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
Show less
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College's
graduate programs. Although information was current at th... Show more
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College's
graduate programs. Although information was current at the time of publication, it is
subject to change without notice. The written policies in the catalog are the College
policies in force at the time of printing. It is the responsibility of each student to know
the requirements and academic policies in this publication. If you have questions
about anything in this catalog, consult the Adult and Graduate Admissions Office, the
graduate program directors, or the registrar. Key offices are listed on page iv for
correspondence or telephone inquiries.
Published December 2008
www.augsburg.edu
:1
/
A Greeting from the President
I am pleased to know of your interest in Augsburg College's exciting and innovative graduate programs. You are
part of a select and discerning group of professionals who seek to find a graduate program that combines an
excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats
that meet the needs of busy and successful people. Augsburg College's several graduate-level programs-the
Master of Arts in Education (MAE), Master of Arts in Leadership (MAL), Master of Arts in Nursing (MAN),
Master of Business Administration (MBA), Master of Science in Physician Assistant Studies (PA), and Master of
Social Work (MSW, and MSW/MA or MDiv, together with Luther Seminary)-are distinguished by the
opportunities they provide students to expand decision-making and strategic skills. The programs do so in an
environment that encourages students to transform theory into action and classroom experience into personal
and professional achievement.
Augsburg College is characterized by a strong mission: To nurture future leaders in service to the world by
providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse
campus community.
For our graduate programs, this mission helps to shape an innovative educational experience that features
expansive perspective on social responsibility, economic realities, business initiative, and environmental
sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student,
find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality
educational experiences, personal attention, and opportunities to expand your personal and professional talents
and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society,
the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President, Augsburg College
Greetings from the Academic Affairs Office
Welcome to our graduate programs. We are committed to education that prepares people for leadership in
their communities and places of work. We believe that the liberal and professional arts and sciences form the
best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and
challenging field experiences for courses that include real-life learning through academic internships,
experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses
for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared
for the range of experiences and perspectives that characterize today's global environment.
When you join Augsburg you become part of a community that offers lifelong learning opportunities in
state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of
experienced people who quickly form your network of employer connections and career opportunities. We
encourage our alumni to become your mentors and build on our city connections through public events,
including our convocations and Advent Vespers.
All our programs share distinctive qualities, including our commitment and mission to be of service, with one
another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their
identity as global citizens, with a sense of responsibility to participate in socially- and economicallysustainable development. We hope that at some time during your degree, you'll explore the opportunities to
participate in an international learning experience-for example, travel seminars to our global campuses in
Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members
from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our
Lutheran founders to be inclusive to the early immigrants who came to Augsburg's doors, we welcome a
diversity of cultures and faiths .
Although each graduate program has its own "neighborhood" and unique features, we encourage
interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage
both "horizontal" initiatives-i.e., cross-program collaboration-as well as "vertical" initiatives-engaging
our undergraduate students to consider graduate work. This means that sometimes you may be encouraging
classmates who are just beginning to imagine a graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to
meet you.
Sincerely,
~C.~
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
ii
Rosemary]. Link
Associate Vice President of Academic
Affairs and Dean of Graduate Studies
Table of Contents
Directory of Offices and Programs . . . ... . ... . , .iv
Introducing Augsburg College ........ ... .. . . .
History ........................... .. ... .. l
Minneapolis and Rochester Locations .. ... ... . .2
Accreditation, Approvals, and Memberships . . . . .3
Facts and Figures .... . ................ . ... .4
Academic Programs and Policies
Academic Calendars ........... . . _. ..... . .. . .5
Academic Policies . ... ....... . .. .. . . . . ..... .5
Evaluation of Transfer Credit ..... . , ... .... . . .6
Student Rights ................. . . . . ... . .. . .6
Graduate Admissions
Admission to Augsburg College .... ... . .... . .. 9
Readmission to the College ....... . ........ . . .9
Admission of International Students .... . ..... .9
Financing Your Education . . .. . . . .. ... ...... .
Costs of Study .......... . . .... ..... ... . .. . 11
Payment Options . . .. . .. . .. ... .... ... .. .. . 11
Sources of Financial Aid .. , . . ... , .... . . . ... . 11
Applying for Financial Aid ... . . . ...... .... .. 11
Refund Schedule ... ..... .. . . . . . . . . . . . .. . . . 12
Graduate Programs
Master of Arts in Education ................. 14
Master of Arts in Leadership ...... ...... ..... 26
Post-Master's Certificate in Leadership Studies
] oint degree in Accounting and Leadership
Master of Arts in Nursing .................. .36
Master of Business Administration ........... .44
Master of Science in Physician Assistant Studies .52
Master of Social Work .. .... . ......... .. .... 60
Dual Degree with Luther Seminary
College Information
Maps (Minneapolis and Rochester campuses) . , .74
Augsburg Board of Regents ............ . . ... .75
iii
Directory of Offices and Programs
Academic Affairs: 612-330-1024
Adult and Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
Master of Arts in Education (MAE)
Vicki Olson, Director: 612-330-1131
Karen Howell, Coordinator: 612-330-1354
maeinfo@augsburg.edu
www.augsburg.edu/mae
Master of Arts in Leadership (MAL)
Norma Noonan, Director: 612-330-1198
Patty Park, Coordinator: 612-330-1150
malinfo@augsburg.edu
www.augburg.edu/mal
Master of Arts in Nursing (MAN)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Bool<store: 612-359-6491
Center for Counseling and Health Promotion:
612-330-1707 or www.augsburg.edu/cchp
Campus Ministry:
612-330-1732 or campmin@augsburg.edu
Enrollment Center:
612-330-1046, 1-800-458-1721, or
enroll@augsburg.edu
Questions about registration, financial aid, transcripts,
payments, accounts
Lindell Library: 612-330-1604 or
www.augsburg.edu/library
Public Safety: 612-330-1717 or
security@augsburg.edu
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Registrar's Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Director: 612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Worl< (MSW)
Lois Bosch, Director: 612-330-1633
Holley Locher, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu.msw
Master of Social Work, and Master of Arts
in Theology or Master of Divinity
Luther Seminary: 651-641-3521
iv
Welcome/Information Desk: 612-330-1000
Introducing Augsburg College
At Augsburg College, we believe that
graduate education should prepare
gifted people for positions of leadership in their communities and places of
work. Augsburg graduates will be able
to demonstrate not only the mastery of
a major field of study, but also the ability to think critically, solve problems,
act ethically and communicate effectively in a global world. The heart of an
Augsburg education is the Augsburg
mission, informed by the liberal and
professional arts and sciences, to serve
our neighbors in the heart of the city
with faith-based, ethical values. We
welcome students from a diversity of
backgrounds and experiences. Also,
our programs look to the world
through international courses and cultural exchanges.
