr. Hanwick. SOCIOLOGY I SOCIOLOGY 57. SUMMER WORK I N CORRECTIONS Note: T h i s i s AND.-SOCIAL SERVICE. 5 Cr. a s p e c i a l summer program n o t i n t e g r a t e d w i t h o t h e r Summer School o f f e r i n g s . F o r information w r i t e Dr. Joel Torstenson, Auqsburg C o l l e g e POLITICAL SCIENCE 92. POWER AND COMMUNITY InterdisciI N MODERN METROPOLIS. 5 C r . p l i n a r y s t u d y , p o l i t i c a l and s o c i o l o g i c a l , b f t h e changing- i n s t i t u t i o n s and p r o c e s s e s o f community and government i n t h e contemporary u r b a n s e t t i n g . C l a s s e s meet o f f campus. 8:45-10:05 a.m. Mr. T o r s t e n s o n . I ' POLITICAL SCIENCE 99. INDEPENDENT STUDY. V a r i a b l e Cr. See p . 7 . Mr. Stenshoel. PSYCHOLOGY PSYCHOLOGY 5.* W R A L PSYCHOLOGY. 5 C r . The b a s i c p r o c e s s e s u n d e r l y i n g b e h a v i o r . ~ x a m i n a t i o n o f t h e p r i n c i p l e s , methods, and a r e a s o f s p e c i a l i z a t i o n i n p s y c h o l o g y . 10:45-12:05. M r s . Andereqq, PSYCHOLOGY 99. b l e Cr. See INDEPENDELIT STUDY. V a r i a M r s . Anderegg. p. 7. SOCIOLOGY A-221. PRINCIPLES OF SOCIOLOGY. 3-4 Ch. An i n t r o d u c t o r y c o u r s e emphasizi n g human group l i f e and man's s o c i a l environment. ST.PAUL: 8:30-9:25 a.m. Mr. Dannehl. SOCIOLOGY 61 .* INTRODUCTION TO SOCIAL STATISTIC_S. 5 C r . M e t l i o X s - i T c o l l e c t i n g , comparing, and i n t e r p r e t i n g d a t a i n t h e s o c i a l s c i e n c e s . Graphs, t a b l e s , measures of c e n t r a l t e n d e n c y ; t h e t e s t i n g o f hypot h e s e s . 10:45-12:05. Mr. F!ordl i e . SOCIOLOGY 92. POWER AND COMMUNITY I N MODERN METROPOLIS; 5 Cr. (See P o l i t i c a l S c i e n c e 92 . ) 8:45-10:05. Mr. ~ o r s t e ' s o n . 11 SPEECH 11. BEGINNING SPEECH. 4 Cr. B a s i c problems o f k f f e c t i v e s p e a k i n g and c r i t i c a l l i s t e n i n g . 8:45-10:05. M i s s C o l e . 'G *.. Associated Programs THIS FIVE-WEEK WORKSHOP ( E d u c a t i o n 89) i s o f f e r e d through t h e c o o p e r a t i o n of f i v e Twin C i t y c o l l e g e s : Augsburg, Haml i n e , M a c a l e s t e r , S t . C a t h e r i n e and S t . Thomas. Dates a r e June 24 t h r o u g h J u l y 26. Guided by D r . W i l f r i e d Edener, a s p e c i a l i s t from Germany now s e r v i n g a s F o r e i g n Language C o n s u l t a n t t o t h e f i v e i n s t i t u t i o n s , p a r t i c i p a n t s w i l l work w i t h f i f t h - and s i x t h - g r a d e r s , i n t r o d u c i n g them t o e i t h e r German o r French over a four-week p e r i o d . CARRYING a f i v e - c r e d i t c o u r s e v a l u e , t h e Workshop i s open t o t e a c h e r s now i n s e r v i c e , a s w e l l a s t o u n d e r g r a d u a t e s competent i n e i t h e r language. T u i t i o n i s $100. Because t h e number of p a r t i c i p a n t s i s l i m i t e d , p e r s o n s p l a n n i n g t o a t t e n d should submit a p p l i c a t i o n s t o Augsburg Summer School a s soon a s p o s s i b l e , s p e c i f y i n g t h e p r e f e r r e d language. SUMMER SCHOOL APPLICATION PLEASE PRINT LEGIBLY OR TYPEWRITE. M a i l completed form, t o g e t h e r w i t h r e q u i r e d d e p o s i t s ( s e e page 6 ) , t o Summer S c h o o l , Augsburg C o l l e g e , M i n n e a p o l i s , Minnesota 55404. L a s t , F i r s t , Middle BORN: 19 ., ADDRESS : PRESENT C ig - - - . -- - _ -- EDUCATIONAL STATUS: STIPENDS c o v e r i n g b o a r d , room and c o l l e g e t u i t i o n a r e a v a i l a b l e f o r s t u d e n t s who a r e a c c e p t e d . Majors i n A r t , E d u c a t i o n , Music, N u r s i n g , P o l i t i c a l ( o r S o c i a l ) S c i e n c e a r e e s p e c i a l l y encouraged t o a p p l y ; p r e f e r e n c e i s g i v e n upper-classmen. R e q u e s t s f o r a p p l i c a t i o n forms should be d i r e c t e d t o : Youth D i v i s i o n , The American L u t h e r a n Church, 422 South F i f t h S t r e e t , M i n n e a p o l i s , MN 55414. I n c l u d e your name, a d d r e s s , and z i p code. 2. - - -. \ Female .State . - MARRIED? - - - - .. -- . --- Zip - .- S t a t e -_ - .. - -. Zip - - -- - - - H i g h e s t l e v e l o f e d u c a t i o n completed a s o f J u n e , 1968: - High School g r a d u a t e - Freshman y e a r of c o l l e g e - Sophomore y e a r o f c o l l e g e - Junior - Senior - Other: year of c o l l e g e y e a r of c o l l e g e Are you now working toward a c o l l e g e o r u n i v e r s i t y d e g r e e ? - Yes - No THIS PROGRAM combines i n d e p e n d e n t s t u d y and a p a i d work experience i n s o c i a l s e r v i c e f o r undergraduate s t u d e n t s . A p p l i c a n t s need n o t be s t u d e n t s a t Augsburg C o l l e g e . Since t h e number of o p e n i n g s i s l i m i t e d , e a r l y a p p l i c a t i o n s a r e suggested. For i n f o r m a t i o n w r i t e Chairman, Department of S o c i o l o g y , Augsburg C o l l e g e , M i n n e a p o l i s , Minnesota 55404. Male Street TWENTY STUDENTS from a l l p a r t s of t h e U n i t e d S t a t e s w i l l p a r t i c i p a t e i n a u n i q u e e d u c a t i o n a l e x p e r i e n c e a s members of a " l i v e - i n " g r o u p , spending e i g h t wesks ( J u n e 17 t h r o u g h August 9) i n t h e North S i d e c r i s i s a r e a of M i n n e a p o l i s . Earning academic c r e d i t s a t Augsburg C o l l e g e , p a r t i c i p a n t s w i l l pursue i n d e p e n d e n t s t u d i e s , a s w e l l a s t h e f i v e - c r e d i t c o u r s e , S o c i o l o g y ( o r P o l i t i c a l S c i e n c e ) 92: See page 10. 1. - Street PERMANENT ADDRESS: CiRjr 12 SEX: ( I f "yes", p l e a s e complete i t e m s a , b , and c , below.) a. At what c o l l e g e ? b. What d e g r e e do you e x p e c t t o e a r n ? c,. W i l l you want c r e d i t s e a r n e d a t Augsburg C o l l e g e No t r a n s f e r r e d t o t h i s c o l l e g e ? - Yes ( I f "no", p l e a s e u s e t h e s p a c e below t o b r i e f l y your e d u c a t i o n a l p l a n s and g o a l s . ) - indicate . ES. From t h e l i s t e d c o u r s e s on pages 7-11, p l e a s e e n t e r t h o s e which c o n s t i t u t e f i r s t c h o i c e f o r y o u r Summer School program. T o t a l c r e d i t s may n o t exceed t e n . I T o t a l Number o f C r e d i t s : ALTERNATES. HOUSING. P l e a s e l i s t below o t h e r c o u r s e s you a r e w i l l i n g t o s u b s t i t u t e , s h o u l d l a c k o f demand r e q u i r e c a n c e l l a t i o n o f a c o u r s e l i s t e d above. Do you wish t o r e s e r v e c o l l e g e h o u s i n g ? Yes ( I f "yes", specify: (See - Dormitory page 6.) - Cottage) - No DEPOSIT. I e n c l o s e a check o r money o r d e r , payable C o l l e g e , i n t h e amount o f $ a s follows: - , to to Augsburg be c r e d i t e d Tuition Deposit, $ Housing D e p o s i t , $ I submit t h i s A p p l i c a t i o n s u b j e c t t o t h e c o n d i t i o n s o f t h e 1968 Augsburg Summer School b u l l e t i n , which I have r e a d and u n d e r s t a n d . e -. Date s.igna-eurt
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Augsburg College Summer Catalog, 1969
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Augsburg College Summer Catalog, 1969
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Course Catalogs
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JULY AUGUST COURSE VALUES a t Augsburg College a r e measured i n Term C r e d i t s , and a r e d i r e c t l y i n t e r changeable w i t h Q u a r t e r C r e d i t s , t h e u n i t used f o r t h e i t a l i c i z e d courses l i s t e d below, which a r e t a u g h t a t Concordia C...
Show more JULY AUGUST COURSE VALUES a t Augsburg College a r e measured i n Term C r e d i t s , and a r e d i r e c t l y i n t e r changeable w i t h Q u a r t e r C r e d i t s , t h e u n i t used f o r t h e i t a l i c i z e d courses l i s t e d below, which a r e t a u g h t a t Concordia College, St. Paul. Augsburg courses numbered 50 and above a r e intended p r i m a r i l y f o r j u n i o r s and s e n i o r s , as a r e Concordia o f f e r i n g s 300 o r l a r g e r . STUDENTS PLANNING t o t a k e Independent Study courses must o b t a i n p r i o r permission of t h e Approval forms a r e a v a i l a b l e from department and i n s t r u c t o r w i t h whom work i s t o be done. t h e Sumner School O f f i c e . COURSES ARE OFFERED SUBJECT t o adequate demand. Because some may be c a n c e l l e d , students may wish t o l i s t a l t e r n a t e courses when making a p p l i c a t i o n . STUDIO ART and INDEPENDENT STUDY-. Credit may be earned in drawing, painting, composition, printmaking, or art history -CA~,~,P. 7 10 55, 6 7 , 83, 84, . , -, 1 9 7 7 --, 85. 99. Variable credits. First and/or ------ second terms. Thompson. --"Lob" . SUMMER STUDENTS may e a r n up t o t e n t e r m c r e d i t s d u r i n g t h e F i r s t Session ( s i x weeks), and an a d d i t i o n a l f i v e c r e d i t s i n t h e Second Session ( t h r e e weeks). Term c r e d i t s a r e d i r e c t l y interchangqable w i t h quarter c r e d i t s . AUGSBURG i s c o o p e r a t i n g w i t h Concordia C o l l e g e , S t . Paul, i n i t s Summer School program. Because t h e Second Session a t Concordia l a s t s f o u r weeks, s t u d e n t s may r e g i s t e r f o r as many as s i x c r e d i t s i n Second Session courses t a u g h t on t h e S t . Paul campus. TUITION CHARGES depend upon t h e number o f c r e d i t s f o r w h i c h a person i s r e g i s t e r e d , w i t h a d e c r e a s i n g c o s t p e r c r e d i t when t o t a l c r e d i t s a r e i n c r e a s e d . The t a b l e below i n d i c a t e s t o t a l t u i t i o n f o r varying c r e d i t levels.* -- - *persons submitting a p p l i c a t i o n s a n a d d i t i o n a l f e e o f $5.00. some s c i e n c e c o u r s e s . Students s h o u l d c o n s u l t t h e Summer S c h o o l a f t e r May 1 4 w i l l be c h a r g e d Laboratory f e e s a r e added i n taking private music lessons office for rates. A-, EDUCATION 65. METHODS AND MATERIALS: SOCIAL STUDIES. 2 Cr. Includes objectives, principles, and techniques in elementary social studies; unit development. (Prereq.: 55, 56.) Second Term. TTh. 7-10 ~ EDUCATION C-221. BIOLOGY 6. HUMAN ANATOMY AND PHYSIOLOGY. 5 Cr. Structure and function of the human body. For non-majors. First and Second Terms. TTh. 7-10 p.m. Mickelberg. CHEMISTRY 5. PRINCIPLES OF CHEMISTRY. 6 Cr. Concepts and laws underlying chemistrv: examnles from inoroanic and organic chemistry. For non-malors. Lab fee: $5.00. Flrst Term. 10:35-11:55 a.m. plus two afternoon labs per week. Gyberg. EDUCATION C-357. First Term. St. Paul. TEACHING OF ART. 2 Cr. 10:lO-11-00 a.m. Rickels. EDUCATION C-420. HISTORY AND PHILOSOPHY OF EDUCATION. 3 Cr. Second Term. 10:5012:05 p.m. Poehler, Otte. St. Paul. EDUCATION C-451. TEACHING OF ARITHMETIC. 2 Cr. Second Term. 10:lO-11:OO a.m. Warnke. St. Paul. EDUCATION C-480. 3 Cr. First Term. St. Paul. COMPUTER SCIENCE 45. INTRODUCTION TO COMPUTER SCIENCE. 4 Cr. Theory of modern digital computers. A particular computer language is introduced. Includes a survey of computer applications, problems. Second Term. 8-11 a.m. Gulden. ECONOMICS 22. PRINCIPLES OF ECONOMICS I. 4 Cr. An introductory college course in economics. 7-10 p.m., MW. Sabella. ECONOMICS 51. INTERMEDIATE MICROECONOMICS. 5 Cr. Theory of demand, of the firm; price and output determination, factor price determination. First Term. MW 7-10 p.m. Sabella. INTRODUCTION TO EDUCA; 11:lO a.m.- TION. 3 Cr. First Term. 12:15 p.m. St. Paul. CHILDREN'S LITERATURE. 9:lO-10:00 a.m. Meyer. EDUCATION C-490. TESTS AND MEASUREMENTS. 3 Cr. Second Term. 9:05-10:ZO a.m. Kaden. St. Paul. ENGLISH 45. MAJOR AMERICAN WRITERS. 5 Cr. Works of selected writers from Colonial times to the present; their contrsutions to the development of American literature. First Term. 8:45-10:05 a.m. Davis. ENGLISH 52. THE ANTEBELLUM SOUTH: ITS 4 Cr. Thematic HISMRY AND LITERATURE. examinationofpre-Civil War Southern life: for each 10-lesson series. For information contact the Department of Music. PHILOSOPHY 2 1 . PROBLEMS OF PHIWSOPHY. 4 Cr. Introduction to the nature, aims, central problems, and terminology of philosophy. First Term. 10:35-11:40 a. rn. Reichenbach. CHRISTIAN VIEW OF MAN. 4 CK. The Christian doctrine of man and salvation. Its uniquenees and relevance to certain other contemporary views of the nature and destiny of man. First Term. 10:35-11:40 a.m. Benson. PERSONS IN good standing at regionally accredited colleges and universities, as well as graduates of such institutions, are eligible to attend Augsburg Summer School. Good standing implies that the student has been admitted to a college and has not subsequently been dropped by that institution. R E l I B I O M R-210. ACCEPTANCE as a summer student does not imply admission as a regular student of Augsburg College; persons wishing to complete a degree program at the college should apply for admission through the Office of Admissions. RELIGION 84. 9:05-10:20 a.m. R E L t ~ l o nR-211. r ~ urr z PHILOSOPHY 6 1 . PHILOSOPHY OF RELIGION. 5 Cr. An inquiry into the nature of religious faith, experience, and language. First Term. 8:45-9:50 a.m. Reichenbach. rfrsrmcwuAKD THA' OWI Y'~~11'hHKNT. 3 i r . Wlfall. HTSToRY W # IJWrUTIJRZ ~ ~ P T A K E ~ . ,~ . 9:05-10:20 a.m. . Wffall. RELIGION R-330. Cr. First Term. Sohn. St. Paul. PHILOSOPHY 99. INDEPENDENT STUDY. var. Cr. First Term. Time Arranged. michenbach. L I T ~ A N R GOF S e n d 'l'rml. St. Paul. W sc~onrl T-. STUDENTS ADMITTED to Augsburg College for the Fall Term of 1969 are eligible to attend Summer School, as are persons admitted by other colleges for the fall of this year. St. Paul. CHRISTIAN DOCTRINE. 4 11:lO a.m.-12:15 p.m. IF REGULARLY ATTENDING another institution, a student must provide the Director of Summer School with a statement from an appropriate official (e.g., Registrar or Dean) sf his college that he is in good standing and eligible to earn credits in the summer session. Credits earned at Augsburg will be transferred only if this requirement has been met. RELIGION R-430. LUTHERAN CONFESSIONAL WRITINGS. 3 Cr. Second Term. 7:40-8:55 a.m. Stach. St. Paul. RELIGION R-460. PHYSICS 1 . INTRODUCTION TO ASTRONOMY. 4 Cr. The solar system, stars, galaxies. The use of optical instruments; viewing with a 12" reflecting telescope. 7-10 p.m., TPh. Hanwick. TERS. 1 Cr. TTh. Stach. SEMINAR IN PASTORAL LETSecond Term. 1:OO-2:15 p.m. St. Paul. OTHER PERSONS wishing to take summer school work should contact the Director of Summer School to ascertain eligibility under special circumstances. SOCIOLOGY 1 1 . P O L I T I C A L SCIENCE 2 1 . AMERICAN GOVERNMEW 11 NATIONAL. 5 Cr. Emphasis on the Presidency, Congress, ard the Supreme Court; conflict, consensus, economics, and ideological factors. Second Term. 8:4510:05 and 10:35-11:55 a.m. Stenshoal. P O L I T I C A L SCIENCE 51. CONTEMPOR~RYCOMMU4 Cr. The political NIST GOVERNMENTS. ~rocesses'of the Soviet Union and other communist states analyzed in ideological, party, and institutional terms. First Term. ITh. 7-10 p.m. Noonan. P O L I T I C A L SCIENCE 99. INDEPENDENT STUDY. Variable credit. First Term. Time arranged. Noonan. MAN IN MODERN SOCIETY. 4 Cr. A sociological perspective of the cultural and structural dynamics of the western world. First Term. 8:45-10:05 a.m. Torstenson. SOCIOLfiGY 57. 5l.lMQ:R W K 111 C C ; ? r ! E C T ? s z-XLAI. GERVICR. 5 ( 5 . N U ~ O I n b t h r a a special summer program not integrated with other Summer School offerings. For information w i t e Dr. Joel Torstenson, Augsburg College. btlll SOCIOLOGY 6 1 . INTRODUCTION TO SOCIAL 5 Cr. Methods of collecting, and intermeting data in the social sciences. Graphs. tables, measures of central tendency; the testing oP hypotheses. First & Second Terms. 5:306:20 p.m. M-F. (9 weeks) Nordlie. STATISTICS. cnmnarino. . r----.=. I di . GENERAL PSYCHOLOGY. First Term. 10:lO-11:OO a.m. Maneks. PSYCHOLOGY C - 2 1 1 3 Cr. St. Paul. PSYCHOLOGY 99. RESEARCH PROBLPIS. SPEECH 11. BEGINNING SPEECH. 4 Cr. Basic problems of effective speaking and critical listening. 8:45-10:05. Olson. SPEECH 99. INDEPENDENT STUDY. Variable Credit. Arranged. First Term. Olson. I I LIMITED food 1 service w i l l be a v a i l a b l e d u r i n g the summer sessions. I f housing i s r e q u i r e d , arrangements should b e J a m e s L a n c a s t e r , Manager o f H o u s i n g . made w i t h M r . WORKSHOP DESCRIPTION OF COURSES - June 16 20,1969 g:OO a.m. 10:30 a.m.. . . . . . . . . . . ..Knut Nystedt - The discussion will center on "Music in Europe i n the Atomic Age" and "New Sounds in Choral Music." Many taped examples, as well as the actual scores, brought from Europe by Mr. Nystedt will be used. - 10:45 a.m. 12:15 p.m.. . . . . . . . .Leland B. Sateren I DR. LELAND B. SATEREN, a 1935 graduate of Augsburg College, received his master's degree from the University of Minnesota i n 1943. He returned to Augsburg in 1946 and has directed the Augsburg Choir and served as chairman of the Department of Music since 1950.In 1965 he was honored with a Doctor of Humane Letters degree from Gettysburg College, Gettysburg, Pa., and a Doctor of Music degree from Lakeland College, Sheboygan, Wis. With many published choral works to his credit, Dr. Sateren has also written several books and numerous articles on choral music and its performance. Wide interest i n the field of music is evidenced by his professional memberships in the Music Educators Association, the Hymn Society of America, and his work as a member of the Inter-Lutheran Commission on Worship. The Augsburg Choir, under Dr. Sateren's direction, has premiered several contemporary pieces which emphasize t h e "new sound" i n choral music. In December the choir sang the premiere of Christobal Halffter's "Yes Speak Out Yes" i n the General Assembly of the United Nations in New York City with the Minnesota Orchestra. Choral Topics I "Graphing the Vowel," "Suspensions and Other Organic Expressive Elements" a n d "Part Dynamics" are included in the topics for discussion and demonstration. - 1:30 p.m. 3:30 p.m. . . . . . . . . . . . . .Dale Warland This study of larger-than-anthem choral works will include Penderecki's "Stabat Mater," Stravinsky's "Symphony of Psalms," Nicolas Roussakis' "Night Speech," Britten's "Rejoice in the Lamp," Poulenc's "Gloria," a_nd others. I Recreation Period KNUT NYSTEDT, a graduate of the Oslo Conservatory of Music, is conductor of the Norwegian Soloist Choir and professor of choral conducting at the University of Oslo. He is ;currently composer in residence at Augsburg College. In the United States he has studied composition with Aaron Copland, conducting with Robert Shaw, a n d organ with Ernest White. His compositions, both choral and instrumental. have been premiered i n Norway by both the Oslo Philharmonic Orchestra and the Norske Solistkor and in this country by several orchestral and choral groups including the Augsburg Choir. Mr. Nystedt recently received the St. Olaf Veda1 from the King of Norway for his contributions to the musical life of his country. In the year of its birth, Nystedt's setting of "De Profundis" won the coveted Norwegian prize as the best composition of the year, all categories considered, and it was subsequently performed a t t h e International Society for Contemporary Music. Given its U. S. premiere by the Augsburg Choir, the revolutionary character of the piece opened new paths in choral composition and performance in this country. His later "Praise to God" continued the exploration of new sounds. This work was given its world premiere by the Augsburg Choir. DR. DALE WARLAND has been at Macalester College since 1967. A native of Fort Dodge, Iowa, Dr. Warland is a graduate of St. Olaf College and has attended the University of Minnesota (M.A.) and the University of Southern California (D.M.A.). His professional career has included positions at Humboldt State College (Calif.), and Keuka College (New York) before joining Macalester. He has prepared several major choral works for performance with the Minnesota Orchestra. During the past season, the Macalester choirs participated q i t h the symphony i n Penderecki's "St. Luke's Passion" premiere in New York City and in a local performance of "Missa Solemnis" by Beethoven. Minneapolis, the City of Lakes, offers a full and varied program of recreation opportunities to complement the facilities a t Augsburg College. Swimming i n one of the many lakes, golfing at the municipal courses and other activities are easily accessible to participants. - 6:30 p.m. 7:30 p.m.. . . . . . . . . .Leland B. Sateren Choral Topics I1 "Color and Concept," "Directing Mixed Meter Music," "Line" and "Functional Choral Music" are some of the topics to be considered. - 7:30 p.m. 9:30 p.m.. . . . . . . . . . . . . .Knut Nystedt "The Interpretation ?nd Performance of Music by Knut Nystedt. AUGSBURG COLLEGE ABOUT THE WORKSHOP Music is never static. It is constantly alive speaking - expressing. As music continues to develop new avenues and vehicles of expression, the director must seek the understanding and techniques of bringing this expression to his audience. Leland B. Sateren and the Augsburg Choir have long been associated with the presentation of "new" choral music. Each year they have premiered important new works such as Nystedt's "Praise to God." Knut Nystedt, Norway's leading composer of choral music, is active in the "new" sounds in choral composition. Mr. Nystedt is extending his stay as composer in residence at Augsburg College to take part in this workshop. Dale Warland, director of choral organizations at Macalester College, has been associated with the preparation and performance of a number of larger contemporary works including the New York City premiere of Penderecki's "St. Luke's Passion" with the Minnesota Orchestra. Augsburg College has chosen this, its Centennial Year, to enter the field of choral workshops. The importance of this new music, the music of the future, will be the primary focus of the Sateren Choral Workshop in its first year. TUITION Without Credit . . . . . . . . . . . . . . . . . . . . . . . $~o.oo* This includes mimeographed materials and attendance ?t 911 sessions. Participants will be given the opportunity of purchasing the music used in the workshop. Partial Registration . . . . . . . . . . . . . . . . . . . $25.00~ Partial registration is available for those unable to attend the complete workshop but wishing to take part as their schedules permit. Undergraduate Credit.. . . . . . . . . . . . . . . . . . $20.00 One or two undergraduate credits may be earned through Augsburg College upon examination and payment of the special $20.00fee. This fee is leveled by the college and has nothing to do with the $50.00 fee listed above. *A 10% discount will be granted to applications received b y May 30. ROOM AND BOARD Single Rooms . . . . . . . . . . . . . . . . . . . . . . . . . $55.00 Double Rooms . . . . . . . . . . . . . . . _ . . . . . $45.00 Participants .will be housed in the new high-rise dormitory, Urness Tower. Meals will be served in the College Center Commons. Accommodations for wives or husbands are available. AUGSBURG STUDENT NO. -Mr. NAME: - Miss Mrs. COLLEGENOW ATTENDING, i f o t h e r t h a n Augsburg: PRESENT ADDRESS: ZIP: PHONE : PERMANENT ADDRESS: ZIP: PHONE: CLASSIFICATION AS OF JUNE, 1969 [ P l e a s e c i r c l e ] : F r . SO. J r . S r . O t h e r : I p l a n t o attend: * - F i r s t Term (June 9 - J u l y 18) Second Term ( J u l y 21-Auaust 9 ) * T h e Second Term a t C o n c o r d i a , S t . P a u l , l a s t s a n a d d i t i o n a l w e e k , i . e . , t h r u A u g u s t 16 FROM THE LIST OF p r o j e c t e d Summer School o f f e r i n g s , p l e a s e e n t e r below your FIRST and ALTERNATE c h o i c e s . Actual o f f e r i n g s w i l l be determined by demand. A normal maximum of 15 c r e d i t s may be earned d u r i n g t h e two terms [16 c r e d i t s i f t h e Second Term work i s taken a t Concordia C o l l e g e ] . FIRST CHOICES Dept. No. Title Term [ s l Credits 1 ALTERNATES I ENCLOSE A TUITION DEPOSIT OF $ . A t u i t i o n d e p o s i t o f $25.00 i s r e q u i r e d f o r p e r s o n s p r e r e g i s t e r i n g f o r f i v e o r more c r e d i t s ; t h e d e p o s i t f o r f o u r o r f e w e r c r e d i t s i s $15.00. Payment i n f u l l o f Summer S c h o o l c h a r g e s i s r e q u i r e d when f i n a l r e g i s t r a t i o n i s c o m p l e t e d o n t h e d a t e c l a s s e s a r e s c h e d u l e d t o b e g i n . Make c h e c k t o Augsburg C o l l e g e I submit t h i s A p p l i c a t i o n and P r e r e g i s t r a t i o n s u b j e c t t o t h e c o n d i t i o n s o f t h e 1969 Augsburg Summer School B u l l e t i n , which I have read and agree t o . Date : . Signature: . - - . .. . R e t u r n c o m p l e t e d f o r m , t o g e t h e r w i t h d e p o s i t , t o Summer S c h o o l O f f i c e , Augsburg C o l l e g e , M i n q e a p o l j s , MN 55404. Or b r i n g t o t h e Summer S c h o o l O f f i c e , Memorial H a l l , Room 1 1 1 . " c ~ ~ - - ~ ~ ' X ~ L ~ , , , ~ , ~ ~ ~ ~ ~ ~ ~ ~ " C C C - . b MtZd w* REGISTRATION FORM E n c l o s e d i s $20.00 r e s e r v a t i o n f e e f o r t h e S a t e r e n C h o r a l Workshop. ( T h i s f e e may be r e f u n d e d i f t h e Manager i s n o t i f i e d o f c a n c e l l a t i o n b e f o r e s e s s i o n s b e g i n o n J u n e 1 6 . ) Please check a s applicable: - I d e s i r e a s i n g l e room. - My w i f e o r husband w i l l -I do n o t d e s i r e c o l l e g e accompany me, housing. - I am r e g i s t e r i n g f o r c o l l e g e c r e d i t . Name: , - . . -. - . . . ... Address : - . . . Date: , . ..-. ... , -. - - R e g i s t r a t i o n s f o r t h e Sateren Choral Workshop should be m a i l e d t o : Workshop, Augsburg College, M i n n e a p o l i s , MN 55404. . . . - ZIP: Manauer, Choral - C C C C 1
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Augsburg College Summer Catalog, 2000
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Augsburg College Summer Catalog, 2000
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Course Catalogs
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L . - - - augsburg in the summer Augsburg College offers a varied summer curriculum that includes courses in more than 16 academic disciplines as well as internships and independent studies. Term I runs from May 30 to June 23. Term I1 runs from June 26 to August 3. A detailed listing of...