MISSION STATEMENT
The mission of Augsburg College is to
nurture future leaders in service to the
world by providing high quality educational opportunities, which are based
in the liberal arts and shaped by the
faith and values of the Christian
Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.
HISTORY
A College of the Church
Augsburg was the first seminary
founded by Norwegian Lutherans in
America, named after the confession of
faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg
opened in September 1869 , in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians
were enrolled in 1874, and the first
graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg's first
president (1869-1876). Professor
Weenaas recruited two teachers from
Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly
articulated the direction of Augsburg:
to educate Norwegian Lutherans to
minister to immigrants and to provide
such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates;
second, prepare future theological students; and third, educate the farmer,
worker, and businessman. The statement stressed that a good education is
also practical.
and city life. This early interest in professional life as well education is a celebrated theme in our history and has led
to the fusion of the liberal and professional arts as a hallmark of the Augsburg College graduate.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg's theme for over 130 years.
After World War II, Augsburg leaders
made vigorous efforts to expand and
improve academic offerings. Now the
College was a larger part of the institution than the seminary and received
the most attention.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg's
second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student
involvement in the community gave
early expression to the concept of Augsburg's motto, "Education for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was
a group of independent congregations
committed to congregational autonomy
and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran
body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
This attitude began to change after
World War I. In 1911 , George Sverdrup
Jr, became president. He worked to
develop college departments with an
appeal to a broader range of students
than just those intending to be ministers. Augsburg admitted women in
1922 under the leadership of Gerda
Mortensen, dean of women. She spent
the next 42 years at the College as a
teacher and administrator.
The College's mission assumed a double character-ministerial preparation
together with a more general education
for life in society. In 1937, Augsburg
elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in
ecumenical and civic circles made
Augsburg a more visible part of church
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern college program based on general
education requirements and elective
majors. With curriculum change came a
concerted effort to become accredited.
Full accreditation was achieved in 1954.
A study in 1962 defined the College's
mission as serving the good of society
first and the interests of the Lutheran
Free Church second. The seminary
moved to Luther Theological Seminary
(now Luther Seminary) in St. Paul in
1963 when the Lutheran Free Church
merged with the American Lutheran
Church. Subsequently, the American
Lutheran Church merged with two
other Lutheran bodies in 1988 to form
the Evangelical Lutheran Church in
America. Students at Augsburg College
benefit from the Lutheran tradition of
service to your neighbor and faith in
the city.
A College in the City
Paul C. Pribbenow became the 10th
president of Augsburg College in July
2006. Under his leadership, the College
aims to educate students of all ages-in
the midst of a great city-to be faithful
citizens, in service to the world.
AUGSBURG TODAY
Augsburg continues to reflect the commitment and dedication of the
founders who believed:
• Education should have a solid liberal
arts core at the graduate level; this
focus centers on the ability to think
critically and broadly about the
world and the work we do in it;
1
• An Augsburg education should be
preparation for service in community
and centers of faith;
• The city-with all its excitement,
challenges, and diversity-is an
unequaled learning environment.
Augsburg is a college of the liberal and
professional arts and sciences, with its
main campus set in the heart of a great
metropolitan center. There are now
over 20,000 Augsburg alumni. In a
world that has changed much since
those first days of the College, Augsburg still sends out graduates who
make a difference where they live and
work. In addition to undergraduate liberal arts and sciences, Augsburg offers
master's degree programs in education,
leadership, nursing, business, physician assistant studies, and social work,
plus a dual degree MSW/MA or
MSW/MDiv with Luther Seminary
Augsburg is enhanced by its global
centers in Namibia, Mexico, and Central America. Students can perform
research, take courses, or consult with
faculty in those locations to gain new
perspectives on their discipline.
A Community of Learners
Essential to the goals of Augsburg's
graduate programs is participation in a
community of adult learners. This
community is enriched by the presence
of men and women with a variety of
work and life experiences. To facilitate
this kind of community interaction,
Augsburg encourages students to make
use of all College facilities such as Lindell Library, the Kennedy Center, and
the Christensen Center, and to participate in College activities such as music
and dramatic presentations and
athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg College
is particularly proud of the excellence
and commitment of its professors.
Most faculty hold the doctorate or
other terminal degree, and all consider
teaching and service to be the focus of
their activity at the College. Faculty are
involved in social, professional, and a
variety of research activities, but these
support and are secondary to their
2
teaching. Faculty are actively involved
in a dynamic faculty development program that introduces them to best
practices in teaching and learning techniques and theories.
www.augsburg.edu/rochester or by calling the Adult and Graduate Admissions
Office at 612-330-1101, or the
Rochester program office at
507-288-2886.
Augsburg's small classes encourage its
tradition of close involvement between
professors and students. Faculty act as
academic advisers and participate regularly in campus activities.
Augsburg's Rochester campus is located
in the facilities of Bethel Lutheran
Church (ELCA) just a few blocks south
of the heart of a city of approximately
100,000 residents. Situated in the heart
of the Midwest, the community has a
rich ethnic diversity and superior technological resources. Students at the
Rochester campus are students of
Augsburg College. As such, our purpose is to "educate for service," by
preparing and equipping women and
men to make a difference in the world.
MINNEAPOLIS AND ROCHESTER
LOCATIONS
Augsburg's Minneapolis campus surrounds Murphy Square, the first of 170
parks in Minneapolis, the "City of
Lakes." The University of Minnesota
West Bank campus and one of the city's
largest medical complexes-the University of Minnesota Medical Center,
Fairview-are adjacent to Augsburg,
with the Mississippi River and the
Seven Corners theatre district just a
few blocks away Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and
recreational opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of
the campus.
Convenient bus routes run by the campus and connect with the suburbs.
Augsburg is located just blocks away
from two Hiawatha Line light rail
stations.
Augsburg established its branch campus in Rochester, Minnesota, in 1998.
Classes in Rochester meet on an
evening schedule with occasional Saturdays, making them accessible to
working adults. There are three
trimesters in each academic year, and
students can enter degree programs in
the fall, winter, or spring. Several complete degree programs are available
through the Rochester campus. In
addition, students may work on a variety of other majors through a combination of Rochester-based courses and
courses taken in the day or Weekend
College program on the Minneapolis
campus. Students who enroll in
Rochester courses are required to use
technology in the learning and communication process through the online
course management system. Further
information may be obtained at
ON THE MINNEAPOLIS CAMPUS
Admissions Offices
The Adult and Graduate Admissions
Office (for Weekend College,
Rochester, and Graduate Studies) is
located at 624 21st Avenue South. The
Physician Assistant Studies Program
admissions office is located in Anderson Hall.
Augsburg for Adults Office
Augsburg for Adults focuses on adultcentered educational programs and
assists adult learners in all programs. It
evaluates how the program fulfills their
needs and identifies the educational
services to help them succeed. The
Augsburg for Adults office is located in
Oren Gateway Center 110.
Augsburg Abroad
The Augsburg Abroad office, located in
Murphy Place, provides advising and
administrative services for students
interested in an international experience. Resources for study, work, internship, and volunteer opportunities
abroad are available.
Bookstore
The Augsburg College Bookstore, operated by Barnes and Noble, is located in
the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the
bookstore.
Counseling and Health Promotion
The Center for Counseling and Health
Promotion (CCHP) offers programs
and services that enhance student
learning by promoting personal development and well-being. The center is
located at 628 21st Avenue South.
Christensen Center
Christensen Center is the hub of college life. The new first-floor student
lounge area offers games, TV, and a
place to gather. Also in Christensen
Center are Cooper's Coffee Shop, the
Commons dining areas , Christensen
Center Art Gallery, and offices for student government and student publications . The Office of Undergraduate
Admissions for Day College is located
on the first floor.
Murphy Place
Murphy Place is home to three of the
four components of the Office of International Programs-Augsburg Abroad,
Center for Global Education, and International Student Advising. It is also
home to the four support programs for
students of color - American Indian
Student Services, Pan-Afrikan Center,
Pan-Asian Student Services, and Hispanic/Latino Student Services.
Foss, Lobeck, Miles Center for
Worship, Drama, and Communication
The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium
are housed in this complex, which provides space for campus ministry, the
theatre and communication studies
offices, as well as the film program.
Foss Center's lower level is home to the
Center for Learning and Adaptive Student Services (CLASS).
James G. Lindell Family Library
This library and information technology center houses all library functions
and brings together the computer technology resources of the College. The
library is located on the block of campus bordered by 22nd and 21st
Avenues, and by Riverside Avenue and
Seventh Street.
Old Main
Home for the Languages and CrossCultural Studies, and Art Departments,
Old Main was extensively remodeled in
1980, combining energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Oren Gateway Center
Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue
to serve as the "gateway" to campus. It
houses Alumni Relations, Parent and
Family Relations, Institutional
Advancement, Augsburg for Adults, the
Master of Business Administration program, the Master of Arts in Leadership
program, and the Step UP program. The
center also includes student residence
apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo
Cafe, classrooms , and thejohnson
Conference Center.
Science Hall
Kennedy Center
This three-story addition to Melby
Hall features a wrestling training facility, classroom space, locker-room and
fitness facilities, as well as hospitality
and meeting rooms, classrooms, and
office space.
Melby Hall
This complex provides facilities for the
health and physical education program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness
Center, and serves as the College's general auditorium.
Augsburg is accredited by:
• The Higher Learning Commission of
the North Central Association of
Colleges and Schools
Music Hall
Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom
facilities, two rehearsal halls, music
libraries, practice studios, and offices
for the music faculty.
Food Services
A variety of food options are available
both in the Christensen Center and in
Oren Gateway Center.
ACCREDITATION, APPROVALS,
AND MEMBERSHIPS
• National Council for the Accreditation of Teacher Education
• Accreditation Review Commission
on Education for the Physician
Assistant (ARC-PA)
• Commission on Collegiate Nursing
Education (CCNE)
• Council on Social Work Education
( CSWE) (bachelor's and master's
degrees)
Augsburg's programs are approved by:
• American Chemical Society
• Minnesota Board of Teaching
• National Accrediting Agency for
Clinical Laboratory Sciences (NAACLS)
• National Association of Schools of
Music
Augsburg College is an institutional
member of:
• American Association of Colleges
and Universities (AACU)
• American Association of Colleges of
Teacher Education (AACTE)
Classrooms, science laboratories, a
medium-sized auditorium, faculty
offices, and Finance and Administration offices are found in Science Hall.
• American Association of Higher
Education (AAHE)
Sverdrup Hall
• Campus Compact
The Enrollment Center, classrooms,
and faculty offices are located in Sverdrup Hall.
• Council of Independent Colleges
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the president's office,
Human Resources, and other administrative and faculty offices.
• Physician Assistant Education Association (PAEA)
(CIC)
• Lutheran Education Council in
North America (LECNA)
• National American Music Therapy
Association, Inc.
• National Association of Schools of
Music (NASM)
3
• National Society for Experiential
Education (NSEE)
• Associated Colleges of the Twin
Cities (ACTC),
• Higher Education Consortium for
Urban Affairs (HECUA)
• Minnesota Private College Council
(MPCC)
• Twin Cities Adult Education Alliance
(TCAEA)
See individual graduate program sections for additional accreditation and
affiliation citations.
Augsburg College is registered as a private institution with the Minnesota
Office of Higher Education pursuant to
sections 136A.61to136A.71. Credits
earned at the institution may not transfer to all other institutions.
• Calendar year-Weekend/evening
trimesters and weekday semesters,
varying by the graduate program
• Majors-More than 50 majors in 35
departments and programs with two
five-year degrees (BA in accounting
with MAL, and BS/MSW in social
work). Six master's degree programs.
• Off-campus programs-The Office
of International Programs offers programs through Augsburg's Center for
Global Education and International
Partners programs for short- and
longer-term study abroad, for both
undergraduate and graduate students.
• Athletic affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate
Athletic Association (NCAA), Division Ill.
CLERY ACT INFORMATION
AUGSBURG COLLEGE FACTS AND
FIGURES
• Location-Augsburg College was
founded in 1869 in Marshall, Wis.
The College moved to Minneapolis
in 1872.
• Religious affiliation-The Evangelical Lutheran Church in America
(ELCA). Although a strong plurality
of students are Lutheran, 15 percent
are Roman Catholic, and 1 7 percent
represent other denominations and
religions.
• Enrollment (fall 2008)-3,948 students from 40 countries. Graduate
student enrollment is 842.
• Alumni-Appox. 25,000 alumni
from 1870 through August 2008,
including over 1,200 graduate program alumni.
• Student/Faculty ratio-14 to 1
• Campus-17 major buildings. Major
renovations to classrooms in 2007.
• Accessibility-Augsburg is one of
the most accessible campuses in the
region. A skyway/tunnel/elevator
system provides inside access to 12
major buildings.
• Degrees granted-BA, BS, BM, MA,
MBA, MS, MSW
• Library-Over 180,000 items, direct
access to over 2.5 million through
CUC, the Twin Cities private college
library consortium.