Show more L . - - - augsburg in the summer Augsburg College offers a varied summer curriculum that includes courses in more than 16 academic disciplines as well as internships and independent studies. Term I runs from May 30 to June 23. Term I1 runs from June 26 to August 3. A detailed listing of courses begins on page 8. term one summer session info I1 w I May 30 to June 23 term two % June 26 to August 3 Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by the North Central Association of Colleges and Schools.* T h e small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. II I (312)263-0456.Web site <wwtu.ncacihe.org> Augsburg general education: Courses fulfilling Augsburg's Liberal Arts Perspectives and Graduation Skills requirements are so noted along with the description of the course. Course levels: T h e first digit of the three-digit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. about augsbu * North Central Association of Colleges and Schools, Commission on Jnstitutionr of Higher Education, Course loads in Summer Session: Students may take one course credit during Term I and up to two course credits during Term 11. Unless otherwise indicated, all courses carry a value of one course credit. O n e Augsburg course credit is the equivalent of four semester credits and six quarter credits. ' Independent study: Independent studies inay be arranged in consultation with individual faculty members. Internships: In addition to those listed, internship opportunities may be arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning at (612) 330-1 148 for more information. Employer reimbursement:: Students who qualify for reimbursement by their employers may use their reimbursement to pay for Summer Session courses. Housing: Students who need housing may contact the Residence Life Office at (612) 330-1488. T h e College reserves the right to cancel listed courses. information Additional information may be obtained from: Summer Coordinator Augsburg College Campus Box $144 22 11 Riverside Avenue Minneapolis, MN 55454 (612) 330-1787 www.augsburg.edu/summer eligibility Persons in good standing at regionally accredited colleges and universities, graduates of s ~ ~ institutions, ch and students admitted for the next fall term are eligible to attend Augsburg Summer Session. Good standing implies that the student has been admitted and not subsequently dropped by that institution. Other persons wishing to take summer courses should contact the coordinator of summer school to ascertain eligibility under special circumstances. Students accepted for Summer Session are not automatically granted admission as regular students of Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, (612) 330-1001, or the Weekend College Admissions Office, (612) 330-1743. calendar ~yschedule ning April 10, yo1 -.~mmer Session courses at the Enrollment and Financial Services Center between 9:00 a.m. and 5:00 p.m. A $100 tuition deposit must be paid at that time for each course scheduled. This deposit will be applied to your summer school tuition and is not refundable unless the course is canceled. If a course that you have scheduled is canceled, you may elect to receive a refund or apply the deposit to the tuition for another course. We recornmend that you schedule your courses as early as possible. Many courses fill early, and courses with low enrollments will he canceled one week before the first day of the term. Tuition must be paid in full at the Enrollment and Financial Services Center (see deadlines below), or you will be dropped from your course(s). Summer registration may be confirmeci beginning May 10. Students taking courses during Term I must complete their registration by May 31. Term I1 registration must be completed by June 27. This procedure applies to all summer classes, including internships and independent studies. T h e Enrollment and Financial Services Center is located in the Science Hall, Room 152 and is open from 9:00 a.m. lay. It to 5:00 p.m. Monday thi( w ~ l he l open un ' ' 1.m. on lvlay 10 and May 31 anc une 26 and 27. en on Saturdays T h e center i between 10:OO a.m. and 1:30 p.m. when W e ~ t - n JCollege is in session. paid in full in order for Tuition ~n I to be complete. r reg .-1. Irg s~uuentswho have unpaid ; from previous terms must pay . . these balances before they may confirm their sumn 'loo1 registrations.) A late fee oi 5 will be assessed for students who register after the second day of the term. N o Term I registrations will he accepted after June 2nd, and Term I1 registrations will not be accepted after June 30th. To change your registration you will need to fill out an add/ilrop form at the Enrollment and Financial Services Center. There is a charge of $75 for changing a course after 3:30 p.m. on the second scheduled day of each term. This procedure applies to internships and independent studies as well as scheduled courses. Refunds and adjustments to fees are outlined in the "Tuition Refund Policyn section of this brochure. Scheduling begins Balance of tuition due Classes begin Balance of tuition due April 10 May 19 May 30 May 31 Last day to: *Change grading option June 9 *Drop class without notation June 2 *Register with late fee of $75 June 2 (no registrations will be accepted after this date) -1oliday .ast day to withdraw from class lasses end 3rades due in registrar's office June 16 June 23 July 5 April 10 June 26 June 26 June 27 July 14 June 30 June 30 July 3 & 4 July 31 August 3 August 11 Atrfishnrg(:ollege, os affthl~cdi n i l s mission, does not discrilninare on the hnsis of race, color, crecd, pligion, nutior~alor ethl~icorixin, oge, gerldir, ~ e x l r aoil'rntatii~n, l lllotirnl stattts, srrrtirs with iewinl [ i t [~~cblic nssistonce, or dls<~hilityin its edircntiun policies, rvbnissionr j~olicies,zcholnrship and loan [mlpolns, athletic at~d/o~.sihoolodlninistered I ~ r ~ ~ g r o rercel~t n s , i n those illhta~lcerqoherc religion is n hona fidr ~ ~ c c ~ ~ p n t y~mlificc~tion. ionnl Arrgsh~tr~ r d ~ ~ r o v i d imosonnhle l~ji ncc~~~nmodntiol~z to its elnl~loyeesorld its stlrclentr. Cullege iis o ~ l n ~ n i l t to A n y ~11~estiollr concerning Alrgsbl~rg'scolnl~liancewith federal or state regularions ilnj~lelnentil~g eqlcol access o r ~ d bl~portr~nity can be directed to Lorn Sterl, nfi?natiz,e n c ~ i o ncoordilla~or,(3ffce of H l r l n n l ~Resi>urces,CB 79, Augshlcrg Collefir, 22 i I Ritcrzide Avr!, Mimleal~olis,MN 55454. She can be reached by telel~hone, ( 6 1 2 ) 330-1023; n i by e-lnail, <.steilQo~rgshrrg.e~l~r>. map of augsburg uition charge for 2000 Summer 3ess10n courses: $950 for full-crecrlL ~ourses $475 for half-credit courses $240 for quarter-credit courses. Audits are charged at the tuition tuit refu I policy T h e $100.00 per course deposit is no refundable. A refund of all or part of the remaining fee is calculated from the date of the student's official course cancellation at the Enrollment and Financial Services Center. ' Schedule of refunds: Prior to the first scheduled class meeting-100% of the refundable portion of the fee. Prior to the second scheduled class meeting-75% of the refundable portion of the fee. financial aid Eligibility for Summer Session attendees Financial ai ~ilableto students :pted for enrollment in enrolled or Augsburg d r weekend programs. Students who maintain half-time status (as defined by the program in which they are enrolled) are eligible to apply for financial aid. pPO~rdnl Students enrollea tn summer Terms I and I1 combined or only Term I1 may be eligible to apply for the Federal Stafford Loan, Federal Pell Grant, or the Minnesota State Grant. WEC program No aid is given for summer Term I as it runs concurrently with the WEC spring trimester. Students enrolled in summer Term I1 may be eligible for the Federal Stafford Prior to the third scheduled class meeting-50% of the refundable portion of the fee. Courses with fewer than 12 scheduled class sessions will use a prorated version of the schedule of refunds. College Map lniorrnallon 1. Admissions Weekdav. Prooram 2 A r S.r~clbreE l l rdnce (Novemoer Irbro.gn Marcn) 3. Anllerson-he son Aln e. r Fnelu ana SeasonalA r Slruclure 4. Chrislensen Cenler (Inlarmal~anDesk) 5 East Hall 6. Facully Guest House 7. FOES,Lobeck. Mlles Center lor Worship, Drama and Comunicalian (Tjornhom-NelsonThealre. Hoverslen Chapel) & Georoe Sverdruo Hall 9. Husby-StrammenTennls Courls 10. Ice Arena 11. Jeroy C. Carlson Alumni Cenler 1 2 Lindell Library 13. Mainlenance and Grounds Shop 14 MortensenTower 15. Murphy Place 16. Murphy Square 17, Music Hall 10.New Residence Hall - B~~.b~lv=-~~ old 20 Oscar Anderson Hall 21. P.0 c Rca. ons & Carnrn .n ~.xlans 22.0.ad 23,Sclenee Hall ~ 24. Security Dispalch Center 25,Shipping and Recslvlng 26.Si Mslby Hall 27, Sverdrup-onedal Memorial Hall 26.Umess Hall Parklng Lots A. AdmissiansiFacultylStaHParking 8. FacullylSlaHiC~mmulerlResidenl Parking C. FacullyiStaHParking D. FacullyiSlaHiCommutsrParking E. Commuler Parking F. Residsnl Parking G. Visllor Parking H. Faiwiew-University Parking Ramp(pay parklng available) campus location 35W from the North- Loan, Federal Pell Grant, or the Minnesota State Grant. Take Washington Avenue exit and turn left on To apply Avenue South. Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at Zlst The financial aid deadline for the Summer Session is April 15, 2000. Contact the Enrollment and Financial Services Center at (612) 330-1046 for application materials and additional assistance. Early application is advised. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 35W from the SouthFollow the 1-94 St. P a u l signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 2lst Avenue South. I Ione - 30t0, applicatiol rinnal crrr ART 100/300 (with HIS 1951331) Topics: Designed Environment ~ndllis course addresses the designed environment, e intentionally designed places in which we ,e. We will investigate architecture, landscape ~hitecture,and urban design, both in class and site visits to prominent local examples of design excellence. City or Aesthetics 9 -1 1:20 am M, T; W, R, F Science 123 ACC 221-S Stoller Principles of Accounr~~ basic concepts Introduction to business and fundamentals of accounting, the accounting cycle, and preparation of financial statements. 9-1 1 2 0 an C1assroon Ve23 'tneories and techniques for educa -! T; W,R, F Foss Mac ENG 245 Introduction tc rature Swanson A n initiation inro rne formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. Persp.: Aesthetics 3-6 pm M, T; W, R Old Main 10 .LL, 9-11:20 am M, T; W, R, F Old Main 18 ACC 3 2 2 3 Accounting Theory & Practice I A n analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: A C C 222) 6-9 pm M, T; W, R M, T; W, R Sverdrup 202 BUS 3 3 1 Kapoor Financial Manaeement Topics related to theory acquisition, fund allocation and management, sources and uses of long and short-term funds, capital costs/budgeting, leverage, and dividend policy. (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3). 6-9 pm M, T. W, R Foss 43 p .- i:'~ HIS 1951331 ART 1001300) To~ics:Design lvironment Kimball r the designed environment, This course adc the intentionally uesigned places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in site visits to prominent local examples of design excellence. City or Aesthetics Science 123 9- 11:20 am M, T W, R, F Old Main 29 BUS 2 4 2 3 Principles of Management Cerrito 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. 6-9 pm r F 7n.s Erickson Educational Technolow -, You will be exposed to basic theories of communication, selection, evaluation and research. Become skilled in some of the digital tools used in today's schools. Learn how to choose appropriate I N S 105 Introduction to American Indian Studies Rowe A n overview of the American lndian studies curriculum-history and>literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. (Reauired for American Indian Studies minor) . Persp.: lntercultural Awareness 1 . 6- 9 pm M,T;W, R, F F I N S 199-Sl399-S Internship Olson A work-based learning experience in which a student designs a learning agreement plan that links the opportunities and responsibilities found in the placement with specific learning objectives that are evaluated for academic credit. The internship nlacement must be aooroved bv the facultv suner- . Arranged. 1- 6-8:20 pm Limit 8 students M, T; W, R. F Music 20 - .-- ..-.. SPA I l l - S Beginning Spanish I 1:arrcll A.tn3 r~~ . I C \ L . ~ I I ~ f0..1 I><I>IC $k~ll>. ttti.Icr~t,il~.l~ng, <pc'~kt~ie, . - ~e:~.I.nc,1n.I nrtring of e l ~ , ~ ~ ~ i , n t : ~ r y Spanish. lntroduction to the culture of the Spanish-speaking world. Laboratory work is an integral part of this course. Persp.: lntercultural Awareness 2 M , T; W, R, F Old Main 29 Old Main 18 critically, understand timeless ideas, listen carefully, and question thoughtfully. Graduation Skill: Critical Thinking. This Institute is also open to current teachers. 19-23 seminars 8:30 am - 4:30 p.m. Foss 21 POL 241 Environmental and River Politics Underhill-Cady The course explores the relationship between urban development, government policy, and the river environment. Students will critically examine historical developments, the changing relationship between society and the environment, and current policy debates about the river. Students will undertake service-learning projects relating to the Mississippi River and explore the river by boat. Grad Skill: Critical Thinking, Persp.: Social World (pending). Lab fee: $50 1-320 pm Old Main 25 REL 357-S Giants of the Faith Tranvik A study of the lives and theology of well-known Christian thinkers. lncluded are heures like . \ ~ O ~ . . > ~Ei>n~i~~cfier, IIIC, :III.I D.trcxlly Ihy I'erq).. 911:20Cam h r ~ v . . ~F.11th n I or 1 M, T; W, R, F Old Main 18 T W, R, F Old Marn 10 SWK 260 Humans Developing Link This course provides an understanding of human growth through life and of the sociocultural, biological, and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. Persp.: Human ldentity 6-9 prn M, T; W, R, F Science 205 _3C 1213 Introduction to Human Society Pippert What is society and how does it make us who we are? Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Persp.: Social World 9-1 1:20 am INS 120: June 19-30, 2000 Paideia Seminars 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 M , T; W, R M, MUS 155 Class Piano (.25 cr) Dawe This course is designed for music majors/minors whose primary applied area is an instrument other than piano, and who have had little or no piano training prior to college. The course will teach the skills needed to meet the Augsburg Music Department piano proficiency requirement. (Prereq.: MUS 101 or permission of instructor) 1-3:20 pm 6-9 pm . individual faculty in the specific majors. Contact the academic department directly to make arrangements.) -- I PSY 3 6 2 3 Hanson Abnormal Psychology A n introduction to psychological disorders. (Prereq.: PSY 102 or 105) M, T; W, R, F Sverdrup 206 SPA I l l - S Public Speaking Groven The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Graduation Skill: Speaking. (Note: Students may take either SPC 111 or SPC 112 for credit, but not both). 9-1 1:20 am M, T; W, R, F Old Main 29 - BUS 340-S Human Resourc- . Personnel function B Cemer.. iiness, acquisition, and and society. (Prereq.: A @ EED 3 5 0 3 K-6 Mathematics Methods Stevens Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. (Prereq.: PPST and admission to teacher education program) 3-5 p.m. Bollmar course, studentselthis first level important concepts of painting. Most class time is spent painting. Slide lectures, demoktrations, and critiques complete the learning ex -ce Persp.: Aesthetics 6-9 pm T; R -in M. W 6-9 pm ..I, W Music 24 17 c l d ART 1 3 2 3 Photography Raschke The camera will be used as a tool for visual creativity and expression using black and ,,,hire photographic processes. Students need access to a 35mm, single-[ens reflex camera. Estimated cost of film, etc.: $200-225. Persp.: Aesthetics 6-9 pm Limit: 14 students anagement Cerrito and principles related to the manage- - ~of t operating functions taught from a managerial viewPo! examples from various - (Prereq': BUS 242 Or 'Onindustries and sent of instruct old ~~i~ ACC 2 2 2 3 Principles of Accounting I1 Kader A continuation of ACC 221. lntroduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: A C C 221) 9-10:45 am Music 24 M . T W, R Principles of Computing for Business Braun Course teaches PC skills using Windows 98 and business related problem solving using the Microsoft Office Suite(Word, Excel, Access, PowerPoint). Computing concepts and lnternet are also The hands-0n approach is supplemented with computer-based training and software for use in and out of class. (Prereq.: MPG 3 or a "Pass" in MAT 103) 6-9:00 pm TR Foss 42 MIS 3 7 9 4 Quantitative Methods for Business and Economics Kaminsky The course is an introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation, and hypothesis testing with emphasis on applied problems in business and economics. (Prereq.: MIS 175 or 370 and MPG 3 or a grade of 2.0 in MAT 105) 6-9 pm M, W Foss 43 T; R Sverdrup 17 EED 360-S Kindergarten-Elementary Curriculum: Science (0.5 credit) Stangl Examination and preparation of materials and resources for science at the kindergarten and elementaty level. (Prereq.: PPST and admission to teacher education program) 6:30-8:30 pm T; R Old Main 4 EDS 3 9 0 3 Communication Skills in the English Classroom LaDuca This course is for English-education majors who plan to teach high school English. It is designed to improve students' skills in public speaking, oral interpretation, listening, and small group discussions, as well as to explore methodologies for teaching and incorporating these skills in the high school English curriculum. (Prereq: PPST and admission to teacher education program) 6-9:30 pm T; R Sverdrup 20 ENG 3 6 1 3 Studies in Modern Fiction Clayton The course focuses on contemporary 20th century prose works. It includes Native American and European writers, with an emphasis on nonWestern (Asian and African) fiction. (Prereq.: ENG 245 or consent of instructor) Persp.: Intercultural Awareness 1. Graduation Skill: Writing 6-9 pm TR Old Main 10 H P E 115 Health and Chemical Dependency Education ( S O cr) Klauber An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. 6-9:40 pm M Murphy 111 HIS 103 Anderson A study of the main currents in Western civilization from the French Revolution to the present. Persp.:Western Heritage 6-9 pm T; 8 Old Main 13 EDS 391-8 Teaching Mass Media ( 5 0 credit) LaDuca This course is for English-education majors who plan to teach high school English. Explore the nature of media as "consciousness industries," examine the whys of teaching media, how to go about it effectively,\,,hat assumptions lnedia ed"cation was based on in the past, and how to incorporate media education into the curriculum. (Prereq.: PPST and admission to teacher education program) I N S 105 Introduction to American Indian Studies Rowe A n overview of the American Indian studies curriculum-history and literature, federal Indian policy, land issues, reservation and urban issues, crosscultural influences, art, music, and language. (Required for American lndian Studies minor) Persp.: Intercultural Awareness 1 6-9:30 pm 3-6 pm M Sverdrup 20 1 T, R Sverdrup 202 - - l w 199-fy399-5 lternship .w:rk-based l e a z n z p e r i e n c e in which stu, x t s design a le'amiA2agreement plan that links the opportuniti:s Gd%sponsibilities found in the placement withbbiific learning objectives that are evaluated f$,academic credit. The internship placement kist'be approved by the faculty supervisor prior tFeiistration. (Note: Internships may also be arranged,$ch individual faculty in the specific maiors. ~onta'c;the acad~micdepartment d Arrang O D 1 Farrell Beginning Spanish 11; Aims to develop thcfohr basic skills: understanding, speaking, readi$ynd writing of elementary Spanish. 1ntroducyi~:o the culture of the Spanish-speaki jrld. Labir'atory work is an integral part of :ourse. PersdIri ltural Awarener 1-24.5 pri M,TW,R d Main 29 - INS 225-S Introduction to Islam Kader This course is designed by a practicing Muslim to present his perception of Islam to no$~uslims. The course will cover the ideologi&if:undations of Islam, its basic concepts and teiiet:, Islamic law (Sharilah), Islamic economic andyolitical systems, and Islamic patterns of life. Persp.: Intercultural Awareness 1 7; R 1-245pm Music 23 MAT 173-S Math of Interest Kaminsk~ Learn how to determine the monthly payments on a house or car. Find out how much you need to be away have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. (Prereq.: MPG 3 ) Graduation Skill: Quantitative Reasoning 6-9 pm TR Science 108 MUS 2 9 5 4 Topics: Introduction to Recording Studio Theory Tech;liq~es (0.50 credit) Mudge Course includes to basic audio theery, microphones, understanding musical instruments, signal flow, studio operating procedures, recording console parts and functions, tape machines, and recording techniques. Contact the music department at (612) 330-1265 for further details. 6-9 pm W Music 27 NUR 505 Theoretical Foundations for Advanced Practice in Diverse Communities Leuning This course focuses on nursing science and ing theory as foundational to advanced transcultural nursing practice (Prereq.: undergraduate bioethics or one graduate level course) Immersion Model begins May 24th, Christensen Center, Marshall Room POL 421-S The New American Politics: Race, Ethnicity, and Politics in a New Century Aoki This course examines the consequences of the waves of immigration of the past three decades. We look at the ways in which immigrants are influencing American politics and society, and the ways in which immigrants are being transformed. We examine both current issues and the history of the ~oliticsof race and ethnicity. Prereq.: Jr or Sr status or at least one course in political science. Graduation Skill: Critical Thinking Persp.: Social World 1 and 2 6-9 pm M, W Music 23 PSY 352 Adolescent and Young Adult Development Hanson Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105) Old Main 25 6-9 pm M. w e @ REL 472.S Quanbeck 11 Paul the Apostle A study of the Apostle Paul, including appropriate historical background, Paul's relationship with the early church, major themes in his writings, and reflection concerning the reasons Paul remains an important figure and thinker in Christian theology. Persp.: Christian Faith 1 or 3. Graduation Skill: Critical Thinking. 6-7:45 p.m M-R Old Main 16 SWK 560 Mental Health Practice Boisen This course examines psychopathology, mental disorders and intervention methods. Emphasis is laced on understanding mental health disorders from a systems and ecological perspective as well as understanding biopsychosocial influences on incidence, course and treatment. Prereq.: Advanced standind2nd yr. MSWI Post MSW 6-9 pm M, W Sverdrup 206 SOC 35623 Crime and Community Bloom Analysis of correctional programs and community responses. Lecture, discussion, and site visits to prisons, courts, and community agencies. Special attention to concepts of restorative justice. (Prereq.: Soc 121) KR Old Main 18 1-4:30 pm spc 329-s Intercultural Communication Lapakko This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Persp.: Intercultural Awareness 1 6-9 pm M, W Foss 21 -I other summer srual summer term abroad upcoming programs: Cultural Conflict and Social Change in 1 May 15-26, 2000 Department of Religion and L Augsburg Youth and Family Institute May 24-June 9,2000 in Bergen, Norway REL 316 Church and Culture in Context center for global education Anderson This course provides a study of Norwegian culture, church life, and the contemporary religious situation in Norway. Participants will meet for a one-day course orientation May 22 at Augsburg College. (Prereq.: REL 111, 221 or 33 1) Christian Faith 3. For information contact David Anderson at (612) 330-1569. Human Rights and Indigenous Issues in Guatemala May 16-25, 2000 Haiti and Cuba: Dic+;n May 28 - June 12, 200' kr Elections 2000: S aping Mexico's Future June 26 to July 3, 200C Guatemala Odvssev Solidarity July 9-17, 200- hallenges and Opportunities for Spiritua -- Wellspring of Hope July 17-25, 2000 The Maya of Guatemala: Spirituality, Culture and RL,., Ovvression August 1-9, 2000 .. Food & Justice: Examining Hunger and Debt in Nicaragua September 2-9, 2000 For information and other possible educational opportunities, contact the Center for Global Education at (612)330-1159 or e-mail, <globaled@augsburg.edu>.