4
The Clery Act Annual Report for Augsburg College contains statistics on
reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus
security and crime. The report is available online at www.augsburg.edu/dps/
security/report.html. For a printed
copy, contact Augsburg's Department of
Public Safety at 612-330-1717.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its
mission, does not discriminate on the
basis of race, color, creed, religion,
national or ethnic origin, age, gender,
sexual orientation, marital status, status with regard to public assistance, or
disability in its education policies,
admissions policies, scholarship and
loan programs, athletic and/or school
administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its
employees and students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the
Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside
Avenue, Minneapolis, MN 55454, or
612-330-1058.
Academic Programs and Policies
ACADEMIC CALENDARS
Most of our graduate programs meet
on a trimester calendar. Physician
Assistant Studies classes meet on a
semester day schedule.
The academic calendars for individual
programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change.
ACADEMIC POLICIES
The College and its faculty subscribe to
the Statement of Principles on Academic Freedom as promulgated by the
American Association of University
Professors and the Association of
American Colleges.
Academic Honesty
A college is a community of learners
whose relationship relies on trust.
Honesty is necessary to preserve the
integrity and credibility of scholarship
by the Augsburg College community.
Academic dishonesty, therefore, is not
tolerated. As a College requirement,
student course projects, papers, and
examinations may include a statement
by the student pledging to abide by the
College's academic honesty policies
and to uphold the highest standards of
academic integrity. (See Augsburg's
Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/)
Academic Evaluation
Evaluation of academic performance in
each program will be based on number
grades using a 4.0 point scale, where
4.0 achieves highest standards of excellence. See each program for details of
field study and special projects. Students must achieve a 3.0 GPA in order
to graduate; Physician Assistant students must consult the PA Program
Progression Standards Policy.
Withdrawn Status
W-Grade given when a student withdraws from a course after the deadline
without notation on the record
Incomplete (I) Grades
An incomplete grade (I) may be
awarded when the instructor gran ts
permission after determining that a
student emergency may delay completion of coursework. Students who
receive an incomplete grade should be
capable of passing the course if they
satisfactorily complete outstanding
course requirements. To receive an
incomplete grade, a student must file
an Application for incomplete Grade
form with the Office of the Registrar
that states the reasons for the request,
outlines the work required to complete
the course, and includes the course
instructor's signature. The instructor
may stipulate the terms and conditions
that apply to course completion; however, students may not attend the same
course (or a portion of the same
course) in a following term with an
incomplete grade. The student must
complete the outstanding work in
enough time to allow evaluation of the
work by the instructor and the filing of
a grade before the final day of the following academic term in the student's
program. If the work is not completed
by the specified date of the following
academic term, the grade for the course
becomes 0.0.
Academic Probation
Graduate students must maintain a 3.0
cumulative grade point average. If a
student falls below a 3.0 average, the
student will be placed on academic
probation for the following term. A 3.0
cumulative grade point average must
be restored in order for a student to be
removed from probation. Graduate students in the Physician Assistan must
consult the PA Program Progression
Standards Policy.
Attendance Policy
Class attendance is expected and
should be considered a responsibility,
not only to one's self, but to one's classmates and course instructor. Students
must notify the professor in advance
of any expected absence. In the case
of emergency, when prior notification
is not possible, students must notify
the professor of an absence as soon
as possible.
Continuation Policy for Thesis or
Final Project
Students enrolled in a thesis or final
project are subject to a continuation fee
schedule after the term in which tuition
was paid for the project. These continuation fees maintain a student's library,
AugNet, and parking privileges while
work on the final project is ongoing.
During this time of research and writing, students pay either a $10 campus
access fee or a $200 continuation fee
each term until the project is completed,
or until the time limit for project completion is reached. The schedule for
when each fee is applied varies among
programs.
Course credit and contact hours
A full credit course (1.0) is equal to
four semester credits or six quarter
credits. Each full course on the
trimester schedule meets for approximately 28 contact hours (MSW
trimesters meet for 32 hours, and the
PA weekday semester schedule is
approximately 45 hours) with the
expectation of substantial independent
and group study offered through the
web-based electronic course management system.
Degree Requirements
To be conferred the graduate degree, all
graduate students must achieve the following:
• Successful completion of all required
courses
• A cumulative GPA of 3.0; Physician
Assistant students must consult the
PA Program Progression Standards
Policy.
• Successful completion of all degree
requirements within the stipulated
period of matriculation or a signed
continuation agreement with Augsburg College.
Dismissal for Academic Performance
A student whose GPA falls below the
required GPA for his/her graduate program (3 .0 in most programs) in two or
more terms may be subject to probation
or dismissal. A plan for the student to
continue in the program may be worked
out with the program director.
5
Dismissal for Non-Professional
Behavior
Students may be dismissed for violation of standards of behavior defined
by their profession, their program, or
the College.
Dropping Courses or Withdrawing
Students who enroll in courses but
later decide not to attend must formally
drop their courses through the registrar's office prior to the start of classes
to avoid being charged for those
courses. Students who do not properly
drop courses will be responsible for the
tuition, regardless of non-attendance.
Courses may be dropped or withdrawn
online through AugNet Records and
Registration or in person at the Enrollment Center during hours of operation.
If you need assistance with this, contact your program faculty at least two
days in advance of the start of classes.
Independent Study
Students may request to complete an
independent study course as an addition to the required coursework. A faculty sponsor is required for an
independent study project, and project
proposals must be approved by the program director in order to receive credit.
Independent study may not be used as
a replacement for a standard course
offered in the curriculum, with the
exception of the general elective (if
approved). A special independent study
registration form is required and is
available at the Enrollment Center.
Terms of Non-attendance
Students who interrupt their program
enrollment for longer than one semester or three trimesters must readmit to
the College and program to resume
their degree program. For an absence
of any length, students should coordinate with their program director prior
to leaving. Due to a variety of program
schedules and cohorts for some
degrees, it is required that students
meet with their adviser and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program
director for transfer credit to apply to
program requirements. The transfer of
credit will be evaluated on an individual
basis. Students will be asked to provide
6
appropriate documentation regarding
previous coursework, including but not
limited to an official transcript, course
description, and syllabus. In order to be
considered for transfer, a course must
be from a regionally-accredited college
or university and graded 3.0/B or better.
Courses must have been taken at the
graduate level and course content must
be comparable to program requirements
at Augsburg.
The maximum number of course credits that can be transferred to these program is as follows:
Master of Arts in Education (2.0)
Master of Arts in Leadership (2.0)
the college community in regard to
their personal and professional concerns. However, times do occur in
which students think they have been
mistreated. This procedure is provided
in order to ensure that students are
aware of the way in which their problems with faculty members can be
resolved informally and to provide a
more formal conciliation process when
needed. Each student must be given
adequate opportunity to bring problems to the attention of the faculty with
the assurance that each will be given
fair treatment. The faculty member
must be fully informed of the allegations and given an opportunity to
respond to them in a fair and reasonable manner.
Master of Arts in Nursing (3.0)
Master of Business Administration ( 6.0)
Master of Science, Physician Assistant
Studies (Contact program coordinator)
Master of Social Work (8.0)
Augsburg course credits are equivalent
to four semester hours or six quarter
hours. Therefore, transfer credits that
are reported to Augsburg as semester or
quarter hours are converted to Augsburg course credits by dividing by four
or six respectively
Courses and credits that are accepted
in transfer are recorded on the student's
transcript. Grades and gradepoints
from other institutions are not transferred to Augsburg and are not
included in the student's cumulative
grade point average.
STUDENT RIGHTS
The College has adopted a statement of
student rights and responsibilities and
has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in
the Augsburg Student Guide, at
www.augsburg.edu/studentguide. Students have a right to experience education without discrimination.
Grievance Procedures Involving
Augsburg College Faculty Members
and Students
Part I-Introduction/Preface
Augsburg College is committed to a
policy of treating fairly all members of
Definition of Grievance
A grievance is defined as dissatisfaction
occurring when a student believes that
any conduct or condition affecting
her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a
violation, misinterpretation, or
inequitable application of an academic
rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation.
College policies and procedures that do
not come within the scope of the
Grievance Procedures are the sexual
harassment policy, the sexual violence
policy, the Committee on Financial
Petitions, Discipline Process, and Academic Standing.
Time Limits
Time limits will include only business
days (M-F) for the program in which
the student was enrolled. (Weekends,
and vacation days are not included;
summer may not be included depending on the student's program.)
Part II-Informal Process
It is always the student's responsibility
to know these procedures and timelines and to follow them.
A. Any time a student feels that she/he
has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem
and attempt to resolve it.
B. If no mutually satisfactory solution
can be reached with the faculty member or if, in unusual circumstances, the
student prefers not to confer with the
faculty member, the student should
discuss the problem with the department chairperson of the faculty
member and attempt resolution of
the problem.
C. If the problem cannot be resolved in
discussions with the faculty member or
department chairperson, or if the faculty member and the department
chairperson are the same individual,
the student may contact the vice president of academic affairs and dean of
the College.
D. The student must begin the Informal
Grievance process within 15 days of the
conduct giving rise to the grievance, by
submitting an Informal Grievance
Form to the vice president of academic
affairs and dean of the College.
• The time limit to begin the Informal
Grievance process for a grade appeal
will be 30 days from the last published finals date for the relevant
term. It is the responsibility of the
student to maintain a correct and current address on file with the registrar.
request for such extension before the
end of the time limit. If the vice president of academic affairs and dean of
the College thinks the extension is
warranted, the Dean will notify all
concerned persons in writing.
E. If the grievance has been resolved,
either by agreement or by expiration of
the time limits, a copy of the informal
grievance and statements of the resolution will be kept by the vice president
of academic affairs and dean of the
College for one year. Neither a copy of
nor any reference to the grievance will
be placed in the personnel file of the
respondent.
If these informal discussions do not
resolve the problem to the satisfaction
of the student, a more formal conciliation procedure is available in Part Ill of
this document. Note: A student must
file a written grievance, per below,
within five days after completion of the
informal process
Part III- Formal Process Preface
If a student has a grievance with a faculty member that has not been
resolved through the Informal Grievance Process described in Part II of this
document, the student may then seek
resolution through formal procedures.
• The vice president of academic
affairs and dean of the College and
the student must ensure the informal
process is completed in 20 days . (See
Part I for definition of time limits.)
• In unusual circumstances, the time
limit may be extended by the vice
president of academic affairs and
dean of the College . A grievant or
respondent must submit a written
In accordance with FERPA, you are
notified of the following:
Right to inspect and review education
records
You have the right to review and
inspect substantially all of your education records maintained by or at Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review
your records.
Right to request amendment of
education records
You have the right to seek to have corrected any parts of an education record
that you believe to be inaccurate, misleading, or otherwise in violation of
your right to privacy This includes the
right to a hearing to present evidence
that the record should be changed if
Augsburg decides not to alter your
education records as you requested.
For a complete copy of the procedures,
contact the dean's office, Academic
Affairs.
Right to give permission for disclosure
of personally identifiable information
You have the right to be asked and to
give Augsburg your permission to disclose personally identifiable information contained in your education
records, except to the extent that
FERPA and the regulations regarding
FERPA authorize disclosure without
your permission.
FER PA
The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended,
provides certain rights to students
regarding their education records. Augsburg College understands that no information other than "directory
information" can be released without
the written permission of the student.
Students must give permission in writing for educational information to be
released to anyone outside of the official
personnel (faculty and administration)
at Augsburg. For example, this means
that faculty or others cannot write letters of support/recommendation or
nominate students for awards unless
explicit written permission is given by
the student to release non-"directory
information." It is not sufficient to ask
for letters of recommendation. (See
One exception which permits disclosure
without consent is disclosure to school
officials with legitimate education interests. A school official is a person
employed by the College in an administrative, supervisory, academic or
research, or support staff position
(including law enforcement unit personnel and health stafD; person or company with whom the College has
contracted (such as an attorney, auditor,
or collection agent); a person serving on
the Board of Trustees, or a student serving on an official committee, such as a
disciplinary or grievance committee, or
assisting another school official performing his or her tasks. A school official has a legitimate educational interest
if the official needs to review an education record in order to fulfill his or her
professional responsibility
• If the student could not reasonably
be expected to be aware of the conduct when it occurred, the student
will have 15 days to file the grievance from the date on which the student could reasonably be expected to
be aware of the conduct or condition
that is the basis for the grievance . It
is the responsibility of the student to
establish the reasonableness of such
non-awareness. The vice president
of academic affairs and dean of the
College will determine if this paragraph applies to a grievant.
Physician Assistant Studies for details of
its program policy)
7
Right to withhold disclosure of
"directory information"
FERPA uses the term "Directory Information" to refer to those categories of
personally identifiable information that
may be released for any purpose at the
discretion of Augsburg College without
notification of the request or disclosure
to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider very carefully the consequences
of any decision by you to withhold
directory information. Should you
decide to inform Augsburg College not
to release Directory Information, any
future request for such information
from persons or organizations outside
of Augsburg College will be refused.
"Directory information" includes the
following:
• The student's name;
• The student's address;
• The student's telephone number;
• The student's e-mail address;
• The student's date and place of birth;
• The student's major and minor field
of study;
• The student's academic class level;
• The student's enrollment status
(FT/HT/LHT);
• The student's participation in officially recognized activities and
sports;
• The student's degrees and awards
received;
• The weight and height of members of
athletic teams;
• The student's dates of attendance;
• The most recent previous educational
agency or institution attended by the
student; and
• The student's photograph.