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Augsburg College Summer Catalog, 2001
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Augsburg College Summer Catalog, 2001
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Course Catalogs
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URG OLLEGE - T II augsburg in the summer summer session info Augsburg College offers a varied summer curriculum that includes courses in more than 15 academic disciplines as well as internships and independent studic Term I runs from May 29 to June 29. Term I1 runs from July 9 to Aug...
Show more URG OLLEGE - T II augsburg in the summer summer session info Augsburg College offers a varied summer curriculum that includes courses in more than 15 academic disciplines as well as internships and independent studic Term I runs from May 29 to June 29. Term I1 runs from July 9 to August 9. A detailed listing of courses begins o n page 8. Course loads in Summer Session: Students may take up to two course credits during Term I and during Term 11. Unless otherwise indicated, all courses carry a value of one course credit. O n e Augsburg course credit is the equivalent of four semester credits and six quarter credits. II I '1 term one I May 29 to June 29 term two July 9 to August 9 1 I a : I I I about augsburg Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by the North Central Association of Colleges and Schools.* T h e small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. I I I 1 I' I * North Central Associntion of Colleges and Schools, Commission on Institutions of Higher Education (31 2) 263-0456. Web site <~utuw.ncacihe.mg> 2 Augsburg general education: Courses fulfilling Augsburg's Liberal Arts Perspectives and Graduation Skills requirements are so noted along with the description of the course. Course levels: T h e first digit of the three-digit course number indicates the course level. Course numbers heginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Independent study: Independent studies may be arranged in consultation with individual faculty members. Internships: In addition to those listed, internship opportunities may be arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning at (612) 330-1 148 for more information. Employer reimbursement: Students who qualify for reimbursement by their employers may use their reimbursernent to pay for Summer Session courses. However a nonrefundable deposit of $100 is required to register for each summer course. Housing: Students who need housing may contact the Residence Life Office at (612) 330-1488. T h e College reserves the right to cancel listed courses. inf0rmafion Additional information may be obtained from: Augsburg College Campus Box #56 221 1 Riverside Avenue Minneapolis, MN 55454 (612) 330-1628 www.augsburg.edu/su~nmer eligibility Persons i n good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term are eligible to attend Augshurg Summer Session. Good standing implies that the student has been admitted and not subsequently dropped by that institution. Other persons wishing to take summer courses should contact the coordinator of summer school to ascertain eligibility under special circumstances. Students accepted for Summer Session are not automatically granted admission as regular students of Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, (612) 330-1001, or the Weekend CollegeAdmissions Office, (612) 330-1743. 3 re - calendar 7 . lning AK ner Seqi Enrollment 4 p.m. A $101 paid at that t~ led. This dcl: your summe refundable unless celed. If a c o ~ ~ r ts e , led I eled, you may elect rl Je :I refund or apply the deposit to the tuition for another c o ~ ~ r sWe e . recom~nertdthat you schedule your courses as early as possible. Many C O L I ~ S fill ~S early, and courses with 1 0 ~ 1 enrollments will he canceled one week hefore the first day of the term. Tuition must bc paid in full at the Enrollment Center (see deadlines below), or you will be dropped from your course(s). 111 SaturL ayh n . when Weekend L ( t h r o ~ ~ July gh 1). d in fill1 in order for he complete. whc, !--.re unpaid IrcvL, lust pay ces before they may comsummer school registra- .. Summer registration may he completed heginning May 9. Students taking courses ~ L I I - i Term u g I must complete their registration by May 30. Tel-111I1 registration must be completed by July 10. This proceilurc applies to all sumlner registrations, including internships and independent studies. T h e Enrollment Center is locatect in thc Svcrdrup HiiII and is open from 9 a.m. to 4 p.m. Monday t h r o ~ ~ gFriday. h It will he open ~ ~ n t6i p.m. l o n May 29 and May 30 and on July 9 ancl 10. T h e summer 2001 term I term I1 Scheduling begins Balance of tuition due Classes begin April 9 May 17 May 29 April 9 June 28 July 9 I I ..late fee a 5 will be assessed for students w egister after the second day of the term. No Tcrrn 1 rcgistratious will lie accepted after J ~ l n clst, and Term 11 registrations will not be accepted after July 13th. To change ytlur registration you will need to fill out a n add/Llrop fo1.m at the Enn~llmentCenter. There is a charge of $75 for changing a course after 3:30 p.m. o n the second schedulc~lday of each term. This procedure applies to internsl~ipsand independent studies as well as scheduled courses. Refilnds and adjustments to fees are outlined in the "Tuition R e f ~ ~ nPolicy1' d section of this brochure. Last day to: Change grading option June 8 *Drop class without notation June 1 *Register with late fee of $75 June 1 (no registrations will be accepted after this date) July 20 July 13 July 11 Last day to withdraw from class Classes end Grades due in registrar's office July 27 August 9 August 17 June 15 June 29 July 9 I 1 ' lI schedule of refunds 100°i6 of the refundable portion of the fee... Cancellation at the Enrollment Center prior to May 29 (Term I) & July 9 (Term 11) 75% of the refundable portion of the fee ... Prior to May 3 1 Term I) & July 11 (Tenn 11) 50% of the refundable portion of the fee... Prior to June 4 (Term I) &July 16 (Term 11) Ill :-fll 1 rn _I - - - - map of augsburg A 7 4 1 !!ITrns I, C fees The tuition ch In cours 100 for $650 for h Audits arl listed abo I 1 lmmer it courses dit courses at the tuition rates Day program Students enrolled in su I and I1 combined or in either Term I or Term I1 may be eligible to apply for the Federal Stafford Loan, Federal Pell Grant, or the Minnesota State Grant. I:, g P policy I" mb% e s ~ is t not refmu of all or part fee is calculated fro! date of the student's official rn..--cancellation at the Enrollr See page 5. Nc liven for summer Term I as it ru ..~rrentlywith the WEC spring mmester. 0;. ,.. R WEC stude t enrolled in summer Term I1 may be eligible for the Federal Stafford Loan, Federal Pel1 Grant, or the Minnesota State Grant. financial aid To apply Eligibility for Summer Session attendees The financial aid deadline for the Summer Session is April 15, 2001. Contact the Enrollment Center at (612) 330-1046 for application materials and additional assistance. Financial aid is available to students enrolled in day or weekend programs. Students who maintain half-time status (as defined by the program in which they are enrolled) are eligible to apply for financial aid. COLLEGE MAP INFORMATION 1. Admissions Weekday Program 2, Admissions Annex and Weekend Admissions 3. Air Structure Entrance 12. Development, PR/Communications, and Alumni/Parenl Relations 13. Lindell Library (November through March) 4. Andenon-Nelson Athlelic Field and Seasonal Air Slructure 5. Christensen Center 6 East Hall 7. Faculty Guest House 8. Foss, Lobeck. Miles. Cenler for Wonhip. Drama & Communication 9 Sverdrup Hall 10. Husby-Stmmmen Tennis Courts 11. Ice Arena 14. Maintenance and Grounds Shop 15. Mortensen Hall 16.Murphy Place 17. Murphy Square 18. Music Hall 19. New Residence Hall 20. Old Main ZI.,Andenon Hall 22. Quad 2 2 Science Hall 24. Security Dispatch Center campus location I w&d**+, h h b k l~ & 1 A.Admissions/Faculty/Staff Parking B+CommuterResident Parking C. FacultyIStaRParking D. FacultylSlaff/Commuter Parking E.Commuter Parking F, Resident Parking G. Visitor Parking H. airv view-university Parking Ramp stww ~ ~m, 1 3 5 from ~ the ~ ~ ~ t h T a k e W a s h i n g t o n A v e n u e e x i t a n d t u r n left o n W a s h i n g t o n ( t u r n s right o n t o C e d a r A v e n u e ) , t u r n left a t Riverside A v e n u e , right a t 21st Avenue South. 1-94 East f r o m MinneapolisT a k e 2 5 t h A v e n u e e x i t , t u r n left a t 2 5 t h A v e n u e , t u r n left a t Riverside A v e n u e , t u r n left a t 21st Avenue South. m # k d S r r U r b h b h W ~ ~ W MpWI && M @w,&, creed, relrpon, &,d PARKING INFORMATION Early application is advised. J' &@&, 25. Shipping and Receiving 26.,Melby Hall 27. Sverdrup-Oftedal Memorial Hall 28. urness Hall ~ ~RPU~IIC h k h ~ . ~ & h @ ~ pa nt d ~l r~ n 1-94 W e s t f r o m St. PaulT a k e Riverside e x i t , t u r n right a t Riverside A v e n u e , t u r n left a t 21st A v e n u e S o u t h . ~ ~ ? ; ~ occupatrod qunl~ficntron Augsburg rstered programs, except m t?iose Instances where relrpon u a born Colkge IS comm~ttedto prowdng reasonable accommodntrm to rts employees and ru s h u fide I 35W h o m t h e SouthFollow t h e 1-94 S t . P a u l signs ( m o v e t o r i g h t . - l a n e after e a c h of t w o mergers). T a k e 2 5 t h A v e n u e e x i t a n d t u r n left a t Riverside A v e n u e , t u r n left a t 21st A v e n u e S o u t h . 7 6 - -. - ter6 one - The camera is us EED 33. Middle S (0.5 crec I Methods: Writing Olson I1 focus on writing strzb--:-s and ..,,-uuL., Yyp.~priateto middle leve ents. Emphasis will include the writing PI , types of writing and integra ed writing :---- culum. This course i required f o ~ "g elementary licensure with a communication artsjliterature specialty. (Prereq.: Admissiop Iuntion dept or permission of instructor) 6:00-9:30 p.m /i Sverdrup 17 ASL 2 1 1-S Topics: Intermediate American Sign Language Mikkelson This course continues to build the skills of signing and the ability to listen, to use body language and to use facial expressions. (Prereq.: ASL 102) T El Th Science 108 6:OO-9:30 p , m i OldMain L 1 Accounting ce I Kader An analysis or nnancla punting with emphasis on accounting theory pertaming to financial state~nents,income concepts, valuation concep~ FASB statements, and othcr relevant issue: applied to assets. (P~ereq.:A C C 222) 8:30 a.m.-I2:OO p.m. M B W Science 108 '1 BUS 2 4 2 3 Principles of Management cerrito 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 Science 108 6:OO-9:30 p m M 8W BUS 3 3 1-S Financial Management KapOor Topics related to theory acquisition, fund allocation and management, sources and uses of long and short-term funds, capital costsjbudgeting, leve~age,and dividend policy. (Prereq.: ECO 113, A C C 222, M1S 379, and MPG 3). Sverdrup 206 6:00-9:30 p.m M,WB F ~ d ~~ ~ ~~(0.5~ ~i credit) ~~ h ~ ~ You will he exposed to basic theories of communication, selection, evaluation and research. Become skilled in some of the digital tools used in today's schools. Learn how to choose appropriate applications of theories and techniques for educa. tional settings. 9:OO-11:30 a m. M B W Suerdrup 204 C liate Expository Writing Swanson s course builds on the practices and methods (ENG 111). Its workshop of Effective W format stresses d organization, the process SPA I l l - T Beginning Spanish I 6:00-8:30 p,m M , T, W, Th of revision, sell ~ = eevaluation, r and the relationship between reading and writing, (Prereq.: ENG 11I) 6:OO-9:30 p.m MBW Kingsley Main 25 Old Main 10 m-~- - 'SY 3 Adolescent and Young Adult Development Hanson Consideration of research and theory related to development during adolescent and young adult years. (Prereq.: PSY 102 or 105) 6:OO-9:30 9.m M b W Old Main 25 S r c 111-s Introduction to Public Speaking Groven The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright (Students may take either SPC 111 or SPC 112 for credit hut not both). Grad Skill: Speaking 8:30-12:00 p m. MBW Suerdrup 202 -m ' I REL 35723 Giants of the Faith Tranvik A study of Christian history through the lives and theology of notable figures. Thinkers to be studied include Augustine, Luther, C . S. Lewis, Martin Luther King,]r., and Dorothy Day. (Prereq.: REL 111, 221, or 331) Pcrspective: Christian Faith 2 or CF 3. El Old Main l8 6'00-9:30 ') m' HIS 1 0 3 3 Modern World 1789-Present Anderson A study of the main currents in Western civilization from the French Revolution to the present. Persp.: Western Heritage 6:00,9:30 m, T B ~h Old Main 13 - EDC 220-S SPA 111-5 Beginning Spanish I Kingsley Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. Persp : intercultural Awareness 2 8:30-11:00 a m. M, T, W, Th Old Main 26 students able to spend 3-4 days on the river with a group of canoeist coming down the river from Lake ltasca to Minneapolis. Grad. Skill: Critical Thinking, Persp.: Social World. Limit: 20 students M €4 W Old Main 16 6:OO-9:30 p.m. ,, !- i I N S 199-S/399-S Olson A work-based learning experience in which a student designs a learning agreement plan that links the opportunities and responsibilities found in the placement with specific learning objectives that ~ are ~i evaluated l l ~credit. ~The ~ ~ for academic k ~ internship ~~ placement must be approved by the faculty supervisor prior to registration. P/ii grading. Arranged *Note: Internships may also be arranged with individual faculty in the specific majors. Contact the academic department directly to make a~angements. ~ ,2 4 1 3 Environmental and River Politics Underhill-Cady The course explores the relationship between urban develop~nent,government policy, and the river environment. Students will critically examine historical developments, the changing relationship between society and the environment, and current policy debates about the river. Students will undertake service-learning projects relating to chc Mississippi River and explore the river by boat. One longer river trip is planned for SPC 351-S Argumentation Lapakko 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 sti~dentsin [heir everyday lives. (Prereq.: SPC 111 or consent of instructor) Grad Skill: Critical Thinking .%erd~up202 6:OO-9:30 p m M BW - term two july 9 to august ART 1001300-S (with HIS 1951331) Topics: Designed Environment Anderson This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in site visits to prominent examples of design excellence. Persp.: City or Aesthetics I:00-4:30 p.m. MBW Science 123 ART 107-S Drawing Bollman This is a first level drawing course. Students work with a variety of traditional and non-traditional drawing media and explore important concepts of drawing. Slide lectures, demonstrations, and critiques complete the learning experience. Persp.: Aesthetics 6:OO-9:30 p.m T B Th Old Main 17 ART 118-S Painting I Bollman In this first level painting course, students learn important concepts of painting. Most class time is spent painting. Slide lectures, demonstrations, and critiques complete the learning experience. Persp.: Aesthetics. 6:OO-9:30 p,m. T B Th Old Main 17 BUS 4 4 0 3 Strategic Management Cerrito Concepts and principles related to the management of operating functions taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or consent of instructor) T B Th Sverdrup 202 6:OO-9:30 p.m. MKT 2 5 2 3 Principles of Marketing Meziou 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. 6:00-9:30 p , m T B Th Sverdrup 206 EED 4 9 5 3 Topics: Elementary Earth Science Subject Matter Standards Stangl This workshop course for elementary education majors includes earth science "hands-on" inquiry based activities that model the teaching and learning process of scientific inquiry. Meets basic earth science subject matter standards for initial licensure. 5:OO-9:00 p.m. ACC 2 2 2 3 Kader Principles of Accounting I1 A continuation of A C C 221. lntroduction to business activitics, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: A C C 221) 8:30 a,m.-12:OO p.m. M B W Sverdrup 202 BUS 340-S Human Resource Management Cerrito Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) 6:OO-9:30 p.m. MBW Suerdrup 202 s TBK Science 19 ESE 351-S 5-12 Methods: Speaking and Listening (0.5 credit) Lapakko The course covers teaching of public speaking, interpersonal communication, small group communication and listening, as well as directing cocurricular speech and debate activities. (Prereq.: PPST and admission to the education department) 6:OO-9:30 p.m T Science 108 (0.5 credit) The course presents the critical analysis ( INS 1 0 5 3 contempora Indians will (Prereq.: PPST tion p o g r a m r 6:OO-9:30 p.m- M The course focuses on contemporary 20th ~ry prose works. It includes Native American and European writers, with an emphasis on nonWestern (Asian and African) fiction. (hereq.: ENG 245 or consent of instructor) Persp.: l~ltcrculturalAwareness 1. Grad. Skill: Writing T B Th 6:OO-9:30 p.m. Old Main 10 (0.5 credit) Minnesota where appropriate. pd~rness1 TBTh OldMain16 NS 1 1-S Paideia Seminars 16-20, 2001 Students will participate in a ies of seminar discussions following the Paidera .~,oinarformat as developed by Mortimer Adler. Seminar topics emphasize selectio~isthat help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. Grad Skill: Critical Thinking Limit: 20 Portfolio is due on July 27. Contact Anne Jensen for registration (612) 330-1188. 8:00 a.m. - 4:00 p.m. M-F Old Main 16 & 11 This Institute is also open to current teachers. ply ENG 3 6 1 4 Studies in Modern Fiction H P E 115-S chemical ~~~~~d~~~~ .-.arts. ~~~~k A n analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. 6:00-9:30 p.in. M ~ ~ 1I 1 ~ HIS 1951331-S (with ART 1001300) Topics: Designed Environment Kimball This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in site visits to prominent examples of design excellence. Persp.: City or Aesthetics 1 :00-4:30 p.m. M b* W Science 123 INS 199,S/3YY-S Internship Olson A work-based learning experience in which students design a learning agreement plan that links the opportunities and responsibilities found in the placement with specific learning objectives that are evaluated for academic credit. The internship placement p h ~ must be approved by the faculty supervisor prior to registration. ~iranged *Note: Internships may also be arranged with individual faculty in the specific majors. Contact the academic department directly to make arrangements. I N S 225-8 Introduction to Islam Kader The course covers the ideological foundations of Islam, it's basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. Persp.: intercultural Awareness 1. 6:00 p.m.-9:30 p+m. M B W Old Main 16 9 POL 421-5 (ML ve: Developing a Mi - ~ Aoki Race and Ethnic This course focu: the ability to function and rse and ever changing conlead in culturally texts within the u.3.f ' proved cultural awareand interpersonal senness, communication ! sitivity and appreciation for the complexity of the racial and ethnic groupings are among thc goals of Extensive discussion and several short t* wnmmts with emphasis on applying \ o leadership situations. . L ,.,-" Dupont Math of Inten he monthly payments Learn how to c how much you need to on a house or car. Fi have a million \,,hen you be stocking awav no vu~iiies, perpetuities,and life retire. Learn hs =-a F-r-luation will be insurance work, '----oo In, quizzes, and a based on . Lv... i 3) G ., kill: ( v.... MBW SOC 356-S Crime and Community Bloom Analysis of correctional programs and community responses. Lecture, discussion, and site visits to prisons, courts, and community agencies. Special attention given to concepts of restorative justice. (Prereq.: SOC 121) 1-4:30 pm T, Th Kingsley PSY 361-S Personality/Cuh ~ntext Hanson Curtent scientifically-based approaches to description, dynamics, and development of personality. ing, speaking, reading, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. l'cnp : l ~ i t ~ r c ~ A\vilrcncs ~ l ~ ~ ~ r .3 ~ l 8.33-11 00 a m M, 'I., W, Th Old MLIUI26 includes the study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 102 or 105) 6:00-9:30 p.m M El W Old Main 25 6 REL 4 7 2 3 SPA 112-T Beginning Spanish I1 6:00-8:30 p.m. M , T,W , Th Kingsley Old Main 26 POL 1 7 0 3 Underhill-Cady Law in the United States A n introduction to basic legal concepts in the United States, with a special focus on environmental issues. We will explore the tensions between justice, order, rights, and freedoms in the context of debates over water pollution, wet-lands preservation, endangered species, urban brownfields, and global warming. Students will work on individual projects studying current environmental cases and controversies in the Twin Cities. 6:OO-9:30 p.m MB W Science 205 Quanbeck I1 Paul the Apostle A study of the Apostle Paul, including appropriate historical background, Paul's relationship with the early church, major themes in his writings, and reflection concerning the reasons Paul remains an important figure and thinker in Christian theology. Persp.: Christian Faith 1 or 3. Grad Skill: Critical Thinking. 6:OO-9:30 p.m MB W I SPEECH, COMMUNICATION, Soerdrup I SPC 3 2 9 3 Intercultural Communication Beginning Spanish I1 Old Main 18 Old Main 18 Lapakko This coursc cxplores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Persp.: Intercultural Awareness 1 6:OO-9:30 p.m, MB W Suerdmp 20 term two july 9 to august 9 SWK 5 6 0 Assessment and Diagnosis in Mental Health Practice Syers This course examines assessment and diagnosis of mental health Emphasis is placed on understanding mental health disorders from a systems and ecological perspective as well as understanding bio/psycho/social influences on incidence and course. (Prereq.: Advanced standinglsecond year MSW/ Post MSW) 6:OO-9:30 p.m. M@ W Sverdrup 206 -- ML 560-S (POL 4 2 1 3 ) Developing a Multicultural Perspective: Race and Ethnicity Aoki This course focuses on the ability to function and lead in culturally diverse and ever changing contexts within the U.S.A Improved cultural awareness, communication skills and interpersonal sensitivity and appreciation for the complexity of the racial and ethnic groupings are among the goals of the course. Extensive discussion and several short written assignments with emphasis on applying course material to leadership situations M@W Sverdrup 1 6:OO-9:30 p.m center for global education upcoming programs: Human Rights and Indigenous Issues ir May 15-24, 2001 \ Poverty and Perseverance: Life in N' June 9-17, 2001 latemala :agu 4' The Plight of Indigenous People in Countries in Transitio Guatemala and Chiapas, Me+-June 2-15, 2001 Mexico: Educatior A Professional nJune 14-21, 2001 . Cuba: Our Isl;.., July 16-24, 2001 iiobal Citizenship Neighbor m Namibi tional Educ July 13 - L U , 2001 Mexico 2001: Daunting Cha" July 17-25, 2001 Accompanying Our Brothers July 27 to August 7, 2001 ges, Wellsprings of Ho \; Sisters in El Salvador South Africa: Racial Justice and Gender Equity July 28 to August 12, 2001 For information and other possible educational opportunities, contact the Center for Global Education at ( 6 12) 330-1 159 or e-mail, <globaled@augsburg.edu>.