Augsburg College will honor your
request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent
permission to release it. Augsburg
assumes no liability for honoring your
instructions that such information be
withheld. The Office of the Registrar
8
must be notified in writing of your
intent to withhold your Directory
Information. If the notice is not
received by the registrar prior to Sept.
15 (or within 10 school days of the
start of a subsequent term for a new
student), it will be assumed that all
Directory Information may be disclosed for the remainder of the current
academic year. A new notice for withholding disclosure must be completed
each academic year.
Right to complain to FERPA Office
You have the right to file a complaint
with the Family Educational Rights
and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave.
S.W, Washington, D.C., 20202-4605,
concerning Augsburg's failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested
in writing and explicitly indicate
what information may be reported in
the letter.
GRADUATE ADMISSIONS
Admission to Augsburg College
All graduate programs require
students to have a bachelor's degree
from a regionally-accredited four-year
institution.
All graduate students must submit
completed application forms that can
be downloaded from each individual
program's web page, as listed below.
Each graduate program also has additional program requirements, which
may include coursework, professional
experience, testing, etc. See the program sections for these additional
requirements.
MA, Education-p. 24
www.augsburg.edu/mae
MA, Leadership-p. 33
www.augsburg.edu/mal
MA, Nursing,-p. 42
www.augsburg.edu/ma_nursing
MBA-p. 49
www.augsburg.edu/mba
MS , PA Studies-p. 57
www.augsburg.edu/pa
MSW-p. 69
www.augsburg.edu/msw
READMISSION TO THE COLLEGE
tion in the United States that has been
designated by the Department of Homeland Security (DHS) to offer courses of
study to such students, and has been
enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using
form 1-20, issued by a DBS-approved
school through SEVIS. Status is
acquired in one of two ways: 1) if the
student is abroad, by entering the
United States with the I-20 and an F-1
visa obtained at a U.S . consulate
(although citizens of some countries
are exempt from the visa requirement);
or 2) if the student is already in the
United States and not currently in F-1
status, by sending the 1-20 to USCIS
(United States Citizenship and Immigration Services) with an application
for change of nonimmigrant status.
A student who is maintaining valid F-1
status may transfer from another DHSapproved school to Augsburg by following the transfer procedures set forth in
the F-1 regulations. Simply transferring
academically from another school to
Augsburg does not transfer a student's
F-1 status unless the student and a Designated School Official (DSO) from
Augsburg follow these procedures.
The last day to receive approval for
readmission to the College and register
for classes is one business day prior to
the start of the term. Pending approval
by the graduate program, students who
left on probation or who were dismissed from the College must have
their readmission application and file
reviewed by the program director.
(Please consult with individual programs for information regarding readmission process).
In addition to fulfilling all general
admission requirements for a particular
graduate program, prospective F-1
students must also comply with the
following:
ADMISSION OF INTERNATIONAL
STUDENTS
To fulfill this requirement Augsburg
graduate programs require international applicants to submit an official
score report from the Test of English as
a Foreign Language (TOEFL) with a
minimum score of 100 (iBT), 250
(CBT) or 600 (PBT).
Augsburg College graduate programs
encourage qualified applicants from
other countries to apply.
An F-1 student is a nonimmigrant who
is pursuing a "full course of study" to
achieve a specific educational or professional objective at an academic institu-
U.S. institution with a minimum of two
years of successful academic work
completed in the U.S. (seven or more
courses) .
B. Foreign Credential Evaluation
Augsburg requires foreign credential
evaluation for any transcript(s) from
an institution outside of the United
States. This evaluation should include
the following:
• Analysis of credentials-to determine if your degree is equivalent to
an accredited U.S. bachelor's degree.
Course-by-course evaluation-to
show your complete course listing
with credit values and grades
received for each course.
• Calculation of grade point averageto demonstrate your cumulative
grade point average using the standard U.S. grading system, i.e., A=4.0,
B=3.0, C=2.0, D=l.0, F=O.O.
• Translation to English (if applicable)
The evaluation report must be sent
directly to Augsburg's Adult and Graduate Admissions Office.
Augsburg accepts foreign credential
evaluations only from the following
organization:
World Education Services, Inc.
www.wes.org
A. Proof of English Competency
C. Proof of Financial Support
In order to receive an F-1 visa, the U.S.
Department of State (DOS) regulations
require international applicants to be
sufficiently proficient in English to pursue a full course of study.
International applicants must provide
reliable documentation that they have
financial resources adequate to meet
expenses for the duration of their academic program, which include tuition
and fees, books and supplies, room and
board, health insurance, personal
expenses , and living expenses for
dependents (if applicable).
The TOEFL is waived for applicants
who have a four-year degree from a
Funds may come from any dependable
source, including scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student's family. Documentation of scholarships and
fellowships may be in the form of an
9
Applicants for graduate study must
submit the Free Application for Federal
Student Aid (FAFSA). To complete and
submit the FAFSA electronically, go to
www.augsburg.edu/enroll.
For further information, contact the
Enrollment Center, 612-330-1046,
1-800-458-1721, enroll@augsburg.edu,
or www.augsburg.edu/enroll.
If a student is selected for verification,
additional documents will be needed.
Students in this situation will be contacted by the Enrollment Center.
FINANCIAL POLICIES
Refund Schedule
Students who withdraw from Augsburg
College may be eligible for a refund of
a portion of their charges based on the
appropriate refund schedule (except
for the minimum charge of $100 to
cover administrative costs). Financial
aid may also be adjusted for those students who withdraw from the College
or drop one or more courses and
receive financial assistance.
[NOTE: Tuition refunds and financial
aid adjustments are not necessarily
made on a one-to-one basis. For example, you could receive a 60% tuition
refund but have 80% of your financial
aid returned. Be sure you understand
the financial consequences of making
adjustments to your registration.]
Students are responsible for canceling
courses through the Enrollment Center
in order to be eligible for any refund.
Students who unofficially withdraw
(stop attending) but do not complete
the drop/add form are responsible for
all charges. Financial aid may be
adjusted based on the student's last
recorded date of attendance. Refund
calculations are based on the date that
the drop/add form is processed.
The refund schedule is effective
whether or not a student has attended
classes. All refunds of charges will be
applied to the student account and all
adjustments for aid, loans, fines,
deposits, etc. will be made before eligibility for a cash refund of any resulting
credit balance is determined . Allow
two weeks for a refund.
The refund is a percentage of the full
tuition charged, not a percentage of
any deposit paid toward tuition, e.g.
deposits made under the employer
reimbursement payment plan.