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Augsburg College Summer Catalog, 2002
Title
Augsburg College Summer Catalog, 2002
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Course Catalogs
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augsburg in the summer summer session info Augsburg College offers a varied sulnlner curriculunl that includes courses in more than 13 academic disciplines as well as internships and illdependent studies. Summer Session I runs from May 28, 2002, to June 28, 2002. S u ~ l l ~ nSession er I...
Show more augsburg in the summer summer session info Augsburg College offers a varied sulnlner curriculunl that includes courses in more than 13 academic disciplines as well as internships and illdependent studies. Summer Session I runs from May 28, 2002, to June 28, 2002. S u ~ l l ~ nSession er I1 runs from July 8, 2002, to August 8, 2002. A detailed listing of courses begins on page 8. Course loads i n Summer Session: Students may take up to two courses in each session. However, WEC students taking two or more classes in the spring trimester are not eligible to take classes in Summer Session I. Note: WEC registration for Summer Session I will not be available via the Web. Unless otherwise indicated, all courses carry a value of one course credit. O n e Augsburg course credit is the equivalent of four semester credits and six quarter credits. Employer reimbursement: Students who qualify for reimbursement by their employers may use their reimbursement to pay for Summer Session courses. Augsburg general education: Courses fulfilli~lgAugsburg's Liberal Arts Perspectives and Graduation Skills requirements are so noted along with the description of the course. Augsburg College Campus Box 136 221 1 Riverside Avenue Summer Se w May 28 to June 28 Summer Session I July 8 to August 8 about augsburg Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evallgelical Lutheran Church in America. Augsburg is accredited by the North Central Association of Colleges and Schools.* T h e small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. * North Cer~t~ul Associatio~lof Collc~esand Scl~ools,G~ilanissi~~it 011 l~~stitutior~s of Hi,ql~erEdiict~ti~l~, 312-263-0456 Weh site <wcuw.l~cocihearc> Course levels: T h e first digit of the three-digit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended vrimarilv for freshmen and sophonlores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Independent study: Independent studies may be arranged in consultation with individual facultv members. Internships: In addition to those listed, internship opportunities may be arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning at 612-330-1 148 for more information. Housing: Students who need housing may contact the Residence Life Office at 612-330-1488. information Additional information may be obtained at: www.augsburg,edu/sum~ner Minneapolis, MN 55454 For registration or financial questions: 612-330-1046 (Enrollment Center) For questions related to courses: 612- 330-1025 (Academic Advising) eligibility Persons i n good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term are eligible to attend Augsburg Summer Session. Good standing implies that the student has been admitted and not subsequently dropped by that institution. Students accepted for Su~nmerSession are not automatically granted admission as regular students of Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-3301001, or the Weekend College Admissions Office, 612-330-1 743. to register for Web registration will remain open until May 3 (Session I) and June 14 (Session 11). Web registration hours will be 6 a.m. to 10 p.m. daily, with the exception of April 8, which will be . C person at the Enrollnlent Center hetween 9 a.111.-4 p.m. M-F ~xtencied hours to 6 p.m. on the first a&&econd day of classes for each se: Thursdays 12-4 p.m.). Students registering for Summer Session I must complete their registration by May 28. Students registering for Summer Session I1 must complete their registration by July 8. Augsburg students will be hilled through Student Accounts. NonAugsburg students nus st pay 50 percent of tuition at the time of registration. All s t ~ ~ d c nmust t s be paid in f~11lby May 10 . be dropped fr course (s) Augsburg stu, 3 who have unvaid balances from pay these ball lmmer Session. n Registration: Many courses 11 early and eourses with low Students who decide to cancel their registration prior to the first day of the sessi~nnus st c ~ m p l e t ea dropladd for111 at the Ellroll~nentCenter (this must be done in person). There is a charge of $100. For refund information please see schedule of refunds on next page. A late fce of $75 will be assessed for students who register after the first Jay of the term. No S e s s i o ~I ~registrations will be accepted after May 3 1. No Sessioll I1 registratioils will be accepted after July 12. Registration begins Web registration closes Balance of tuition due Classes begin April 8 May 3 May 10 April 8 June 14 June 21 May 28 July 8 Last day to: Register (without late fee) May 28 *Register (added late fee of $75) May 31 (no registrations will be accepted after this date) Change grading option June 7 Last day to withdraw from class Classes end Grades due in Registrar's Office July 8 July 12 July 19 June 14 June 28 July 26 August 8 July 8 August 16 schedule of refunds 100% of the refundable portion of tuition (less $100 administrative fee): If cancellation at the Enrollment Center is no later than May 28 (Session I) and July 8 (Session 11) 75% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than May 3 1 (Session I) and July 12 (Session 11) 50% of the refundable portion of tuition: - If cancellatio~lat the Enrollment Center is no later than I map of aug~hurg - A casts T h e tuitioil clla! .-.-- - - - $625 for 1- t courses R Audits al listed ah01 c it courses t the tuition rates course load is the two scssic 1.5 credits over 1 financi- 1 Eligibility for I Session attend Fi11$7Kal aid is available to students er~rollsdin day or weekcnd progra# from most federal and state ijpancial aid programs. Institutional sc lips and grants are available only regular academic year. St maintain half- time status the program in which they are enrolled) are eligible to apply for financial aid. WEC v: No a i . r S ~ n cm ~nI as ..-..rrently with the WEC m e s ter. W E C stuc enrolled in Summer Session I1 ma eligible for financial J aid it' their course load is at least 1.0 credit. To apply You must notify the E n r o l l m e ~ Center ~t if you wish to apply for financial aid for Suminer Session. To do so, visit < www.augsh~~rg.edu/enroIl>. The financial aid dcadline for Summer Session is April 15, 2002. COLLEGE M A P I N F O R M A T I O N Adnli,\inns \Vcakd;ty Pn,g~%n~ 13- Li~iclclll,ib~%~ry 2. Ad~~li,\iorirAnnc* and Wcckcnd 14.,Ma11ilc11a11cc ;111clCjmond.; Shop Ad~~lisi~o~ls l s . l M ~ ~ r l ~ Rtlll ~l~c~l 3. A i r Slruclorc Elllr;l~lcc (No\,cmbcr I l i n , ~ ~ gM;lrcll) ll 4* Eddt-Ncl\on Alhlclic Picld imd Sc;~ul~idl AirSIr~~~lurc C l ~ ~ i u l c ~ l sC*.lltiv cn 6, EA$I Hall F,!cully Cioecl Ho11,c 8. Prrss, Lohcck. Milt,, Ccnlcrtr,C Wonllil), Dril~liil& C < I I I I I I I ~ I I I ~ U ~ I ~ I , , I I % Svcrylrup H;III 10. H u s b y - S ~ ~ ~ I I ~Tc111iib I ~ I I COIII 15 Hi111 I I. Ice Alcnn 17. Dc\clopmcnl. PR/Cor~inlul~~c;~lio~n, ;aid Alumnifi';!rcnl I l e l n l ~ o ~ r !. >. 7. A.VliiIoeP.~rkillg B;Rc\~clc~ll P.I&III~ C. C o ~ n n l ~ ~P,ld~n; ler D. F;~cuIly/St;~IY/Com~nt~tc~/Rc<irlcnI Parking [S,Rc&~~le~lt Pdkillg F,, Rec~cle~~r Pil~kilig Ci. Adtni~rio~~c/F,su~lI)~/SInfl P.r~li~lg t i - , F ; ~ u l l ~ / S ~ Pn&i~ig ;~If 1. Vih'itoPP.!~hing S, P,~cuIlylSrotf P i ~ l k i ~ l g K.F;~cull):/Sl;~frPi~rhi~l:. L.:Y~\ilo~.P,~kt~lg M. F,tcully/Sl;~h/C,>~l~n~ololl PIII%III~ N.,~;suI~y/St;~tI;iConln~~~lcrP,~k~~~g 0. Fi~ifiicw-LlnivchilyI';uking Rnnlp Visit the Enrollment Center Web site to downloa~lapplication materials. 1-94 East fro111 Minneapolis%kc 2 5 t h A\,~IIIIC exit, l u n l 1ck.a~2.5111 Avenllc, turn Icft ;lr RrvcMclc AVCIILI~,[ u r n l c f l at 2 1 i t A\,cnr~c Sil\~th., 1-94 West fro111 St. Pault c ~ i l c l cA v c u ~ l c , 31kc R ~ v e r s i ~csil, l c t11in l i ~ h ,t ~ RI\ SOLILII. l l l r n I c f ~; ~ 2r lct ALVIILIC 35W from thc SoutliFollrne thc 1-94 St. P.1111 SI~IL~T (III\*S t o ~'idht Innc :tftcr. ~ n c r ~ c n )'liikc . 25th AVL.IIUC ex11 2nd r u l n cncli id~\r.il lefi a r ~ i w r : ~ i c lAc w n ~ l c l, u t n l c l l a r 2 l a r A v c n 1 1 c S,lll~l. , T h e ca111era w creativity and photographic 1 -~ 35m1u,single-lens rt film, etc.: $200-$22 Pel spectivelsk 6-9:30 p.n~. ~ r visual and white llts need access to a :all~era.Estimated cost of L,,OL< o l d M~~~~ 4 ACC 22 Principles of Accountinl Intyduction to business : and fundamentals of accounting, the accounting cycle, and preparation of finanr:-' -.aternents. T B Th Mttsic 24 8 3 0 ~.III.-II~OII BUS 2 4 2 3 Principles of Management Cerrito Development of the theory of I ....c...,- ~ u e n t , organiznticin, staffing, planning, and control. T h e nature of authority, accountability, ~es~onsihility, and analysis of the pnifessional manager. 6-9:30 p.171, TBTh Mlisic 24 B U S 331-S Financial Management Kapoor Topicurrlated t(1 theory acquisition, fund allocation and nlanagcmcnt, sources and uses of Ic~ng.and short-term fi~nds,capital costs/budgctiny, levcragc, and dividend policy. (Prereq.: ACC 221, ECO 112 or 113, and MPG 3) 6-9:30 p.111. M,W F Olrl Moil1 29 EDC 2 2 0 3 Educational Technology (0.5 Credit) Erickson You will be expoaed to basic thcorics of communicatio11, selection, evaluati<in and research. Become skilled in some of thc digital tc~<ilsused in today's schools. Learn how to clioose apprc~priateapplicatin~isof thcorics and techn~ques for educational settings. 9-1 1:30 ir.111. M, W F S v e r d ~ ~204 rl~ Introaucar A n initiation i u t formal study of fictjon, poetry, and drama, urawing on works from several periods, difierent cultures and races, and male and fe~nalewriters. This course aims in to develop students' critical and analytical skills as the prerequisite for all upper level courses In literature. PerspectiveiSkill: Aesthetics 4-7:30 0 ni. Old Moil1 26 G S T 200,S Quantitative Reasonmg Schield Critical thinking about statistics as evidence in : lents involving predictions and explanations. i include reading and evaluating tahles, :raphs, and statistical models. E~nphasison nterpretation, evaluation, and communication. PerspectiveISkill: Quantitative Reasoning (Prereq.: MPC 3) 6-9:30 p.111 T €4 Th Old Muin 18 ASL 101-S Beginning Sign Language I Mikkelson A n introduction to deaf culture and the signs and syntax of ASL. S t ~ ~ d c nobserve ts the denlonstration 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. PerspectiveISkill: Intercultural Awareness 2 SPA 111-5 Beginning Spanish I Reinhardt Aims to de\,elop four basic skills: understanding, speaking, reading, and writing of elementary Spanish. I n t r o d u c t i o ~to~ the culture of the Spanish-speaking \vorld. Perspective/Skill: I n t e r c ~ ~ l t i ~Awareness ral 2 8:30-1 I a.m. T 1R TI1 Old Moin 26 1- '..: -. . I N S 105-S Intro, to American Indian Studies Weston This coLlrse is intended to introduce students to Anlcrican Indian S t ~ ~ d i eConcepts s. and topics to be covered include, among others, history, language, culture, literature, policy, iinages, contemporary issues, and the arts. Minnesota Indians will be eluphasized wherc appropriate. PerspectiveISkill: Intercultural Awareness 1 6-9:30 p . n ~ TBTh Old M r ~ i t25 ~ I N S 199-S1399-S Internship Olson A work or service experiencc in which the s t ~ ~ d e nfaculty t, aponsor, and aite supervisor design a learning agreement plan that links classroo~ll theor): the liberal arts perspcctivcs, and graduation skills with the opportunities inherent in the internship. T h e student 111i1stc o ~ i ~ p l eat elearni~ig ~portfciliobased o n the internship. Student should consult with the faculty sponsor reganling requirements and get permission to registel: PIN grading only. 3, ..... PSY 352-S Adolescent and Young Adult Development Hanson Consideration of research and theory related to development during adolescent and young adult years. (Prereq.: PSY 102 or 105) 6:00-9:30 P.m. M BW Old Mail1 2 5 REL 3 7 0 3 America11 Indian Spirituality & Philosophical Thought Jacobson Religious beliefs, spiritual customs, and philsophy of North Alnericau Ind~ansare 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. PerspectivelSkill: Christian Faith 3 , \Writing (Prereq.: ENG 1 11, Jr. Standing and REL 11 1 , 221, or 331) 6-9:30 11.11 M€4W Old Main 18 POL 2 4 1 3 Environmental Upper Mississippi River watershed. Issues covered include controversies about river pollution, the lock and dam system, rcgiunal water supply, floc~d control, economic clevelop~uentin the rive1 corridor, farming practicca, and enerby production. In regard to each of these, the class will examine thc challenge c~fbolancung econoniic dcvclopmcnt, social har~non):and environmental sustainahility Thcrc will be weekly excursions to explore the river in the Twin Cities and meet with local policymakers and stakeholders. Students will repclrt to the class o n a research project o n a topic of their cho(ising. PerspectiveISkill: Critical Thinking, Social \Vorld 1 6-9:30 11,tn M& ? \v 0111 Moir~2 7 S P C 351-S Argumentation Lapakko Develops critical thinking bkills by study of the theory and practice of argument, evidence, fallacies, and refi~tation.Includes how to build and analyze public argulnents that c o n f r ~ n stt~dents t in their everyday lives. PerspectivelSkill: Critical Thinking (Prereq.: SPC 111 or 112 or consent of instructor) 6-930 ~ , I I I , T 8 TI1 Old Main 2 9 session I 1 july 8 to august 8 ART 1 0 7 3 Drawing This is a first level drawing course. Studelits work with a varlety of traditional and non-traditional drawing media and explore important colicepts of drawing. Slide lectures, dernonstrations, and critiques coniplete the learning expel ience. PerspectiveISkill: Aesthetics 6-9:30 p,nl, TBTh Old Maill 17 ACC 2 2 2 3 Principles of Accounting I1 Kader A continuation of A C C 221. I~ltroductionto business activities and accounting for corporations. Basic concepts and fundan~e~ltals of nlanagerial accounting, p l a ~ l ~ l i and ~ l g controlling processes, decision-making, and behavioral considerations. (Prereq.: A C C 221) 8 3I I T GI Th Music 22 A R T 118-S Painting I Bollmao In this first level painting course, students learn important concepts of painting. Most class time is spent painting. Slide lectures, demonstrations, and critiques complete the learning experience. PerspectiveISkill: Acsthetics 6-9:30 p.111. T B TI1 Old M ~ I 17 I BUS 2 4 0 3 Personal Finance Kapoor Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Old Main 10 6-9:30 I J , I ~ M&W ART 2 2 5 3 Staff Graphic Design I A n intrc~d~lctioll to the principles and t e c h n i q ~ ~ c s of graphic design using page layout software. Emphasis o n designing with text and ilnagc PerspectiveISkill: Aesthetics, Speaki~lg 6-9:30 p.111 T B TI1 Fuss 22B A R T 2491349-S (with H I S 24913493) Designed Environment Anderson This course addresses die designed environment, the i~ltentio~ially designed places in which wr live. We will investigate architecture, landscape architecture, and u r h a ~ design, l b o t l ~in cl;~ssand in site visits and walking tours to proluinent cxa~nples~f desiyn excellence. PerspectiveISkill: Aesthetics or City; Writing (upper division only) (Prereq.: For upper divisiu~~-an art, history, or urban sti~diescourse, and ENG 11 1) 1 4 : 3 0 [LIII, M B W Scie~~ce 123 ART 3 3 0 3 Graphic Design I1 Staff A n advanced study of the graphic design of typography and visual imagery fnr print production using the computer. Includes idcntihcatic~liof design problen~sand presentation to client. PcrspectivclSkill: Aesthetics (Prereq.: ART 225) 6-9:30 p.ln. TBTh Filss 22B BUS 3 4 0 3 H u m a n Resource Management Cerrito Personnel filnction in business, accl~~isitic)n, and utilizatio~iof human resources; desirable working relationships; effective intcgrotion of the worker with the goals uf the firm and society. (Prcreq.: BUS 242) 6-9:30 p . ~ n , M B W BUS 4 4 0 3 Strategic Management Cerrito Concepts and principles related to the management (if operating fi~~ictions caught from a ~lla~lagerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or consent of instructor) 6-9:30 p.ln TBTh Mtrsic 24 MKT 2 5 2 3 Principles of Marketing Meziou Principles of hasic policy and stratcw issues in marketing. Legal, ethical, competitive, economic ; ~ u dtechnological factors as they affcct pro~luct, prona~tion,and distribution decisions 6-9:30 11.111 M B W S v e n b ~ ~202 p This course examines t h o k unique to ~llarketingin a<in Emphasis is placed o n a d a z mix according to the i r b - - ellvLroLinlent. (Prereq.: MKT 252) Clayton 120th centurv ErnC r C H M 100-S Chemistry for Changing Times This course int~oducesb a s ~ cche~uistrycon-. the context of numerous science-based i s s ~ our everyday lives with the goal of student I : a basic understanding of thc science behin%ssucs present and in the future. PerspectiveISkill: Natural World 2 (l'laereq.: MPG 2) 8:30 ~ . I ~ . - I I O I I I I T B TI1 Science 3 15 E D C 495-S Topics: DiversityNinnesota American Indians Gresczyk This course cxaluines human divcrsity and Ii~lluan relations. It fulfills the Education Department huluan relations and Minnesota An~cricanlnclian req~~il,ernents and is a n option within the liceusure progr:ilil. 6-9:30 p.m. M B W St'ertlrtlp 1 This coursc is designed for clclucntary educntic~n ~uajorsand includes earth science "hands-on" inquiry based activities that modcl the tcacl~ing and learning process ~f sc~entificinquiry. Meets hasic earth science st~hjectmatter standards for initial licensurc. 6-9:30 j1.111. T El Th sCiL'IICL' 10 SlS - ction. Awarcncss I , Isen1 of instructor) TI1 Old Mail1 23 TB HPE 1 1 5 3 Chemical Dependency (0.5 credit) Broek A n analysis of chemical ahuse and what can be clone for the abuser. Inclu~lesinfc~rmationabout school health education and services. 6-9:30 11.111. M Old M r i i ~23 ~ This course addresses the designed envil-o~uucnt,the intention;~llydesigncd pl:lccs in which we livc. \Ve will in\,estigate architecture, landscape architecture, and urhan deaib~~, bhr~tliin class and in site visits tn pro~ninentexao~plesof design excelle~~ce. PerspcctiveiSkill: Aesthetics or City; \Vriting- (upper .. division only) (Prereq.: for upper divisin~l-an art, histor): or urban ati~diescoursc, ancl ENG 111) 1 4 : 3 0 11.1il. M B W Scie~~ce 123 I N S 199139923 Inter~iship Olson A work or service experience in which the s t ~ ~ d e n t , faculty sponabr, and site supcrvia)~design a learning agreemen1 plan that links c l a ~ , r ~ i o~l~cory, n~ the liberal arts perspectives and gracluation skills with the 0ppc1rti11iitiesi~lllcrc~it ihi the internship. Thc stu~lcnt hnsed on the must complete a lea~ning~x~rtfnlio internship. St~lclcntshoulcl cc~nsultwith the faculty sponsor rqi~rdingrequirements ancl gel per~~dsslnn to rceiater. PIN eraclinu onlv. INS 3 4 2 3 agical foundations of e course cc Islam, its basic concepts and tenets, Islaniic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. PerspectiveiSkill: Intercultural Awareness 1 6-9:30 0 nl. Mt~sic22 INS 2 5 5 3 Kaufman Paideia Seminars ninar Students will .uarticiwte . discussions following the Paideia seminar form developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas ':----carefully, and question thoughtfully PerspectiveISkill: Critical Thinking ]lily 22-26 INS 260-S Contemporary American Indians Weston This course examines the situation of American lndians in the United States since the Indian Reorganization Act of 1934. Emphasis is on current issues such as tribal sovereignty, treaty rights, reservation economics ,and Indian education. PerspectiveISkill: Intercultural Awareness I 6-9:30 p.111. TBTh Old Muin 13 INS 29523 Doine Business in the Czech Republic StollerIStaff This course will concentrate on developing a capitalist enterprise in the ex-comrn~~nist world, looking at how models are succeeding, and how different sectors of Czech society are responding to the changes in social norms and values which underlie these new econonlic initiatives. 6-9:30 p m M B \V Old Mirirl 18 ditics of the This course explores I conununities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and danl system, regional water supply, flood control, and farrnir,, There wil reekly kers and e~rn~rsions .. ..... I local polic, , trying to achieve sustainability in holde 'or additional schedule information --- w.,,u,sburg.edulppagesl-cady/ , , 'E: Additional $500 fec (Prereq.: POL equivalent, and passing water safety tt Old Main 25 '?li MAT 1 7 3 3 Math of Interest Kaminsky Learn how to deter~uinethe monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Evaluation will be based on classroon~participation, quizzes, and a final examination. PerspectiveISkill: Quantitative Reasoning 6-9:30 p.m. MBW Scierice 108 ASL 102-S Beginning Sign Language I1 Mikkelson An intrciduction to deaf culture and the signs and syntax of ASL. S t ~ ~ d e nobserve ts the demonstration of signs, practice their own signing, and learn thc facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Perspective/Skill: Intercultural Awareness 3 6 4 3 0 p.111, T W( TI1 Old Mui~i26 POL 421-S/ML 560-S Developing a Multicultural Perspective: Race and Ethnicity Aoki This course fc~cuseson the ability to function and lead in culturally diverse and ever-changing contexts within the U.S. Improved culti~ral awareness, com~nunicationskills, and interpersonal sensitivity and appreciation for the complexity of the racial and ethnic groupi~lgsare among the goals of the course. Extensive discussion and several short written assignments with emphasis on applying course material to leadership situations. (Prereq.: Graduate, or Jr. or Sr. Standing, or consent of instructor 6-9:30 P.m. MBW Lir~dell16 SWK 395 Topics: Social Policy, Society and Restorative Justice Link This course describes contenlporary systems of human service with a focus on poverty, community relationships and restorative justice. There will be a combination of class and urban field visits. PerspectivelSkill: City (pending approval) 6-9:30 P.m. M B TI1 Note: Rochester Campus PSY 361-S Personality/Cultural Context Hanson Current scientificallv-based amroaches to description, dynamics, aud development of uersonalitv. Includes studv of eender, social position, and cross-cultural behavior. (Prereq.: PSY 102 or 105) 6-9:30 p.m. MBW Old Muin 25 6-9:30 p.m. SWK 6 9 9 3 Assessment and Diagnosis in Mental Health Practice BoisenlSyers This course exan~inesassessment and diagnosis of mental health in individuals. Emphasis is placed on understanding mental health disorders from a MBW .. REL 221-S Biblical Studies Quanbeck 11 This course covers the origin, literary character, and transnlisaio~lof the biblical documents. Explores the task of biblical interpretation. Discusses the history of Israel and the enlergence of the clu~rch.There will be two exams and two interpretive papers. Perspective/Skill: Christian Faith 3 8:30 a.m.-no011 T €4 TI1 0111 Maill 29 SOC 3 5 6 3 Crime and Community Blooni Analysis of correctio~lalproerams and community . .. responses. Lecture, discussion, and site visits to (Prereq.: SOC 121) 1 4 : 3 0 I~nt 4 . 4 . . T B Th ,, ,, , . Old Moin 18 . L SPC 3 2 9 3 Intercultural Communication Lapakko This course explores cultural differences and their inlplications for conu~~~unication, including differences in values, norms, social interaction, and code systems. PerspectiveISkill: Intercult~~ral Awareness 1 6-9:30 p.ni. M B W Old Main 29 center for global education upcoming programs: Language, Culture, and Social Change in Mexico May 18-June 23, 2002 The Church, Civil Society, and Social Change in El Salvador May 20-30, 2002 Human Rights and Social Change in Guatemala May 20-30,2002 All Our Futures: Education for Global Citizenship June 11-18, 2002 Social Services and Social Change: A Culture in Transition June 26-July 3, 2002 Nicaragua: Past, Present, and Future July 17-26, 2002 Mexico in Transition August 1-9, 2002 For information and other possible educational Global Education at 612-330-1 159 or e-mail -