12
CONTAICTTMiE
ENROLLMENT C:ENTE'R
For info·rm:atlon on
eost~
pa~tne11\ts1 flnamli'al
aid, tuition
disc·ounts, and rr-e~f.uad:s :
13
Master of Arts in Education
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long
history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We
know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and
here's why.
OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional: from
classroom decision-maker to educational leader-suggests the expectations we have that our students will leave
our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department
mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and
well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building
relationships, embracing diversity, reflecting critically, and collaborating effectively."
Our urban setting provides yet another dimension to our programs through course content, field experiences,
and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable,
collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion.
OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct
instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in
K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and
field experience supervision, volunteer work, and/or in-service education. We understand the importance of
what we do and what you hope to do . We value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY. We realize that although teaching is your dream, your reality most likely includes
work, family, and personal responsibilities. Because we understand the demands adult students face, we offer
flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends
to allow you to manage these responsibilities while pursuing your goals.
As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself
among interesting students and dedicated professors who believe that all children deserve a good, highly
qualified teacher-the teacher you can become.
Vicki Olson, PhD
Director, Master of Arts in Education
PROGRAMS
ELEMENTARY EDUCATION
The Education Department offers initial licenses as well as
endorsements for already-licensed teachers that also lead to
a master's degree. The range of licenses available is
described below.
The K-6 elementary with a middle school specialty license
allows you to teach in grades K-6 and in your specialty area
of math, science, social studies, or language arts in middle
school. As an alternative to the middle school specialty,
MAE elementary licensure students can pursue a prekindergarten specialty. Licensure requirements are offered at
both the undergraduate and graduate level. That means
classes will include both undergraduate and graduate students, with graduate students having additional course
responsibilities. Graduate courses are taken at the 500 level.
Elementary education specialty areas in math, communication arts, and social studies are available through weekend
and weekday evening courses. The science specialty area is
available through a combination of weekday, weekday
evening, and weekend courses.
Secondary education licensure is available through weekend
and weekday evening courses in social studies, communication arts/literature, and K-12 visual arts. Licenses in other
majors, including biology, chemistry, health education,
mathematics, music education, physical education, and
physics can be completed through a combination of weekend, weekday evening, and weekday courses.
All of the following courses must be taken for licensure, and
four to six of them may be taken at the graduate (500) level
and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
Teachers who are already licensed can work towards the
MAE degree through the following four licensure options:
EDC 410/544 Learners with Special Needs (1.0)*
Pre-K specialty area endorsement
EED 320/520 K-6 Methods: Reading (1.0)*
EDC 490/580 School and Society (1.0)
K-12 special education: emotional and behavioral disabilities
K-12 special education: learning disabilities
K-12 reading endorsement
Education Department Mission
To complete the license, you will also need to complete the
following requirements at the undergraduate level:
HPE 115 Chemical Dependency (.5)
EDC 220 Educational Technology (.5)
The Augsburg College Education Department commits itself
to developing future educational leaders who foster student
learning and well-being by becoming knowledgeable in content, competent in pedagogy, and ethical in practice, and by
building relationships, embracing diversity, reflecting critically, and collaborating effectively.
EED 311 K-6 Methods: Health (.25)
Master of Arts in Education Conceptual Framework
EED 350 K-6 Methods: Math (1.0) *
Teacher leadership is the theme that threads through our
graduate licensure and degree completion programs. The
Augsburg Education Department believes that teachers are
leaders in their classrooms and should be leaders in their
institutions and communities.
EED 360 K-6 Methods: Science (l.O)*
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing
graduate students the chance to exercise leadership as well as
extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are
required to include at least two graduate-level courses from
our Master of Arts in Leadership (MAL) program. This provides students the chance to study aspects of leadership as
part of their degree program. Third, the final project-be it an
action research or a leadership application project-gives students the opportunity to define an issue of concern and, supported by research, take on a leadership role in addressing it.
EED 312 K-6 Methods: Physical Education (.25)
EED 330 K-6 Methods: Children's Lit/Language Arts (1.0)
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 370 K-6 Methods: Social Studies (.5)
EED 380 Kindergarten Methods (.5)*
EED 481,483 Student Teaching (2.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in the classroom and educationrelated settings is required prior to student teaching. Students spend approximately 20 hours per term in field
experiences. These experiences occur in K-8 classrooms
during the weekday.
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for
licensure depends upon the courses completed as part of the
bachelor's degree and/or other coursework Requirements are
determined by Minnesota licensure standards for specific
college-level coursework in math, biology, physics, and earth
science for all students seeking elementary licensure. Specific
requirements are on file in the Education Department.
Minnesota licensure standards in a specialty area for middle
school: subject area specialties are offered in communication arts/literature, social studies, math, and science. The
pre-K specialty is also available. Specific requirements are
on file in the Education Department.
Previous coursework can be accepted into the licensure program if i.t meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the
content area departments determine the courses that are
accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are
older than seven years are judged on a case-by-case basis.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree.
EOC 490/580 School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional
development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department)
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EEO 312 K~6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for
physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
Elementary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be
done for the abuser. Includes information about school
health education and services.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that
comprise Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
EOC 310/533 Learning and Development in an
Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EED 320/520 K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admissions to department)
EEO 330 K-6 Methods: Language Arts/Children's
Literature
Examination and preparation of materials and resources for
children's literature and language arts at the kindergarten
and elementary levels. (Prereq.: PPST and admission to
department)
EED 331 Middle School Methods: Communication
Arts/Literature - Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: PPST and admission to department)
EED 341 K-6 Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 34 2 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EED 350 K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
EED 370 K-6 Methods: Social Studies/Thematic Studies
(.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.:
PPST and admission to department)
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom
experience. Required for licensure. Occurs upon satisfactory
completion of licensure and/or degree program and program
portfolio.
Preprimary Specialty for Elementary Licensure
ECE 345/545 Foundations of Preprimary Education
Students gain an understanding of philosophical, theoretical,
historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the
efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children
and to work in partnership with parents and social service
agencies. Field experience (20 hours) is a critical part of this
course. (Prereq.: PSY 105, 250,or their equivalents)
SECONDARY EDUCATION
K-12 and 5-12 licensures in several content areas are offered
weekends and weekday evenings through a combination of
graduate and undergraduate coursework. Additional content
areas are available through the weekday program. K-12
licenses allow you to teach your content area across elementary, middle school, and high school. Licenses for grades 512 allow you to teach at the middle and high school levels.