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Augsburg College Summer Catalog, 2003
Title
Augsburg College Summer Catalog, 2003
Collection
Course Catalogs
Search Result
augsburg in the summer Augsburg College offers a varied summer curriculum that includes courses in 18 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. - summer session I May 27 to June 27 summer session I July 7 to Augu...
Show more augsburg in the summer Augsburg College offers a varied summer curriculum that includes courses in 18 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. - summer session I May 27 to June 27 summer session I July 7 to August 7 summer session info Course loads in Summer Session: Students may take up to two courses in each session. However, W E C students taking two or more classes in the spring trimester are not eligible to take classes in Summer Session I. Unless otherwise indicated, all courses carry a value of one course credit. O n e Augsburg course credit is the equivalent of four semester credits and six quarter credits. Augsburg general education: Courses fulfilling Augsburg's Liberal Arts Perspectives and Graduation Skills requirements are so noted along with the description of the course. Course levels: The first digit of the about augsburg Augsburg College is a fouryear, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by the North Central Association of Colleges and Schools.* The small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. three-digit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Independent study: Independent studies may be arranged in consultation with individual faculty members. Employer reimbursement: Students who qualify for reimbursement by their employers may use their reimbursement to pay for Summer Session courses. Housing: Students who need housing may contact the Residence Life Office at 612-330-1488. information Additional information may be obtained at: www.augsburg.edu/summer Augsburg College Campus Box 143 2211 Riverside Avenue Minneapolis, MN 55454 For registration or financial questions: 612-330-1046 (Enrollment Center) For questions related to courses: 612-330-1025 (Academic Advising) eligibility Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term are eligible to attend Augsburg Summer Session. Good standing implies that the student has been admitted and not subsequently dropped by that institution. Internships: In addition to those listed, ' N o ]th C s ~ t ~Association ul of Colleges and Schools, Cor~anissionoil h~stittitionsof Highel Ed~icutini~, 312-263-0456. Web site <wtmu.i~cociheerg> internship opportunities may be arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning at 612-330-1148 for more information. Students accepted for Summer Session are not automatically granted admission as regular students of Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Weekend College Admissions Office, 612-330-1743. - calendar I1 students may begin to register for >ummer ~ e s s i h ncourses o n April 7. Web registrarion will remain open until May 2 (Session I) and June 13 (Session 11). Web registration hours will be 9 a p.m. daily. Augsburg students are encou;aged to use Web registration. Non-Augsburg stud--+. must reglster In person at tfieF Enrollment Center between 8:31 a.m.-4:30 p.m. M-F (extended hours to 6 p.m. o n the first and secona.day of #classes for each session; open .Thursdays 12-4 p.m.). The Enrollment Center is located in Sverdrup Hall. We recommend that you schedule your courses as early as possible. ;* 3- If a discrepancy is found between this catalog and course information found through AugNet, AugNet should be considered the most current, and thus, correct. Students registering for Summer Session I must complete their registration by May 27. Students registering for Summer Session 11 must complete their registration by July 7. Augsburg students will be billed through Student Accounts. Non-Augsburg students must pay 50 percent of tuition at the time of registration. All students must be paid in full by May 9 for Summer Session I and June 20 for Summer Session 11. Tuition must be paid in full (see calendar), or you will be dropped from your course(s). Augsburg students who have unpaid balances from previous terms must pay these balances before they may register for Summer Session. Change in Registration: Many courses fill early and courses with low enrollments will be canceled one week before the first day of the session. Students who cancel their registration prior to the first day of the session must complete a drop/add form at the Enrollment Center (this must be done in person). There is a charge of $100. For refund information please see schedule of refunds o n next page. A late fee of $75 will be assessed for students who register after the first day of the term. No Session I registrations will be accepted after May 30. No Session I1 registrations will be accepted after July 10. m rn ummer ruu3 sessZon I session I 1 map of augsburg :UUJ aummer Session courses is: $1320 for full-credit courses $660 for half-credit courses Audits are charged at the tuition rates listed abov financial aid F No aid is given iur a u l u l l l r l Session I as it runs concurre with the WEC spring trimester dl! led in Summer WEC stude Session I1 may be eligible for financial aid if their course load is at least 1.0 -a Eligibility for SummLL Session attendees Students who maintain half-time status (as defined by the program in which they are enrolled) are eligible to apply for financial aid. Day program Students enrolled in either Session I or 11, or both sessions combined may be eligible to apply for financial aid if their course load is at least 1.5 credits over the two sessions. ..b Lig!? ---A:- TO * avvlv -- . L The only forms of financial aid available for Summer Session attendees are the Federal Pell Grant (for students who meet eligibility requirements) and student loans. The financial aid priority deadline for Summer Session is April 15, 2003. Visit the Enrollment Center Web site to download an application form at <www.augsburg~edu/enro~~>. COLLEGE MAP INFORMATION 1. Admissions Weekday Program 2. Admissions Annex and Weekend Admissions 3. Air Structure Entrance (November through March) 4, Edor-Nelson Athletic Field and Seasonal Air Structure 5. Christensen Center 6. East Hall 7. Faculty Guest House 8. Foss. Lobeck, Miles, Center for Wonhip. Drama &Communication 9. Sverdrup Hall 10. Husby-Slmmmen Tennis Couris I I. Ice Arena 12. Development, PR/Communications. and Alumnimarent Relations 13. Lindell Library 14. Maintenance and Grounds Shop 15. Moriensen Hall 16. Murphy Place 17. Murphy Park 18. Music Hall 19.New Residence Hall 20. Old Msin 21. Anderson Hall 22. Quad 23. Science Hall 24. Security Dispatch Center 25. Shipping and Receiving 26. Melby Hall 27. Sverdrup-Ofledal Memorial Hall 28. Umess Hall campus location PARKING INFORMATION A-Visitor Parking B. Resident Parking C. Commuter Parking D. FacullylStafflCommuter/Resident Parking E. Resident Parking F. Resident Parking G. Admissions/Faculty/StaffParking H. FacultyIStaff Parking I. Visitor Parking J . FacultyISlaff Parking K. FacultyIStaff Parking L. Visitor Parking M. Faculty/Staff/Commuter Parking N. Faculty/Staff/Commuler Parking 0. Fairview-University Parking Ramp 3 5 W from the NorthTake Washington Avenue exit and turn left o n Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. 1-94 East from MinneapolisAugsburg College, as affirmed in its mission, does not dtniminote o n the basis of race, color, creed, religion, national o r ethnic origin, age, gender, sexual orientation, marital status, status with regard to public msistance, or disability in its education policies, admissions policies, scholarship a n d loan programs, athletic andlor school administered pmgrams, except in those instances where religion is a bonafide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees a n d its students. Any questions concerning Augsburg's compliance with federal o r state regulations implementing equal access a n d opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, C B 79, Augsburg College, 221 1 Riverside Ave , Minneapolis, M N 55454. She can be reached by telephone, 612-330-1023; or by e-mail, <wadeb@augsburg.edu>. Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 2lst Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 2lst Avenue South. 3 5 W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 2lst Avenue South. session I Please refer t o may 27 to june 27 http:llaugnet.augsbu~~g.edu for the m o s t c u r r e n t classroom i n f o n n a t i o i ~ . Kapoor ECO 1 1 3 - S Principles o f Microeconomics location An introduction to microeconomics: the theory o f perspcctivdskill: and the household, f i r m , market structures, a n d income 6-9:30 BUS 3 3 1 3 Financial Management ART 132-S Topicr related to theory acclulsiti Photography Raschke .,<.., ~ visual r T h e camera u... , ,, , , , ,black a n d white creativity and expression and nianagcment, SOL lncl 11: short-term funds, can ,sts/huogetin:., Ieueragc, distribution. Application o f elementary economic Z O 112 o r 113, a n d MPC; 3) independently o f E C O 110 o r 112. E C O 112 and (Prereq.: A C C 221, 35 m n i , single-lens reflex camera. Estimated cost o f 6-9:30 11.m MWF O l d M a i n 26 113 may b e taken in either order. (Prereq.: M P G 2 ) f i l m , etc.: $200 Perspcctive/SI 6-9:30 p i n Old Maill 4 BUS 3794 Quantitativ Isaacson A n i n t r o d u c t ~ o nt o quantitative reasoning PerspcctivJSkill: Social W o r l d 1, 2 8:30 a . m -noon ?; TI1 Suerdnrp 201 to assist students i n reading and interpreting clnta Topics Life Drawing include descriptive measures, probability, sampling - T h i s course w ~ l ~l n t r o d u c et l ~ estuclent t o the distributions, estimation, and I~ypotliesistesting EDC 2 2 0 3 (.5 c r e d i t course) w i t h emphasis o n a~>l>licdp r o b l c ~ n sin business and E d u c a t i o n a l Technology eC,IllOIlIICS. Y o u w i l l be cxposed to basic theories o f ART 247-S methods anti tcchniqucs o f drawing the humar form through tlie use o f live moilels Emphasis w i l l bc placed o n dc\,clopnicnt o f perceptual drawing ( P r ~ r c i ~ .M: I S skills to accurately render tlie h u m a n form i n a 6-9:30 p.m. spatial e ~ l v i r o n m c n tTopics covered w i l l include: MKT 2 5 2 3 gesture, prnportio11, foreshortening, skeletal and ~nusculatureanatomy, s l i a ~ l i n gand rendering, and composition. N O T E : There w i l l be a $50 fee model. M, W Erickson Become skilled in some o f tlie digital tools used in today's schools. Learn h o w t o choose appropriate Meziou Principles o f basic policy and strategy issues i n M,W O l d M a i r ~18 H i s t o r y o f U.S. F o r e i g n R e l a t i o n s 8:30 a m -noon M, W Suerd?up 2 0 4 Kader emphasizing changing definitions o f war a n d peace, tensions between internationalism a n d isolationism, the emergence o f the U.S as a n ENG 2 2 5 - S Swanson I n t r o i l u c t i o n to business activities, basic concepts and f u ~ i d a m e n t a l so f accounting, the accounting cycle, a n d preparation o f financial statements 8:30 u.111 -11uor1 M, W O l d M o i r ~2 9 BUS 2423 Principles o f Management Cerrito D e w l o p n i e n t u f the theory o f management, organization, staffing, planning, a n d control. T h e stresses style a n d organization, the process o f Gilsdorf A n i n t r o J u c t i o n t n macroeconumics: national income analysis, monetary and fiscal policy, ~ n t c r n a t i i n i a tmde. l Application o f clcmcntary ecc~nomict l i e o ~ yto current economic prohlerns. May be taken indcpendcntly o f E C O 113 o r 110. Staff A survey o f U.S. foreign relations f r o m the American Re\,olution through the C o l d War, Effective W r i t i n g ( E N G 111). Its workshop format Principles o f Accounting I I H I S 33223 T h i s course builds o n the practices a n d methoils o f .. 112. Principles o f Macroeconomics evaluate their learning w i t h tlie Director o f tlie Center for Service, W o r k , a n d Learning. Satisfactory conipletion fulfills the Augsburg Experience (AE). educational settings. a n d technological factors as they affect proiluct, O l d M a i n 17 A C C 221-S Old M a i n 23 G S T 009-S Cooperative Education Olson Cooperative Education is a w o r k experience related to a student's m a j o r / ~ n i n o r o r career interests, b u t n o t done f o r academic credit. T h e goal is f o r applications o f theories a n d tcchniqi~esfor Intermediate Expository W r i t i n g . . ?: T I \ communication, selection, e\nluation, a n d researcl~. Suerdl.~ip 2 0 6 Principles o f M a r k e t i n g 6-9:30 p,nl. western it^^^ stuLlcnt\ t o n1lp.y t l i c ~ ~ rr,)) pr.I.rlLc III 1111i~~)pr<)vc.l \vc,rk seulng. Sru.lunt> ser tmrn.ng peen ~tn.1 1 price, p r o m o t i o n a n d distribution decisions. Perspective: Aesthctics 6-9:30 p m. )0 o r 370 a n d M P G 3 ) marketing. Legal, ethical, competitiue, economic payable o n tlie first day o f class for the cost o f the to American thought by w o m e n and people o f color. theory t o market policy. M a y b e taken and dividend policy photographic processes. Students need access t o a Stein revision, self a n d peer evaluation, a n d the M,W O l d M a i n 13 0 Studies Rrspective/Skill: W r i t i n g T 6-9:30 p.m I N S 105-S Introduction to American Indian relationship henveen reading a n d writing. (Prcreq.: E N G 111) 4-7:30 p.m. economic a n d military power. TI1 Old Main 26 Weston T h i s course is intended t o intrucluce students to American I n d i a n Studies. Concepts and topics t o E C O 112 a n d I 1 3 may he taken i n c ~ t l i eo~r ~ l e r ENG 2 5 1 - S (Prcrcq.: M P G 2) Readings in A m e r i c a n L i t e r a t u r e Perspecti\-e/Skill: Western Heritapc An introduction t o selected texts o f literary and contemporary issues, a n d tlie arts Minnesota historical importance that yield a n ~ ~ n d e r s t a n c l i n g Indians w i l l bc emphasized where appropriate. 1 4 3 0 p.111. M, W Soerdrlil~202 be covered include, alnong others, history, Clayton language, culture, literature, policy, images, nature o f a u t l ~ o r i ~ accountability, y, responsibility, o f o u r Western heritage a n d contemporary Perspective/Skill: Intercultural Awareness I a n d analysis o f thc professiunal manager American worldviews Themes could include the 6-9:30 6-9:30 p . m T; Th Music 2 4 emergence o f a national identity, the shaping o f a collective American memory, a n d the contributions pm M, W Old M a i n 23 b session I may 27 to june 27 r W S 1991399-S Internship hallenge of balancing economic development, ~ ~ I C I . Lharmony, I and envi~onmentalsustainability. faculty sponsor, and site supervisor design a learn~ngagleenient plan that links classroon~ theory, the liberal arts perspectives and graduation skills with the opportunities inhcrent in the internship. The student must complete a lear~iing portfolio based on the internship. Student should consult with the faculty sponsor regarding requirements and get permission to register. P/N grading 4ASL 101-S Beginning Sign Language I Mikkelson An introduction to denf culture and the signs and syntax of ASL Students obscrve the demonstration of signs, practice their own signing, and learn the facial expressions and hociy langi~ageneeded to co~uniunicateclearly with denf and har<i.of.hcaring people. Perspective/Skill: Inrerculturnl Awareness 6 4 : 3 0 p.11~. ?; W Th Old Maill 2 9 SPA I l l - S Kingsley Beginning Spanish I Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary Spanish, introduction to tlic culture of the Spanishspeaking world. Perspccti\.dSkill: Intercultural Awareness 8:30 a in.-! 1 a.m. T; K( TI1 Old Mnit~2 6 There will be weekly excursions to explore the river in the Twin Cities and meet with local policy ~nakersand stakeholders. Students will report to the class on a research project on a topic of their choosiny. Perspectiw/Skill: linking, Social World 1 or 2 6-9:30 p.m. Old Main 2 7 n ! i SWK 699(D)-S Comparing Family Practice, Child Welfare & Social Services i n the U S N K Link This is a n international travel experience. T h e course provides both an overview of social policy, family, and child welfare services in England and an opporti~nityto observe the approach to social work practice with families and children. Students pal ticipate in an orientation to the European Union and British social services at Augshurg then PSY 362.! Abnormal Psychology Hanson An introduction to psychological disorders and treat~nent. "SY 105) (Prereq.: PT" '^' 6-9:30 p.m , ww , Old Main 25 REL 3 7 0 3 American Indian Spirituality and Philosophical Thought Jacobson Religious beliefs, spiritual customs, and philosophy of North Anierican Indians arc studied. Tribal similarities and differences are explored, as are tribal relationships with nature, religious o\rersight of life cycles, sacrcd ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG I l l , junior standing, and REL 111, 221, or 331) Pcrspectivc/Skill: Intercultural Awareness 1 or Christian Faith 3, Writing 6-9:30 p,nl. T TI1 M~rsic22 travel to Bristol University, England, for tlie program. Participants work with American and British students, faculty, and community practitioners. The course inclu~lcslccturcs and visits to a variety of agencies and student have British tutors for in-depth analysis of policy and practice in (their choice): healthcare, child welfare, and family service Orientation in June, travel to UKJuly 2-17, August debriefing. Undergraduate students !nay apply to their department chair to take this course as a n independent study. For Inore information contact Rosemary Link at 612.3301147. S P C 329-S Intercultural Communication implications for conimunication, including differences in values, norms, social interaction, and code systems. 6-9:30 p.m. POL 2 4 1 8 Environmental and River Politics Underhill-Cady This coursc explores thc politics and policies relating to the communities and ecosystem5 of the Upper Mississippi River watershed Issues co\rerecl include controversies about river pollution, tlie lock and clam system, rcgional water supply, flood control, cconomic development in the river corri~lor,farming practices, and energy production. In r e ~ a r dto each of these, the class will examine REL 4 9 0 3 Topics: Vocation and the Christian Faith Tranvik What are lily gifts! What are the needs of the comniunity! What am I called to do? In this course we will reflect on these questions using the Bible, the Cl~ristiantradition, literature, film, and popular culture as our guides. (Prereq.: REL 111, 221 or 331) Pcrspecti\,e/Skill: Christian Faith I, 2, or 3 Lapakko This coursc explores cultural differences and their 7: Tit Old Main 13 S P C 4803 Public Relations/PromotionaI Com~nunication Hanson Public relations in the modern world of communication, marketing, government, and business. An overview of public relations as a career and a survey of basic promot~onalcommunication in profit and non-profit organizations. 6-9:30 p m. M, W Old Mair~16 session I 1 july 7 to august 7 Please refer to http:llaugnet.augsburg.edufor the most current classmom information. ' A R T 33023 Graphic Design , Allen This course is a n advanced study of the graphic Bollman Irawing course. Students work This is a first with a variety of traditional and non-traditional drawing media and explore important concepts of drawing. Slide lectures, demonstrations, and design of typography and visual imagery for print ~ r o d u c t i o nusing the comuuter. Studies include identification of blems and presentation B U S 4 9 5 N A L 599-S Topics: Leadership through Influence: Coaching and Consulting Lashbrook The purpose of this course is to explore how to lead through influence rather than authority. We to client. will examine consulting and coaching models to determine appropriate processes and practices. You (Prereq.: A K will have opportunities to apply these models critiques complete I lrning experience. through both consulting and coaching assignments. Perspective/Skill A .ire (Prereq.: senior or graduate student status) 6-9:30 p.m 6-9:30 p.m. A R T 11823 Painting .S Bollman In this first level painting course, students learn Principles of Accounting 11 Kader A continuation of ACC 221. Introduction to cost M, W Suerdrup 206 MIS 1 7 5 3 Principles of Computing for Business Isaacson An introductory course to develop understanding basic understanding of the science behind issues present and in the future. (Prereq,: MPG 2) Perspective/Skill: Natural World 2 8:30 a.m.-noon D I 7; Th Science 3 15 @ E D C 2061566-S DiversityNinnesota American Indians Gresczyk This course examines human diversity and Iiunian relations. It fulfills the Education Department human relations and Minnesota American Indian requirements and is a n option within the licensure program. important concepts of painting. Most class time is spent painting. Slide lectures, demonstrations, and accounting for manufacturing. Basic concepts and of basic computing concepts and specific skills in fundamentals of managerial accounting, planning using microcomputer software (Windows, Word, critiques complete the learning experience. and controlling processes, decision-making, and Perspective/Skill: Aesthetics behavioral considerations. Excel, Access, Power Point, e-mail and the Internet). Emphasis o n solving business related problems E D C 4801580-S School and Society using software. (Prereq.: MPG 3) Emphasis on points of view about the role of school in modern society, relationships with T; Th 6-9:30 p.m. A R T 225-S Graphic Design Old Main 17 (Prereq.: ACC 221) 8:30 a.m.-noon I Allen 1; Th Old Main 29 6-9:30 p,m This course is a n introduction to the principles and B U S 24023 Personal Finance techniques of graphic design using page layout Introduction to personal financial planning and software. Emphasis will be placed on designing with text and image. budgeting, credit management, income taxes, Perspective/Skill: Aesthetics, Speaking estate planning. 6-9:30 p m M ,W Foss 22B Kapoor insurance, real estate, investments, retirement, and 6-9:30 p.m M, W Old Main 2 6 This course addresses the designed environment, the intentionally designed laces in which we live. We will investigate arcliitecture, landscape architecture, and urban design; class sessions consist almost exclusively of walking tours and site visits to prominent examples of design excellence. (Prereq.: for upper division-an art, history, or urban studies course, and E N C 111) Perspective/Skill: Aesthetics or City; Writing (upper division only) 1 4 3 0 p.m. M, W Science 123 Foss 22A marketing. Legal, ethical, competitive, economic, and technological factors as they affect product, price, promotion, and distribution decisions. T; Th Old Main 2 7 B U S 34023 H u m a n Resource Management Cerrito Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) 6-9:30 p.m. M, W Music 2 4 of operating functions taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) T; TI1 Meziou This thought-provoking course examines those issues and activities unique to marketing in an international setting. Emphasis is placcd o n adaptation of a marketing nix according to the B U S 4403 Cerrito Strategic Management Concepts and principles related to the management 6-9:30 p m M K T 466-S International Marketing Music 2 4 international markcting environment. (Prereq.: MKT 252) 6-9:30 p.m. M, W M, W Suerdrup 1 Erickson parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching Fieldwork experience. Principles of basic policy and strategy issues in 6-9:30 p in A R T 2491349-S (with H I S 2491349-S) Designed Environment Anderson T; Th MKT 2 5 2 3 Principles of Marketing 6-9:30 p.m. (Prereq.: PPST and admission to department) Perspective/Skill: Social World 1 and 2 , Writing 8:30 a in -nooil CHM 100-S Chemistry for Changing Times Gyberg This course introduces basic chcmistry concepts in the context of numerous science-hnsed issues in our everyday lives with the goal of students having a Svrrdrup 17 EED 2 0 0 3 Elementary Education Earth Science Stangl This course is designed for elementary cclucation majors and includes earth science "hands-on" inquiry based activities that model the teaching and learning process of scientific inquiry. Meets basic earth science subject matter standards for initial licensu re. 5:30-9 p.m. Old Main 2 7 M, W M, W Old Main 4 B E N G 2821482-S 1 9 t h Century British Novel: Investigating the Victorian Thriller Liddle This course studies the novel of suspense, mystery and terror i n ~ ~ t h . c e n t l l B ry ~fron, ~ ~ ~~~~k~~~~~~~ in century to ~~~~~l~ a t its ~ ~ ~ ften challenging and sometimes subversive, vels drew intense public scrutiny by raising issues that politer domestic fiction hardly hinted at. We will read several of the best of these thrillers, investigate the culture that produced them, and work to determine why they have continued to appeal to successive generations of readers. (Prereq.: ENG 111) Perspective/Skill: Wester +r 1+:3( HIS 2 4 9 1 3 4 9 3 1 A R T 2491349.; Designed Environment .cimball This course addresses the designed environment, the INS 2 6 0 3 Contemporary American Indians Weston This course examines the situation of American intentionally designed places in which we live. We Indians in the United States since the Indian will investigate architecture, landscape architecture, and urban design, both in class and in site visits to prominent examples of design excellence. Reorganization Act of 1934. Emphasis is o n current Underhill-Cady A n introduction to the workings of the course issues such as tribal sovereignty, treaty rights, system in the United States, focused on the concepts reservation economics and Indian education. of power, justice, rights, and freedom. Topics include studies course, and ENG 111) Perspective/Skill: Intercultural Awareness leducation. war on terrorism, criminal and civil law, torts, Perspective/Skill: HIS 349-City or nesrurtics; 6-9:30 (Prereq.: for upper division-an ar .itage ^ :rdrup 206 POL 1 7 0 4 Law i n the United States ory, or urban p m. M, W Old Main 13 Writing (Upper division only) civil rights and civil liberties in the context of the racism and discrimination, and environmental law. Guest speakers will include local lawyers, judges, civil rights activists, and police Perspective/Skill: Social World 2 or 3 M A L 5 9 9 B U S 495-S Topics: Leadership through Influence: Coaching and Consulting Lashbrook G S T 00923 Cooperative Education Olson Cooperative Education is a work experience related 6-9:30 p m. ?; Th Old Main 23 The purpose of this course is to explore how to lead not done for academic credit. The goal is for Internship Olson A work or service experience in which the student, students to apply theory to practice in a n approved faculty sponsor, and site supervisor design a learning examine consulting and coaching models to work setting. Students set learning goals and agreement plan that links classroom theory, the determine appropriate processes and practices. You evaluate their learning with the Director of the liberal arts perspectives and grnduation skills with will have opportunities to apply these models through both consulting and coaching assignments. This course surveys the most important (Prereq.: senior or graduate student status) religiousness and spirituality. Topics include the relationship between science and religion; the nature to a student's majodniinor or career interests, but Center for Service, Work, and Learning. Satisfactory completion fi~lfillsthe Augsburg Experience (AE). the opportunities inherent in the internship. The student must complete a learning portfolio based o n the internship. Student should consult with the through influence rather than authority. We will 6-9:30 M, W p.m. Sverdrup 206 INS 225-S for the abuser. Includes information about school Introduction to Islam Kader The course covers the ideological foundations of health education and services. Islam, its basic concepts and tenets, Islamic law p.m, M only Music 22 Shariff A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of ASL 1023 Beginning Sign Language 11 over the life course; conversion; religion and coping with stressful life events; religiousness, physical Mikkelson motivations and attitudes; forgiveness; meaning-in- (Shariah), Islamic economic and political systems, syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the life; and gratitude. (Prereq.: PSY 102 or PSY 105) and lsla~nicpatterns of life. Perspective/Skill: Intercultural Awareness I facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing 1 4 3 00m p m. M,W I N S 255-S Paideia Seminars Music 23 64:30 p.m T W( TI1 Old Main 2 9 Kaufman SPA 11223 Beginning Spanish 11 the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial developed by Mortimer Adler. Seminar topics and ethnic diversity, and the impact of affluence. Perspective/Skill: Western Heritage, Critical emphasize selections that help students to think Kingsley Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary critically, understand timeless ideas, listen carefully, and question thoughtfully. Spanish, Introduction to the culture of the Spanishspeaking world. Perspective/Skill: Critical Thinking Perspective/Skill: Intercultural Awareness 6-9:30 p.m. 7; T h Old Main 18 8:30 a.m.+ p.m. July 21-25 Old Main 18 7; TII Old Main 25 people. Perspective/Skill: Intercultural Awareness Students will participate in a series of seminar discussions following the Paideia seminar format as Thinking health, and well-being; religion as culture; religious An introduction to deaf culture and the signs and 6-9:30 HIS 2 2 2 3 2 0 t h Century United States psychological theory and research related to personal religiousness and spirituality; religious development permission to register. P/N grading only. 6-9:30 Tix and nurture of religiousness; the neuropsychology of faculty sponsor regarding requirements and get H P E 1153 Chemical Dependency (.5 credit) Broek An analysis of chemical abuse and what can be done PSY 2953 Topics: Psychological Research o n Religion and Spirituality 8:30-11:OO a.m. ?; W Th REL 1 1 1 3 Introduction to Theology Staff An introduction to the academic discipline of Old Main 2 6 theology and to the dialogue between the church and the world that concerns Christian doctrine. (Not accepted for credit for students who have taken REL 331). Perspective/Skill: Christian Faith 2 or 3 6-9:30 p.m. ?; Th Old Main 10 ' center for global education REL 3 2 0 4 Buddhism a n o L n (See full descriptior nlry m 1 nailand Holt :r offerings through Center for Global Educatic :he end of this section) SWK 6 9 9 3 Assessment a n d U~agnosisi n Mental Health Practice BoisenByers T h ~ course s examines assessment and d~apnnslsof rl nn mental health in individuals. Emphasis is -- understanding mental health disorders fr, systems and ecological perspective as well as understanding bio/psycho/social influences o n incidence and course. 6-9:30 p.m. M,W SPC I l l - S Introduction to Public Speaking ~ r d n r pLUL Groven This course teaches both the theory and practice of creating public speeches. It focuses o n preparation, organization, audience analysis, style, listening, and overcoming speech anxiety. 1 4 3 0 p.m 7; TI1 SPC 3 5 1 3 Argumentation Swcrdrup 202 Groven Develops critical thinking skills by study of the summer II:international courses upcoming program: REL 320: Buddhism and Christianity in Thailand During this course the focus will be primarily o n the encounter of these two world religions, Buddhism and Christianity. A special opportunity o n this course will be participation in the international conference, "Religion and Globalization." Representatives of many world religions will consider the implications of globalization for religion and vice versa. We will have lectures, class discussions, readings, and conversations with Thai people, visits to amazing Buddhist temples, and some other experiences just for fun. As a result of this course, students will encounter a culture and religious situation very different from the Upper Midwest, and have a n opportunity to think C critically about the meaning of being Chris$n, Buddhist, or any other * 8 tradition in a religiously and culturally plur'al worl (Prereq.: REL 111, 221 or 331) Perspective/Skill: Christian Faith theory and practice of argument, evidcnce, fallacies, and refutation. Includes how to build and analyze arguments in everyday life. Perspective/Skill: Critical Thinking 6-9:30 p.m, 7; TI1 For information and other possible for Global Education at - summer session application form Summer Session applications are available online at: <~~~.augsburg.edu/enroll/registrar~ then click o n "Download Registrar Forms."
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Augsburg College Summer Catalog, 2004
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Augsburg College Summer Catalog, 2004
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Course Catalogs
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augsburg in the summer Augsburg College offers a varied summer curriculum that includes courses in 18 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer sessi- Course loads i n Summer Session: Students may take up t...
Show more augsburg in the summer Augsburg College offers a varied summer curriculum that includes courses in 18 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer sessi- Course loads i n Summer Session: Students may take up to two credits in each session. However, W E C students taking two or more course credits in the spring trimester are not eligible to take classes in Summer Session I. Unless otherwise indicated, all courses carry a value of one course credit. O n e Augsburg course credit is the equivalent of four semester credits and six quarter credits. I June 1 to July 2 summer session II July 12 to August 12 \ about augsburg Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by The Higher Learning Comn~issionof the North Central Association of Colleges and Schools.* The small college environment, ahout 3,000 students during the academic year, is enriched hy the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. *The I-11gherLe~in~illg Coilunissioi~of tl~eh ' o ~th Ceiltrol Associ~~tiol~ of Colleges (111dSchools, C D I ~ I I ~ ~O~I LS S ~ O ~ I l~~>titutioi~s of Higher Edncotiorl, 3 12-263-0456. Web site <u'ww.~~urcihe.org> summer session info Augsburg general education: Courses fulfilling Augsburg's Liberal Arts Perspectives, Core Curriculum, and Graduation Skills requirements are so noted along with the description of the course. Course levels: The first digit of the three-digit course number indicates the course level. Course numbers beginning with a "1" or "2" are Lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Independent study: Independent studies may be arranged in consultation with individual faculty members. Internships: In addition to those listed, internship opportunities may be arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning at 612-330-1148 for more information. Employer reimbursement: Students who qualify for reimbursement by their employers may use their reimbursement to PaY for Summer Session courses. Housing: Students who need housing may contact the Residence Life Office at 612-330-1488. information Additional information may be obtained at: www.augsb~~rg.edu/summer A~~gsburg College Campus Box 143 2211 Riverside Avenue ~ i ~ ~MN ~ 55454 ~ ~ ~ l For registration or financial questions: 612-330-1046 (Enrollment Center) For questions related to courses: 612-330-1025 (Academic Advising) eligibility Persons i n good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term are eligible to attend Augsburg's Summer Session. Good standing implies that the student has been admitted and not subsequently dislnissed by that institution. Students accepted for Summer Session are not automatically granted admission as regular students of Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Weekend College Admissions Office, 612-330-1101. i ~ , to . .. calendar L - m dents may hegin to register for ,,~~,,,ncrSession courses on April 5. Web registration will remain open until April 29 ssion I) and June 11 I-' (Session registration huurs '- will he 8 : 3 .c.LLt. ~ L1, 1159 k7.m daily. Augsburg students are encouragecl to use Web r ratio Ion-A~~rahurg uder 1st regis1 hnrollment Center between 8:30a.n 4:30 p.m. M - W (8:30 a.m.-7 p.1Thursdays). T h e Enrollmeiit Located in Sverdrup Hall. V recommencl that you sche courses as early as possil ' at time ( lnust he lmic tion. All students Full hv, Mav, 7 for I and J u n e 18 for S ~ ~ m mSeers b r u ~11. ~ Tuition must be paid in full (see calendar), or you will hopped from your course(s); a cellation fee of $100 per course will apply. Augsburg students who have unpaid balances from previous terms must pay these balances before they may register for Summer Session. Summer Scs Change in Registration: M a ~ i ycourses If a discrepancy is found between this catalog and course i~lformationfound through AugNet, AugNet should he c o ~ ~ s i d e r ethe d most current, a u ~ thus, l correct. Students registering for Summer Session I must complete their registration by June 1. April 5 Web registration closes April 29 June 11 Balance of tuition due May 7 June 1 June 18 July 12 Classes begin April 5 .ast day to: I Register (without late fee) June 1 July 12 I Register (added late fee of $75) June 4 July 15 (no registrations will be accepted after this date) 'Drop class without notation June 4 July 15 1 Change grading option June 18 July 29 1 Withdraw from class June 18 July 29 July 2 July 12 August 12 August 20 fill early and courses with low enroll~neiitswill be ca~iceledone week hefore the first day of the session. Students who cancel their registration prior to the first day of the session must lasses end 3rades due in Registrar's Office complete a clrop/adci form at the chedule of refunds Enrollmeilt Center (this milst he done .00% of the refundable portion of tuition (less $100 administrative fee): in person). There is a charge of $100 for each course cancelled. Students registering for Summer Session I1 must complete their registration by July 12. Registration begins For refund information please see schedule of refunds o n next page. If cancellation at the Enrollment Center is no later than June 4 (Session I) and July 15 (Session 11) '5% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 8 (Session I) and July 20 (Session 11) A late fee of $75 will he assesseci for students who register after the first day of tlie term. N o Session I registmtious will he accepted after June 4. N o Session 11 registrations will be accepte~lafter July 15. iO% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 11 (Session I) and July 23 (Session 11) map of augsburg - . L- costs y The tuition char - - . --.nmer m i o n courses 4 0 0 for nurses $700 for half-credit courses Audits are charged at the tuition rates listed above. h W E C stude nrolled in Summer Session I1 may be eligible for financial aid if their course load is at least 1.0 credit. To apply The only fo financial a-id a Eligib~htyfor Summer fl Session attendees 4 Students who maintain half-time status (as defined the program ,.L-are enrolled) are eligiblc *- ' financial aid. Day program 7 Students enrolled in either Session I or 11, or both sessions combined may be eligible to apply for financial aid if their course load is at least 1.5 credits over the two sessions. WEC program - of financial aid available for Summel sion attendees are the Federal Pel1 Grant, the Minnesota State Grant (for students who meet eligibility requirements), and student loans. Visit the Enrollment Center Web site to download an application form at <www.augsburg.edu/enroll~. The financial aid priority deadline for Summer Session is May 15, 2004. Augsburg Employee Tuition Benefit Faculty, staff, and dependants of the College who are eligible for the maximum tuition benefit will receive a 60% discount o n Summer Session tuition, For W E C students enrolled in spring trimester, n o aid is given for Summer Session I as it runs concurrently with the W E C spring trimester. # & II e l k * COLLEGE M A P INFORMATION 1. Center for Counseling and Health Promolion 2. Weekend Admissions 3. Air Slructure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Structure 5. Christensen Center 6. Easl Hall 7. Faculty Guest House 8. Foss. Lobeck, Miles, Center For Worship. Drama and Communication 9. Sverdrup Hall 10. Husby-Strommen Tennis Courts I I.Ice Arena 12, institutional Advancement 13. Lindell Library 94 west 11 14, Maintenance and G~oundsShop 15. Mortensen Hall 16. Murphy Place 17. Murphy Park 18. Music Hall 19. New Residence Hall 20. Old Main 21. Oscar Anderson Hall 22. Quad 23. Science Hall 24. Security Diapatch Center 25, Shipping and Receiving 26. Si Melby Hall 27, Sverdrup-Oftedal Memorial Hall 28. Urnebs Hi111 campus location PARKING INFORMATION A. Visitor Parking B . Resident Parking C, Commuter Parking D. FacuIty/Staff/Commuter/Resident Parking E. Resident Parking F. Resident Parking G. FacultylStaff Parking H. F;lcultylStaff Parking I.Visitor/Admissions Visitor Parking J. FacultyISlaff Parking K. Commuter Parking L V i s i t o r Parking M. FacultylStafflCommuter Parking N . FacullylStafflCommuter Parking 0. Fairview-Universily Parking Ramp 35W f r o m the NorthTake Wnshington Avenue exit 2nd turn left o n Washington (turns right onto Cedar Avenue), turn left ;it Riverside Avenue, right at 21st Avenuc South. 1.94 East f r o m MinneapolisTakc 25th Avenue exit, turn left at 25th Avelulc, turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West f r o m St. PaulTakr Ri\evsirle exit, turn right at Riverside Avenue, Atcgsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion, nutional or ethnic origin, age, gender, sexual orientatiml, marital stattrs, stutus with regard to public arsistance, or disability in irs ed~icationpolicies, admissions policies, scholarship and loan program, athletic and/or school administered programs, except in tl~oseinstances where .religion is a bonu fide occupatiollal qualification. Atcgsburg College is committed to providing ~earonublcaccommodations to its employees and its students. turn left at 2lst Avenuc South. 35W f r o m the SouthFollow the 1-94 St. Paul signs (move to right lane after each o f two mergers). Take 25rh Avenue exit and turn left at Riverside Avelu~c,turn lcft at 21st Avenue South. most current classroom information. A R T 102-S ACC 221.S 1- Tom A i of desig the visual arts lng foundation for e-dimensional projects basic design elements ' I... ,,.... ..., de~nonstrati~i~ and principles. Perspect in Fine 1 Principles of Microeconomics Principles of A c c o u n t ~ n gI Introduction to business activities, bar Introduction t o Public Speaking Groven Develop critical thinking skills by study of the Kader col~cepts 4 The camera will be used as a tool for visual creativity and expression i~singblack and white photographic processes. Students nc 35 mm, sinfile-lens ~eflexcamera ' cess to a ed cost of film, ctc.: $200-225. Perspccti,,c/Skill/LAF: Acstllcticr 6-9:30 p.111. 7: :in Fine Arts Old M[1i114 ART 2 4 7 3 theory to market policy. May be taken and reilltation. Course content will include how to independently of E C O 110 or 112. E C O 112 and 8:30 a in -~IOOII build and analyze public arguments that confront 113 may be taken in either order. students in their everyday lives Perspecti\,e/Skill/IAF: Speaking; I A F in Fine Arts (Prereq : MPG2) Perspecti\,e/Skill/LAF: Social World I or 2; I A F in Old Main 10 1 4 3 0 p.m. Principles Argumentation Groven The course focuses o n speech preparation, 1 4 : 3 0 \J.I+ I organization, audience analysis, style, listening E D C 220-S ability, and the o\,ercoming of speech fright. Educational Technology (.5 credit) Old Main 16 (Prereq.: SPC 111 or 112, or Jr. or Sr. standing) BUS 4 6 5 3 International Management This tl~ougl~t,p~ovoking course examines those issues and activities unique to marketing in an international setting. Emphasis is placed o n adaptation of a mnlkcting mix according to the international market in^ environment. M, W 6-9:30 p IIL I spatial envimnment. Topics cotmered will inclucle: This course includcs Financial Stntcmcnt Analysis, Risk and Reti~rn,Security Valuation. Capital Old Mr~in17 M, W F I Okl Mail1 2 9 Meziou 01 consent M, W Suerdn~p204 (Mac classroom) EED 495-S Gregoire international t ~ a d e Application . of elenientary eco~iomictheory to currelit economic problems. Assessment is based on written msign~nents,a (Prereq.: MPG 2) Pe~specti\~e/Skill/LAF:Western Heritage; LAF in Social and Behavioral Sciences M, W 1 4 : 3 0 11 In. of instructor) Soerd~trb202 - explore properties of and changes in matter; position, motion and force; light, heat, electricity a n ~ magnetism; l and kincls of and \vays to mnsfer energy. Taking the ~'liysicalconcepts learned, students will de\elop E C O 112 and 113 luny be taken in either order. An int~oductionto print, broadcast and web-based advertising and pron~otionas important elements in moclern marketing and communications. This course combines classroom and web-based learnilig tools. 6-9:30 p , m M, i ~ i c o ~ nanalysis, e monetary and fiscal policy, May be taken independently of E C O 113 or 110. Advertising a'tlL'-llooll Topics: Elementary Education Physical Science Gilsdorf Principles of Macroeconomics An introduction to macroeconomics: national MKT 357-S (Prereil.: MKT 252 teacl~indlearningsituations. Computer training will he included in this course. ECO 1 1 2 3 Perspective/Skill/LAF: Acsthctics M, W evaluation of effective audio-visual materials for Snldents will participate in llan~lx>n experiments t<> Capital (Prcrcq.: ACC 221, ECO 112 or 113, onrl MPG 3) communication through the use of instructional technology. Selection, preparation, prc~duction,and S P C 354-S Kapoor B'"igeting, Capita1Structule Management. Erickson Psychological and philosophical dimensions of Interpersonal Communication Lapakko A study of the dynamics of liu~iianinteraction ' Financial Management 6-9:30 p m. SverdrL4p through verbal and non-\erbal messages; emphasis on factors that huild relationships and help to overcome comniunication barriers. Sverdntl~1 6-9:30 p . 1 ~ M, W Old Maill 13 FIN 3 3 1 3 ' Perspccti\~e/Skill/LAF: Critical Thinking Paleczny-Zapp he placed o n development of perceptual clrawing skills to accurately render the l u ~ m a nform in a 6-9:30 p.ln Old Main 10 I 6-9:30 1,111 payable on tlie first day of class for the cost of models. Social and Behavioral Sciences ?; Th 1 4 : 3 0 p.1~1, 1 metliods and teclu~iquesof clrawing the liu~iian composition. NOTE: There will be a $50 fcc Old Main 16 SPC 3 5 1 4 form through the use of live moclels. Emplusis will gestllle, proportion, foresl~ortcning,skeletal and musculature anatomy, shading and rendering, and T; Th Development of the theory of management, organization, staffing, planning, and control. The nature of autlio~ity,accountability, responsibility, and analysis of the professional manager. This coursc will introduce thc stl~dentto tlic McCaffrey distribution. Application of elementary econo~nic theory and practice of argument, evidence, fallacies, (Prcreq.: BUS 242) Perspective/Skill/IAF: Writing Life Drawing Gilsdorf An introduction to microeconomics: the theory of the Iiousehold, firm, market structures, and income and fi~ndamcntalsof accounting, the accounting cycle, alld BUS 2 4 2 3 Old Mrlill 4 E C O 113-S SPC 1 1 1 3 AF: Aesthetics; Speaking; LAF 1 4 3 0 p.111. A R T 1: ffm Olrl Mail1 13 denionstntions and lessons for K-5 classrooms. tech1101ogy pr~ject,lessons/de~i~~nstratims, classroom participation and an exam. (Prcrcil.: Students niust be Elementary Ecli~cation Majors-this course does N O T meet the Science Lzh graduation recll~irement) 6-9:30 ~ . m 7; Th Science 19 A: I 1 888 On dl june I to july 2 7 GS; LUU-a I N S 255-S Quantitative Reaso NG 282/482-S Statistical Literacy Critical thinking abc :entury B r ~ t l s nf' gating the victc Paideia Seminars Schield ttistics as evidence in el: ~ h , , i l l ~ ~ ~ ~ d d l argi~~nents ~ in\rolving predictions and explanations. Topics will include reading and evaluating tables, This course studies the novel of suspense, mystery graphs, and statistical models as well as and terror in 19thcentury Britain, from generalizations, traditional confidence intervals, Frankensteill early i n the centllry to Dracula a t its and lhypothesis tests. Empha-'c on interpretation, end. Often challenging and sometimes sub\,ersive, evaluation and cornmunicat these novels drew intense public scrutiny by raising 3, (Prereq': issues that politer domestic fiction hardly lhinted at. Perspecti\ II/LAF: Quan Reaso We will read several of the best of these thrillers, 6-9 M, W Old Mail1 10 investigate the culture that produced them, and I h - work to determine why they have continued to ...J (Prereq.: ENC 111) Perspective/Skill: Western Heritagr 122-" Shariff S. History Twentieth C e n t A survey focusing o n the nation's adjustment to Humanities 1 4 3 0 p.m. industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal goverlhrnent, tlie implications of increasing racial ant1 ethnic di\fersity, and the inipact of E N G 361.S Clayton The course focuscs o n contemporary 20th century prose works. It includes Native American and European writers, with an emphasis on non- Perspective/Skill/LAF: Westcrn Heritage; Critical Thinking; LAF in Humanities Western (Asian and African) fiction. 6-9:30 p.m, M, W Old Main 18 (Prereq.: ENG 245 or consent of instructor) Perspective/Skill: Intercultural Awareness 1; Writinfi 6-9:30 p.m. ?; Th Old Main 16 lil . G S T 009-S Cooperative Education Olson I N S 105-S Introduction t o American Indian Studies Weston Designed to introduce students to the content areas of the American Indian Studies curriculum, this Cooperative Education is a work experience related to a student's nhajor/minor or career interests, but course includes a n o\,erview of American Indian history, federal Indian policy, land issues, not dolie for academic credit. The goal is for st~ldelltsto apply theory to pmctice in an approvecl reservation and urban issues, cross-cultural i~~fluences, and Anierican Indian literature, art, work setting. Students set learning goals and music, and language. e\faluate their learning with the director of the Center for Service, Work, and Learning. Perspective/Skill/LAF: Intercultural Awareness 1 6-9:30 m M, W Suerdn~p2 0 Satisfactory completion fi~lfill,thc Augsburg Experience (AE) developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understa~idti~nelessideas, listen carefully, and question thouglhtfully. Perspective/Skill/LAF: Critical Thinking June 2 1-25 sUerdnrp 17 :- 1 - - i -. MAL 5 9 9 3 Topics: Comprehensive Examination Seminar Pike The purpose of this semiliar is to prepare students for a co"prehensi\.e as the capstone for completion of the Master of Arts in Leadership. As one of four completion options in the MAL program, students will experience a n intense, collaborative, and directed integration of their I N S 295-S understanding of kadership expressed through Topics: Doing Business i n the Czech Republic successfi~lcompletion of the examinations. There is Stoller Focus of this course will be o n doing business with a four-hour written seated examination, a take- and in the Czech Republic. Developing capitalist enterprise in this ex-communist world offers scheduled meetings are adapted as required significant challenges. This course will examine the (Prereq.: Conselit of instructor or MAL program director is recluired.) 7- appeal to successi\~egenerations of readers. Studies i n Modern Fiction Kaufman Students will participate in a series of seminar discussions following the Paideia se~uinarformat as obstacles as well as the models that are ssucceeding as the Czech Republic makes the transition to a free market econonhy. History and culture will be home exam, and a n oral exam. Cale~ldarand (contact professor or MAL office for specific dates.) 6-9:30 p.m M,W Old Main 11 discussed fully as a basis for the countrv's economic model. Tlie course will be team.taug11t with a visiting Czech professor. 6-9:30 p.m. M, W Old Main 25 MAT 1 7 3 3 M a t h of Interest Kaminsky Learn how to determine tlie monthly payments on I N S 325-S a housc, boat, or car Find out how much you need Building Working Relationships This coursc explores working relationships in a to he socking away now to have a ~iiillionwhen you retire. Learn how annuities, perpetuities, and life changing world. Sclf-assessment tools and applied insurance work, and more. Evaluation will he based papers help participants gain a better understanding of the role the individual plays within the context of \vorkplace relationships. on classroom participation, quizzes, and a filial examination. (Prereq.: MPG 3) Enipliasis is placed o n interpersonal, group, and Perspective/Skill/LAF: Quantitative Reasoning; organizational relationships. (Prereq.: Jr. or Sr. standing, and at least one of the following courses: S O C 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) LAF in Natural Science and Mathematics (lion-lab) 6-9:30p,m, M, W Sciet~ce108 Perspective/Skill/LAF: Human Identity; Speaking ?; Th Suerdnrl~2 0 6-9:30 p.711, 1 - REL435-S Vocation and the Christian Faith iL 101,s POL 1 6 0 3 ginning Sign Langual 3di1cti< Mikkelson : and tlie signs and deaf c ~ demonstration by~llitxof ASL. ~ ~ u u e nOt Us S C ~ ,the of signs, practice their o n signing, and learn the facial expressions and body language needed to co~nniunicaterlrarlv with deaf and hard-of-hearing people. Perspecti\re/Skill/mb: Lnrerrultural Awareness 2; Modern Lnnguage Core ! 64:301 dailr 23 PSY 2 6 1 3 World Politics Personality This course is an int history and majc ~ o nto the clyna~nics, dynamics, and de\,elopment of personaliry. relations. It expl economic develc efforts to comba F g l o b a l citizenship and sace and ineouality around 14:30 p m cast - ' the 'lobe' environme Ises and conflic studie estions explored 1 3 r wat~ 111 the class we define peace! What are the achieving a luore just and equitable Deglnnlng Spanish I Kinr Aims to develop four basic skills: understanding, oppression! speaking, reading, and writing of elt Perspective/Skill/LAF: Social Worlcl 1 or 2; LAF in Spanish. Introduction to the c1llrllr+ Spanish-speaking world. Perspective/Skill/LAF: Intercu .- 8:30-11 a.ln. VC: TI1 auses of conflict and M, W bvareness 2; Old Muin 2 6 SPA I l l - T Kingsley Beginning Spanish I Aims to develop four basic skills: understanding, speaking, rmding, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. perspectivdSki[l/LAF:Interculturn[Awarelless 2; Old Maill 26 Old Main 18 PSY 2 6 2 3 ~~~k Abnormal Psychology treatment. Underhill.Cady This course critically examines the political dyna~uicsrelating to the communities and ecosystems of the Upper Mississippi Watershed Issues explorctl inclucle water pollution, tlie lock and dam system, in\,asive species and biodiversity, water economics development, urban sprawl, far111 policy, and energy production. The class will look at the challenge of balancing economic de\,elopment, social justice, and environmental stewarclsliip in the 7; Th Old Main 13 1 - 1 OM Main 18 Rooney the growth of individuals and faniilics. Growth ~ 11 ~ ~related to~diverse populations b ~ and groups ~ or special k The origin, literary character, and transmission of StrcSScS the biblical documents; tlie task of biblical interpretation, and the history of Israel and tlie (Prereq.: So., Jr., or Sr. standing or consent of instructor) emergence of the church. Not accepted for credit for students who have taken REL 301 or 302. 6-9:30 p.m. Rrspective/Skill/LAF: Christian Faith 1 or 3 1 4 : 3 0 p,m. 7; TIL Lirtdell 16 a f'lcuS' PerSpecti"e/Skill/LAF: Hun'an ldentiw 7; TI1 Suerdnrp 202 6 W S T 2811481-S REL 3 7 0 3 Topics I n Women's Studies: Native American Women and Film American Indian Spirituality and Philosophical Thought Religious beliefs, spiritllal customs, and philosophy relationships with nature, religious oversigl~tof life cycles, sacred ritual ceremonies, and beliefs in a n afterlife. (Prereq.: ENG l l 1 , J r . standing, and REL 100, REL 111, REL 221, or REL 331) Perspective/Skill/LAF: Christian Faith 3 or [ntercultural Awareness 1; Writing 6-9:30 7; TI1 Marubbio This course explores Native American \rZomenin similarities and differences are explored as arc tribal 7; TI1 S W K 260-S H u m a n s Developing biological a ~ i dpsychological factors that influence along the river, some exploration of tlie river by boat, and opportunily to Ineet with stakeholders 6-9:30 p ~n Sverdnip 1 ,.. . growth through life and of the socio-cultural, of North American Imlians are studied. Tribal Perspective/Skill/LAF: Social World 1 or 2; Critical Thinking; LAF in Social and Behaviural Science .. Tliis course provides an understanding of h u ~ n a n region. There will bc weekly excursions to sites working o n \vrious river-related issues. , .. . (Prereq.: PSY 102 or PSY 105) ?; TI1 2-530 p.m. . An introduction to psychological disorders and Biblical Studies POL 2 4 1 4 Environmental and REL 331) Perspective/SkilVlAF: Christian Faith 1, 2, 3; senior keynote REL 221-S River Politics Modern Language Core Skill 1 6 4 3 0 11 m 7; Th Li~~dcll 16 7; TI1 Biblc and key f i ~ ~ r from e s the Christian tradition to help students answer these important questions. (Prereq.: REL 100, REL 111, REL 221, REL 300, or (Prereq.: PSY 102 or PSY 105) 8:30 a.m -noon Social and Bcliaviora[ Scicnccs 6-9:30 p.111, Modern Langi~ageCore Skill I to description, of international J D U F ~ of peace, sustainable include: H y Tix current scientific.based approaci,es Tranvik What does it mean to haven vocation! Is there a purpose for your life! Tliis course will use film, the Old Main 13 American fillu history as representatiolls in Holly\vood cinema, as political and social forces in indigenous fill,, mo,,en,ents, and as role lllodels involved i n and proliLlcingdoculnentary films. Perspectivc/Skill/LAF: Intercultural Awareness 1 6-9:30p.m. 'L TI1 Liltdell 16 .- - - - - - - I - - - - - - - 4 4' -- session I 1 july - - ---- - I I I I2 ,to-august I2 I L I Please refer to ht@://a~gnet.augsburg.edufor the most current classroom information. - A R T 107-S Drawing C A R T 250-S r A R T 118-S Painting I Bollman In this first level painting course, students learn important concepts of painting. Most class time is spent painting. Slide lectures, denionstmtions, and critiques complete the learning experience. Perspecti\,e/Skill/LAF: Aesthetics; LAF in Fine Arts I 0 in 7; Th Old Main 17 ART 2 2 5 3 I Graphic Design I Allen This course is an introduction to the principles and techniques of graphic design i~singpage layout software. Eniphasis will be with text and image. II laced o n designing Rrspective/Skill/L4F: Aesthetics; Speaking; LAF in Fine Arts 6-9:30 p.m. Foss 226 This course addresses the designed e~~vironrnent, che intentionally designed places in which nre live We will investigate architecture, landscape architecture, and ~ ~ r b design; an class sessions consist almost exclusively of walking tours and site visits to prominent examples of design excellence. I h M, W A R T 2491349-S (with H I S 2 4 9 1 3 4 9 3 ) Designed Environment Anderson I Strategic Management An introduction to Concepts and principles related to the management Prereq.: none for 249; for 349: ENG I11 and an art, history, or urban studies course Pe~s~ective/Skill/LAF:Aesthetics or City; Writing (ART 349 only) of operating functions taught from a managerial viewpoint with examples from various industries and sectors. Perspective/Skill/l 6-9:30 0 . m 4ibk Graphi ' ._ 6-9:30 p.m, "!lc lgn I' Allen (Prereq.: ART Gyberg This course introduces basic chemistry concepts in the context of numerous science-based issues in our basic understanding of the science behind issues present and in the future. (Prereq.: MPG 2) Kapoor Introduction to personal financial planning and budgeting, credit management, income taxes, Perspecti\,e/Skill/LAF: Natural World 2; LAF in Natural Science and Mathematics (non-lab) 8:30 a.m.-noon ?; Th Scie~~ce 3 15 I insurance, real estate, investments, retirement and I estate planning. 6-9:30 p,m. Foss 220 Kader Principles of Accounting 11 A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and ft~ndamentalsof managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) T; Th Suer(lncp I DiversityIMinnesota American Indians Isaacson At1 introductory course to develop understanding This course examines human diversity and human of basic c o m p ~ ~ t i nconcepts g and specific skills in human relations and Minnesota American Indian using ~nicroconipi~ter software (Windows, Word, requirenients and is an option within the licensure program. 6-9:30 01.. using sofnvare. (Prereq.: MPG 3) E D C 4801580-S Suer(1rrrp 206 I Sverdnrp 202 suerdnLp205 Meziou .. . ,111 'I W I I School a n d Society Erickson Eniphasis o n points of view about the role of I school in modern society, relationsliips with I parents and community, collaborative models, I leadership and professional development. Serves as marketing. Legal, ethical, competitive, economic final theoretical preparation for student teaching. (Prereq.: PPST and ad~nissionto the Education Department) price, promotion and distribution decisions. 6-9:30 p.m. T TI1 Sverdncp 1 I I Sverdnrp 1 M, Principles of basic policy and strategy issues in and technological factors as they affect product, I I Perspective/Skill/LAF: Social World 1 or 2; Writing 8:30 a.in.-~lool~ M, W Sverdncp 1 I I I MKT 4 6 6 3 International Marketing I H u m a n Resource Management J.Cerrito Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; rffccti\t integration of the workcr with the goals of the fir111 and society. (Prercq.: BUS 242 or consent of instructor) 7; Th I Gresczyk relations. It fillfills the Education Department Excel, Access, PowerPoint, e-mail, and internet). Emphasis o n solving business.related problems Principles of Marketing Meziou This course exarnines those issues and activities i~niq~ to~~iiarketing e in an international setting. BUS 3 4 0 3 M, W MIS 175-S MKT 2 5 2 3 BUS 2 4 2 3 Principles of Management I? Cerrito Development of the theory of management, T; Th I Sverdnrp 206 Principles of Computing for Business 6-9:30 p.n~, organization, staffing, planning and control. We will examine the nature of authority, accountability, and responsibility: analysis of the role of the professional manager. M, W E D C 2061566-S ACC 222-S 6-9:30 p.m. sverdncp 202 Personal Finance LLJ, 6-9:30pnrn, 8:30 a.m.-11oon 7; Th FIN 2 4 0 3 This co r e I an advanced study of thr. gritphic ' d ~ t y p o g r a p h yand visual imagery for print p d u c t i o n using the computer. Studies include identification c?f,design problems and presentation to client. CHM 1003 Chemistry for Changing Times everyday lives with the goal of students having a (Prereq.: BUS 242) ART 330 123 1 4 : 3 0 p.nl. M, W This coum fulfills the Enbnging Minneapolis m l u i ~ ~ n ~ e n t . 6-930 14 :I 1. I J. Cerrito Ceramics I ~ ~ l l m a n emphasis on hand1 This is a first drawing course. Students \vork anal and non-traditional with a variety ,lore iinportant concepts of drawing med drawing Slid lemoustrations, and critiques complete tne learning experience. Perspec, '-kill/LAF: AesthfC:-- '-AF in Fine Arts 6-9:30 B U S 440.S 1: Emphasis is placed on adaptation of a marketing mix according to the international marketing I environment. (Prereq.: MKT 252) 6-9:30 p , m M, W Old Main 13 II l5 I i ED :- 488-S (.5 credit) .. r dent Behavior Crea i n the Eleme n Bartlett h This course wil exam~nethe impact of student behavior on stu en earning and then move on to ** explore met11 establish posi ,chniques to be used to -t behavior in the elementary GST 0 0 9 3 INS 2 2 5 3 Olson work experience related Cooperative Educa" Cooperative Educati or career interests, but not done for scad 'Il address: physical space, 01 communication with ase studies. roleparents and ridging ga . . classroom. TI tual (Prereq.: Student must be an Education niaj~ Center for Service, Work, and Learning. *factory completion fulfills the Augsburg Experience (AE) A 1 . urse must Graduate students wanting to take th' ucation office. M,TVG:Th ~ v e r d n t 1p H P E 115.5 Chemical Dependency (.5 credit) Broek A n analysis of chemical abuse and what can be done for the abuser. Includes information about school EED 2 0 0 3 Elementary Education Earth Science Stangl This course is designed for elementary education majors and includes earth science "hands-on" health education and services. 6-9:30 P,II, M mtly Sverdnrp 2 0 American Indians in the Cinema (Prereq.: O n e previous course in political dcience or ad'"ission to the MAL program.) Perspective/Skill/IAF: Intercultural Awareness I ASL 102.S Beginning Sign Language 11 6-9:30 p.m. M, W HIS 2 4 9 1 3 4 9 3 (with A R T 2491349-S) Designed Environment trilogy and The Hobbit, but also his shorter stories, essays, poems, translations, letters, and other work. (Prereq.: ENG 111) Perspective/Skill/IAF: I A F in Humanities 1 4 : 3 0 p.m, 7; TI1 Kimball This coursc addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design; class sessions consist almost exclusively of walking tours and site visits to prominent examples of design excellence. This course will focus on J.R.R. Tolkien as an author, scholar, and teacher. We read not only his Suerdr~ip206 Liitdell 16 M, W 6-9F.30 P.m. Old Main 16 Mikkelson An i~itroductionto deaf culture and the signs and licensure. Harkness Weston Indians created by Hollywood and television. Focusing o n fil~nsfrom the 1910s to the present, the course provides an unclerstanding of how American Indians were portrayed in fil~nhistorically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. INS 3 4 2 3 E N G 282-S Topics: Tolkien's Works, Life, and Times sensitiviv and appreciation for the complexity of the racial and ethnic groupings are among the goals of the course. Extensive discussion, several short River politics ~ i ~ seminar l d in b,to.week intellsive field OM Main 4 awareness, communication skills and interpersonal 10 written assignments; emphasis on applying course ~naterialto leadership situations. inquiry based activities that model the teaching and M, W This course focuses on the ability to function and lead in culturally diverse and ever-changing contexts I N S 264-S learning process of scientific inquiry. Meets basic earth science subject matter standards for initial 5:30-9 p.m. OM Main M, W M A L 5 6 0 (with P O L 4 2 1 4 ) Developing a Multicultural Perspective: Race and Ethnicity in the United States Aoki within the United States. Impro\red intercultural This course surveys various images of American D 1 see Terry Cook in the Continuing (This class will nrn front July 12-2 This course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Sliariah), Islamic economic and ~oliticalsystems, 6-9:30 p , m classrooni teacher.) 1-3:30 p.m. Kader and Islamic patterns of life, Perspective/Skill/LAF: Interculti~ralAwareness 1 the importance of horn -s playing, o e ing and st clasa oom visits will be used. Introduction to Islam (Prereq.: none for 249; for 349: ENG 111 and an art, history, or urban studies course) Pers~ective/Skill/MF: Ciry or Aestlietics; Writing 349 ' 4 : 3 0 P,m, M, W Sciolce 123 This course fulfilb the Engaging Minnwpl'is requirement underhill.cady studellts syntax of ASL. Students observe the demonstration of sig~is,practice their own signing, a n ~ learn l the f ~ i aexpressions l and body langllage needed to clearly with deaf and hard-of.hearing ~ com~nunicate ~ i people. elements of the politics, ecology, history, and Perspective/Skill/LAF: Intercultural Awareness 3; policies relating to tlie river. S t u d e ~ ~will t s meet with Modern La~lgi~age Core Skill 2 people involved wit11 issues such as farm policy, travel by boat down tile ~ i ~ ~riveri exploring ~ ~ i conservation, reducing water pollution, the lock and dam system, flood control, and endangered species. Students engage in individualized research projects gathering data over the course of the trip and presenting results in a public forum at the end of the trip. Students must be comfortable with camping, exercise, and outdoor travel. A final paper is due a t end of tl,e tern,. Note: In addition to regular summer tuition, there is a $400 fee to cover tlie expenses of the trip down the river, which includes campilia equipment, food, and boat rental. Class begins on 7/12, with the field portion ntnning front Wed., 7114-Fri., 7/30. Suerdrup 202 6-8:30p,in. TWTh Suerdntp 2 0 SPA 112.S Beginning Spanish I1 Kingsley Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary Sp.lnisll, Introduction to the culture of the Spanishspeaking world. Perspective/Skill/LAF: [ntercultural Awareness 3; Modern Language Core Skill 2 830-1 1:00 a.m. 7; VI! Th Old Main 18 - summer session application form @ Kingsley Christian Vocat speaking wor Perspective/S Modern L a n ~ -e Brandt H a l e This introductory course will explore some of the ntercultural 2 A~~~~~~~~3 ; old ~ ~ 26 i , , 6 4 3 0 p.m. biblical and theological resources that the Christian - . tradition, s e e n h r o u g h the lens ~ f ~ v o c a t ~brings on, to the seerci ~ r ~ r n e a n i n Not g . nc=.for credit ! Summer Session applications are available online at: <www.augsburg.edu/enroll/registrar~ then click on "Download Registrar Forms." for students,wh5 have taken REL 300. 8:30 a.m.-noon. M, W Old Main 16 P O L 421 (with M A L 560-S) Developing a Multicultural Perspective: Race a n d Ethnicity i n the United StateAoki [ SWK699.S This course focuses o n the ability t< :tion and Assessment a n d Vla6 lend in culturally diverse and ever-c%ing the united states. ~ ~ contexts ~ awareness, comnlunication &ills c d interpersonal sensitivie and appreciation for the complexity of the racial and ethnic groupings are among the goals of the course. Extensive discussion, several short , in Mental Boisen and $diagnosis ~of ~ This course ~ examines ~ assessment ~ mental health in individuals. Emphasis is placed on understanding mental health disorders from a Systems and ecological perspective as well as written assignments; emphasis o n applying course understanding bio/psycho/social incidence and course. material to leadership situations. 6-9:30 0,m. (Prereq.: O n e previous course in Political Science or admission to the MAL program.) 6-9:30 p.m. M, W Old Mait1 16 M, W influences o n Science 123 ~ ~ ~ ~ ~ l ~ ~ ~ ~ l
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Augsburg College Summer Catalog, 2005
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Augsburg College Summer Catalog, 2005
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Course Catalogs
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summer session info augsburg in the summer A~~gsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer session I May 31 to July 1 -_- summer ~...
Show more summer session info augsburg in the summer A~~gsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer session I May 31 to July 1 -_- summer ~ = s i 11n July 11 to August 11 summer online (WE Course loads in Summer Session: I Students may take up to two courses in each session. However, the total credit load for W E C students between spring W E C and Suinmer Session I cannot exceed 2.0 credits. W E C students desiring to overlap more than 2.0 credits between the two terms must petition the Student Standing Committee prior to registration. Total credit load between Summer Session I1 and Summer Online cannot exceed 2.0 credits. Unless otherwise indicated, all courses carry a value of 1 course credit. One Augsburg course credit is the equivalent of four semester credits and six quarter credits. Augsburg general education: about augsburg Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by The Higher Learning Commission.* The small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant lnetropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. Courses f~~lfilling Augsburg's Liberal Arts Perspectives, Core Curricul~un, and Graduation Skills requirements are so noted along with the description of the course. Course levels: The first digit of the three-digit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Independent study: Independent studies may be arranged in consultation with individual faculty members. Internships: In addition to those listed, * The Higher L c a n l i r ~Cotnmissiotl ~ of the Nortll Cct~lralAssociatior~of Colle~esand Schools, Cormnissiorl on Irlstitlrtiotls of Higher Ed~rcntior~, 3 12-263-0456. Web site <twtuw.t~cnciheu r g s internship opportunities may be arranged individually during the summer. Academic internships are carefi~llyplanned work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning, 612330-1148, for more information. Employer reimbursement: Students who qualify for reimbursement from their employers may use their reimbursement to pay for S ~ ~ r n ~ n e r Session courses. Housing: Students who need housing may contact the Residence Life Office at 612-330-1488. information Additional information may be obtained at: www.a~~gsburg.edu/summer Augsburg College Campus Box 143 2211 Riverside Avenue Minneapolis, MN 55454 For registration or financial questions: 612-330-1046 (Enrollment Center) For questions related to courses: 612-330-1025 (Academic Advising) eligibility Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term, are eligible to attend Augsburg's Summer Session. Good standing implies that the student has been admitted and not subsequently dismissed by that institution. Students accepted for Summer Session are not automatically granted admission as regular s t ~ ~ d e nof t s A ~ ~ g s b u College. rg Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Weekend College Admissions Office, 612-330-1743. All stitdents may hegin to rrl,..--. - Apnl~4k Web registration will remain open until May 5 (Session I) and June 10 (Session 11). Web registration Ihuurs 8:3C 1.-11:59 p.m. daily. :studcnrs will he hilleci through Summer Session courses Augsburg stude re cncouragecl to use Web registr ,)n-Augshurg students must reglsrer in person at the E~lrollrnentCenter liefiveen 8:30 a.m.-4:30 p.m Thursdays). T h e :30 a.m,-7 Center is CIII located in Sverdrup Hall. W e r e c o m ~ n e ~ lthat d you schedule I 50 percent c ition If a discrepancy is found bet\ on founci through AugNet, AugNet s h o ~ ~ he ld considered the most current xnci, thus, correct. Students registering for Summer Session I must complete their registration by May 31. Signature of the instructor is needed to add a class after the first day of class. online April 4 April 4 April 5 May 5 June 10 June 10 Summer Session 1 a n d June 17 tor Balance of tuition due May 6 June 17 June 3 hition must be paid in full ( endar), or you will your course(s); a be dropped f cancellation of $100 per course will apply. Augsourg students who have unpaid balances from previous terms must pay these balances before they may register for Summer Session. Classes begin May 31 July 11 June 27 May 31 July 11 June 27 July 14 July 1 Change in Registration: Many courses *Drop class without notation reg stud' summer sess Last day to: Register (without late fee) Register (added late fee of $75) June 3 (signature of instructor needed; no registrations will be accepted afier this date) June 3 July 14 July 1 fill early and courses with low Change grading option June 17 July 28 August 5 enn)llments will he cancelleel o n e week Withdraw from class June 17 July 28 August 5 I before the first day of the session. Students who decide to cancel their Classes end registration prior to the first day of the Grades due in Registrar's Office July 11 July 1 August 11 September 2 August 19 September 9 session must complete a drop/adci form at the Enrollnlent Center (this nlust be done in person). There is a charge of $100 for each course cancelled. For refund information please sce A late fee of next page. $75 will he assessed for students who register after the first day of the term. N o Session I registrations will he accepted after June 3. N o Students registering for Summer Online must complete their registration by June 27. II Registration begins Of Schedule of Refunds o n the Students registering for Summer Session I1 must complete their registration by July 11. Signature of the instructor is needed to add a class after the first day of class. summer 2005 Web registration closes at the tillle ~OLII- courses as early as possible. catalog and coursc infor ents 1 Session 11 registrations will he accepted after July 14. N o Sulnnler Online registrations will he accepted after July 1. schedule of refunds 100% of the refundable portion of tuition (less $100 administrative fee): If cancellation at the Enrollment Center is n o later than June 3 (Session I), July 14 (Session II), and July 1 (Summer Online) 75% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 7 (Session I), July 19 (Session II), and July 11 (Summer Online) 50% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 10 (Session I), July 22 (Session II), and July 22 (Summer Online I map of augsburg - The tuition charge f '005 aummer Session courses is: $1,470 for full-c2dit coun ' 15 for halfcredit courses A ..Rlits are charged at the tuition rates ,,. ,,..,~d, and Rochester students olled in Summer Session I1 or Summe nay be eligible for financial aid if tl least 1.0 credit. listed above. To apply financial aid Eligibility for S u ~ m e Session r attendees The only forms I Financial aid available ;Ion attendees are the for Sum --nt, the Minnesota State era1 :or students who meet eligibility nents) and student loans. Visit ,.he Enrollment Center Web site to download an application form at <www.augsburg.edu/enroll>. T h e financial aid priority deadline for Summer Session is May 15, 2005. O .,.,. financial aid. Day program 11, or both sessions combined may be eligible to apply for financial aid if their course load is at least 1.5 credits over the two sessions. WEC, United, and Rochester programs Augsburg Employee Tuition Benefit Faculty, staff, and dependents of the College who are eligible for the maximum tuition benefit will receive a 60 percent discount on Summer Session tuition. For WEC students enrolled in spring trimester, no aid is given for Summer Session I as it runs concurrently with the WEC spring trimester. +lnlerslate84 West II 11 COLLEGE MAP INFORMATION 1. Center for Counseling and Heal01 Promotion 2. Weekend Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Struclure 5 Christensen Center 6. East Hall 7. Faculty Guest House 8. Foss. Lobeck. Miles. Center for Wonhip, Drama and Communication 9. Sverdrup Hall 10. Husby-Strommen Tennis Courts I I Ice Arena 12. Public Relations and Communicalion Inlaaal~$ W bet 13. Lindell Libraly 14. Maintenance and Grounds Shop 15 Mortensen Hall 16 Mulphy Place 17. Murphy P a ~ k 18. Music Hall 19. New Residence Hall 20. Old Main 21. Oscar Anderson Hall 22 Quad 23. Science Hall 24. Security Dispatch Center 25. Shipping and Receiving 26. Si Melby Hall 27 Sverdrup-Oftedal Memorial Hall 28. Urness Hall campus location + PARKING INFORMATION A. Visitor Parking B. Resident Parking C Commuter Parking D. FacultylStafflCommuterResident Parking E. Resident Parking F. Resident Parking G FacultylStaff Parking H Faculty/StaffParking I. VisitorIAdmissions Visitor Parking I. FacultyIStaff Parking K. Commuter Parking L. Visitor Parking M Faculty/Staff/Comniuter Parking N. FacultylSlafflCommuter Parking 0 . Fairview-Vnivenity Parking Ramp 3 5 W from t h e NorthTake Washington Avenue exit and turn left o n Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at Zlst Avenue South. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 2lst Avenue South. Augsburg College, a s affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientntim~,marital s t a t u , status with regard lo public assistance, o r disability in its education policies, admissions policies, scholarship a n d loan program, athletic andlor school administered programs, except in those instances where religion is a bona fide occtipational qualification. Augsburg College is committed to prowidii~greasonable accommodations to its employees a n d its students. 1-94 West f r o m St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 2lst Avenue South. 35W f r o m t h e South- 1 Follow the 1-94 St. Paul signs (move to right lane after each of two niergen) Take 25th Avenue exit and turn left at Riverside Aveni~e,turn left at 21st Avenue South. session I may 31 to july I Rooms listed for each course below are subject to change since the printing of this catalog. Please refer to AugNet Records and Registration for the latest information on room assignment for a particular f FIN 2 4 0 3 the approacl~usell by Pcrsonal Finance exams, quizzes, 1 Introiiuction to perso~ialfinancial planning and budgeting, credit nianagement, income taxes, i ~ i s i ~ r a ~ ireal c e , estate, invrstments, retirement, and estate planning. ler and analyze data and propose and test hypotheses. Evaluation will be baser1 o n A R T 102.S Tom A study of design as the unifying foundation for IPS,and othc assig~umenrs.I n c ~ ~ ~ u e s re as \\,ell 3s laboratory activities. This course s twice weekly from May the visual arts. T w e and three~dimens~onaI projects demonstratinl the basic design elements 31 to August 11 (frc and principles I the start of Session 1 to the Rrspective/Skill/L ,esthetics Perspective; encl of Session 11) (Prereq.: MPG i Speaking Skill; ine Arts Perspecti\,e/Skil : Critical Thinkir II; LAF in Natural Science 2nd Old Mnirr 4 (hereq.: MPC 2) scientists t Kapoor M, \V 6-9:30 11.1n. 7 leliiat urn Main 18 Kapoor This course i ~ ~ c l u d financial es statement analysis, risk and retllrn, security valuation, capital budgeting, capital structure, and working capital llianngement. (Prerecl.: ECO 112 or 113, ACC 221, and MPG 3) Tlie camera will be useil as a tool for visual creativity and expressio~iusing black and white 6-9:30 p , n ~ . photographic processes. Students need access to a 35 m m , single-lens reflex camera. I Principles of A ecl cost of film, etc.: $200-225 Pcrsl-rect~\,c/Skill/LAF: Aesthetics Perspective; LAF in Fine Arts 6-9:30 11 111 T; TI1 Old Main 4 Kader Introduction to business activities, basic concepts and fi~ndarnentalsof accounting, the accounti~ig cycle, ancl prep.1ration of financial statements. 3 I - ~ o o M, W Oltl MLlin 10 BUS 2 4 2 4 A R T 247-S Life Drawing McCaffrey Principles of Management Palecmy-Zapp metlioils and techniqnes of drawing the human for111 through the use of live ~nodels.Emphasis will he Development of the tl~eoryof Inaliagemcnt, organization, staffing, planning, and control Tlie ~iatureof authority, acco~~ntahility, ~esponsibility, and analysis of tlie pmfessional manager placed o n ~le\elopmentof pelceptual cimwing skills 1 - 4 3 0 p,in, This course will introduce t l ~ estudent to the to accumtely rc~iderthe hi~manfnrni in a spatial environ~nent.Topics covcrcd will include: gesture, prnpurtion, foresl~ortening,skeletal .ind ~u~~sculature anatomy, sha~lingand renclering, and composition NOTE: There will be a $50 fee payable un thc first clay of class for the cost of models. PerspectivJSkill/LAF: Aesthetics Perspective 6-9:30 p.111 M, W Old Mr1i11 17 B I O 102-S T h e Biological World Hoogendoorn This is an introcluction tu bioluu for ~non.bioIogy 7; TI1 Old Main 16 MKT 3 5 4 3 I M, W Old Main 16 B U S 465-S International Management Paleczny-Zapp This thought-pr~>\okingcourse cxaniines those issues ancl activities unique to marketing in an lnterlintional setting Col~rsefocuses on how l u ~ m a n~esourccsare a<lministereil in other countries and how cultural factors influence heliavior in the n.orkplace and negotiations. It will also ;rnnlyze interpersonal skills n w ~ l e dt < manage ~ across national bonlcrs and negotiate internatiunal deals. We will analyze several real-life case s t ~ ~ d i etos lear~ithe strategies, structures, and practices of modem co~porationsin the world tvday. majors. Basic concepts of bioloby pel raining to (Prereq.: BUS 242) Perspective/Skill/LAF: Writi~ig both plants .lnd ani~nalsare co\.ered, as well as the 6-9:30 p ln MI W Old Milin 16 8:30 a.m.-noon 7; Th Scie~~ce 123 COM Ill-S Financial Management Photog+,, A C C 221-S Perspective; LAF in Natural Science and Matheniatics (non-lab) Old Main 13 F I N 331-S Natural World 1 or 2; Perspecti\ze/Skill/LAF: Natural World 2 Introduction to Public Speaking Groven The course focuses on speech preparation, organization, audience analysis, style, listening ability, and the o\~ercorningof speech frigl~t. Perspective/Skill/LAF: Speaking Skill; LAF in Humanities; Engaging Minneapolis 7; TI1 1 4 : 3 0 11.1n. Old Mnin 13 COM 3 5 1 3 J.Cerrito Sales Management Fornullation, implementation, evaluation, and control of sales force programs designed to carry out marketing objectives. Management of sales force recrnitmelu, dcpartmenral structure, training, no ti vat ion, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructc,~.) T; TI1 6-9:30 [~.,n. Suerd11a11202 Argumentation Dewlops critical theory and practice of argument, evidence, fallacies, and refi~tation.Includes how to build and analyze public arguments that confront btude~irsin their ej~eryilnylives. (Prereq.: SPC I l l or 112, o r J r , or Sr. standing) Perspective/Skill/LAF: Critical Thinking Skill 6-9:30 p.ln MKT 4 6 6 3 International Marketing Meziou Groven think in^ skills by stucly of the 7; TI1 Old Main 13 C O M 354-S Interpersonal Communication Lapakko This course examines those issues and activities unique~tomarketing in an international setting. Emphasis IS placed on adaptation of a marketing ~ u i xaccording to the international marketing environment. on factors that build relationships ancl help to o\,ercome communication barriel-s. (Prereq.: MKT 252) 6-9:30 p,ln. 6-9:30 ~ t n . M, W A studv of the dvnarnics of human interaction thnlugli verbal and non.verbal nlessages; emphasis M, W Suer[lr~ip206 Suerdlul~I I-hl-YI I E C O 112.S C H M 100-S Principles of Macroeconomics Chemistry for Changing . - Times This course introduces basic clIemistry the context Gvbere . concepts in nuluerous sciel,ce.l,asecl issues i n our Gilsdorf An introduction to macroecononiics: national i~lco~ile analysis, ~nonetaryand fiscal policy, i ~ i t c r m i o ~ i trade al Al,plication of elementary everyday livcs with the goal of students having a econ0111ictheory to current economic problems. baaic niler erst an ding of thc science hehind iszues present and in the fi~ture. May be taken independently of E C O 113 or 110. ECO 112 a111 113 nay be take11 in either order. 4 sess~onI \. may 31 to july I (Prereq.: M P G 2) PerspcrL:-- 'Skill/LAF: Rrspec LAF in Soc laviornl Sciences Old pm ENG 225-S ECO 1133 Principles of M~rroecc..omics A n introduc ~ ~ l o niicroecono~nics:the theory of the Ihousehold, firm, market structures, a n d income distribution. Application of ele~uentaryeconomic This coulse buiIdS o plact~cesand methods of Effective d ~ ~Writing f (El 11) Its w o ksliop ~ format stresses style a n d organizarion, the process of relationsl~ipbetween readine a1 ' I EDC 2 2 0 3 Educational Technology (.5 crcdit) Erickson Psychological a111 pl~ilosopliicaldiniensions of comniunication through the use of instructional t e c l ~ n o l o S~ e. l e c t i o ~preparation, ~, pr<,duction, and e\raluation of eftecti\.e audio-visual niaterials for tcacliindlearning situations. C o m p u t e r training will be included in this course. (This class runs from J u n e &July I) M, W Suer'ltllp 205 Center for Service, Work, and Learning. PerspectivJSkill/LAF: Satisfactory completion fillfills tlie AugsburE Experience (AE). Western Heritage Perspective M, W 6-9:30 p . m O l d Main 18 Y Schield Critical thinking about statistics as evidence in , I ( P r e ~ e q .o: n e course in history, o r permission of insrructor) Q u a n t i t a t i v e Reasoning/ Statistical Literacy ....,., ..., [ work setting. Students set learning goals and evaluate t l ~ e i rlearning with the director of the GST2003 ring. 4-7 01 over the last nvo centi~rieswill be ~ i v e nspecial attention. uevision, self and peer evaluation, a n d the Per"ectiw Petspect~ve;LAF in Social and Behavioral Scic..--., 1 4 3 0 11 tn )Id M(lirl l o 7; Th 9-1 1:30 n.111. Wr* ia;nson (Prereq.: theory t o ~iiarketpolicy. May he taken independently of E C O 110 o r 112. E C O 112 a n d 113 nay be taken in either (Prereq.: MPG2) Perspective/Skill/LAF: ,,,.,. ~ 7. I n t e r m e d i a t e 61 not d o n e for academic credit. T h e Koal is fur students ro apply theory to practice in an approved Topics: Sports a n d Literature Irvine INS 105.S arguments in\.olving predictions ancl explanations. Introduction to American I n d i a n Studies Topics will include reading and eaalunting tables, This course is i~ltelideclto introduce students to graphs, and statistical models as \yell as generalizations, traclitional confidence inter\,als, American Indian studies Concepts a n d topics to be covered include, among ochers, history, Weston This course is designed to i~nrestigacea n d a n a l y x ancl Ihypotliesis tests. Emplusis on interpretation, language, culture, literature, policy, images, themes, issues, topics, and contro\,ersies related evaluation, and communication. (Prereq.: M P G 3) contemporary issues, and the arts. Minnesota Indians will be emphasized where appropriate. p e r s p e c t i v e / ~ k i l l / u ~ :~ ~A~~~~~~~~1~ perspective directly and i~idirectlyto and through sports a n d s p o ~ t sl i t e ~ a t ~ ~Itr examines e the intersection of sport a n d society and considers what sport means Perspective/Skill/LAF: Q ~ ~ a n t i t a t i \Reasoning ,e Skill 6-9:30 p.111 M, W Old Mail1 10 and how it functions as symbol, myth, a n d 6-9:30 fi m. metapluor. T o achieve these ends, s t ~ ~ d e nwill ts .... .. 7; Th S u e r d n r ~1 analyze texts a n d timely issues pertinent to sport and soclety in a variety of ways, including through HPE 1 1 5 - S Paideia S e m i n a r s lite~aly analysis, j o u r ~ ~ a l i n gand , spr~rts-related, C h e m i c a l D e p e n d e n c y (.5 credit) Students will participate in a series of seminar Minneapolis-based experiences. Perspecti\.c/Skill/LAF: Huma~iities Writing Skill; LAF in 8:30 a.tn -tnnu~ M, W INS 2 5 5 4 Uzarek A n analysis of chemical abuse a n d what can be d o n e for the abuser. Includes informaticln about school health educatio~iand services. Old Main 13 6-9:30 p m. ~ M only Scicnce 123 Kaufman discussions following the P21ideia seminar format as clevelopeil by Mortinier Adler. Seminar topics emphasize selections that help students to think critically, ~ ~ n c l e r s t a ntimeless ~l ideas, listen carefi~lly, and question thoughtfully. This course is ideal for E E D 495-S ENG 3 6 1 3 Topics: Elementary E d u c a t i o n Physical S c i e n c e Studies i n M o d e r n Fiction Clayton T h e course fc~cuseso n contenporary 20th centul y prose I V ~ ks. I It includes N a t ~ v eAmerican a n d European writers, with an emplhasis o n nonWestern (Asian a n d African) fiction Gregoire S t t ~ ~ l ewill ~ i sparticipate in hands-on experiments to explore plopel ties of and changes in maKer; position, motion and force; light, lieat, clectricitl: a n ~ l magnetism; ant1 kinds of ant1 ways to transfer e n e r ~ y Taking the