Graduate-level licensure coursework (500 and above) is
available to people who already hold a bachelor's degree and
meet MAE admissions criteria.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four to six also may be taken at the graduate level
and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity I Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
ECE 346/546 Learning Environments for Preprimary
Aged Children
Students gain an understanding of how to recognize and
construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course
readings and experience and students experience working
with current teachers in site based field experience. Field
experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545)
ECE 347154 7 Immersion and Teaching Competence
Students gain an understanding of how to deliver developmentally appropriate instruction and assess learning appropriately for preprimary children. Students gain experience
taking the perspective of families and communicating with
them. A reflective practitioner's skills are developed through
self-evaluation of curriculum planning. Field experience
(20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents;
ECE 345, 346)
ECE 488 Student Teaching in a Pre-Kindergarten
Classroom
PSY 250 Child Development (Prereq.: PSY 105 or
equivalent)
SOC 231 Family Systems
OR
SPE 490/540 Parent and Professional Planning
(Graduate students using the Preprimary endorsement must
take SPE 540.)
ESE 300/500 Reading and Writing in Content Area (1.0)
To complete the license, students also will need to complete
the following requirements at the undergraduate level:
HPE 115 Chemical Dependency (.5)
EDC 220 Educational Technology (.5)
ESE 325 Creating Learning Environments (1.0)*
ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)*
ESE 481, 483, 485 Student Teaching (2.0-3.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings is required prior to student teaching. Students
spend approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in a content area is required for K12 and 5-12 licensure. Students who have majored in a field
in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional content area coursework tied to licensure standards is
generally required, even with a completed academic major.
The following majors are offered almost entirely on weekends
and weekday evenings: communication arts/literature, history
or economics or psychology or sociology (all for social studies), art. Students seeking 5-12 licensure in social studies
must complete a broad-based core of courses in the social
studies in addition to a social science major.
The following majors are offered primarily or entirely through
the weekday program: biology, chemistry; physics, health,
physical education, music, and mathematics. Students seek-
ing licensure in any of these areas will likely need to take
additional content courses in the weekday schedule. Students
can obtain a 9-12 license in physics, chemistry, or biology
and have the option of adding the 5-8 general science to the
9-12 license. Students also can obtain the 5-8 general science
license without the 9-12 license.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards
and if a grade of C or better was achieved. Coursework older
than seven years is judged on a case-by-case basis. Education
Department policy requires that a minimum of two content
area courses be taken at Augsburg. Specific course requirements for each content area are on file in the Education
Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE
degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is Minnesota
Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language,
and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EDC 480/580 School and Society
Emphasis on points of view about the role of school in
modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 300/500 Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. (Prereq.: PPST and admission to
department. Note: Students seeking 5-12 Communication
Arts/Literature licensure do not take this course).
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis on creating
environments conducive to learning. Fieldwork experience.
(Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not take
this course).
ESE 310 K-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required for
elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5
course). Fieldwork experience. (Prereq.: PPST and admission
to department)
ESE 330 K-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for
elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5
course). Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 340 K-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion
required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science
(.5 course). Fieldwork experience. (Prereq.: PPST and
admission to department)
ESE 350 K-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the
middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary
concentration in communication arts/literature and for
communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department.)
ESE 351 K-12 Methods: Speaking and Listening
(.5 course)
Introduction to the teaching of speaking and listening in
middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to
department)
Licensure Requirements
Emotional/Behavioral Disabilities Core
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure, and up to six also may be taken at the graduate
level and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (LO)*
ESE 352 K-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle
school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to
department)
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EED 320/520 K-6 Methods: Reading (1.0)*
SPE 315 Special Education Critical Issues Seminar (.5)
ESE 360 K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools.
Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 370 K-12 Methods: Music
Introduction to the teaching of music in the schools.
Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two
courses. K-12 licenses require two to three courses. Student
teaching occurs upon satisfactory completion of licensure
program and program portfolio.
SPECIAL EDUCATION
The MAE program with licensure in special education is
based on an innovative internship model that allows coursework and experience to occur simultaneously. In addition to
student teaching, students must complete two 40-hour field
placements where they will gain experience working with
students from age groups different from their internship site.
There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities (EBD), and
learning disabilities (LD). Both programs qualify you to
teach in special education programs and positions; many
students get licensure in both.
SPE 400/500 Teaching Students with Emotional/Behavioral
Disabilities (LO)**
SPE 410/510 Implementing Assessment Strategies (1.0)**
SPE 420/520 Planning, Design, and Delivery (1.0) **
SPE 430/530 Instructional and Behavioral Practices (1.0)**
SPE 490/540 Parent and Professional Planning (l.O) **
Learning Disabilities Core
Students wishing to earn learning disabilities licensure in
addition to emotional/behavioral licensure will take the
above courses in the emotional/behavioral core and two
additional specialty courses:
SPE 424/524 Etiology and Origins of Learning Disabilities
(1.0)**
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a learning disabilities license
would take all of the above courses with the exception of
SPE 430/530 Instructional and Behavioral Practices.
To complete either license students will also need to complete certain requirements at the undergraduate level:
EDC 220 Education Technology (.5)
HPE 115 Chemical Dependency (.5)
EED 330 Children's Lit./Language Arts
and
Also available is the Naadamaadiwin Tribal Special Education Cohort-This graduate hcensure program in Special
Education: EBD/LD is designed and taught from an American Indian perspective. It is being offered in collaboration
with the University of Minnesota-Duluth as a hybrid (partly
face-to-face; partly online) cohort program. The licensure
courses can be applied towards the MAE degree . See the
Education Department and www.augsburg!edu/
mae/academics/ais_focus.html for more information.
EED 350 K-6 Methods: Math*
EED 360 K-6 Methods: Science* (see course descriptions
under Elementary Education).
*Ten to 20 hours of field experience required as part of this
course. Students currently working in schools can often use
their school employment for their field experience.
**These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD
is required. The ideal situation for the internship year is to
be working in a K-12 setting with these students. Students
not currently employed in schools must be available for
extensive volunteer field placements during the internship
year. (Minimum 10 hours/week).
EED 320/520 K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admission to department)
Eligibility: To be eligible to apply to the special education
program at the graduate level, students must have a degree
and be currently employed in a K-12 setting as a paraprofessional or licensed teacher, and/or have experience working
with students who are labeled with emotional, behavioral,
or learning disabilities, as well as considerable time available for volunteer field placements.
EED 330 K-6 Methods: Language Arts/Children's
Literature
See course description on page 17.
This program is built on an inclusive education model. Under
this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special
education students into the regular education classroom.
Special Education Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
Minnesota Standard of Effective Practice 3.G: Understand
the cultural content, worldview, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
See course description on page 17.
EDC 310/533 Learning and Development in an
Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EED 350 K-6 Methods: Mathematics
See course description on page 17.
EED 360 K-6 Methods: Science
See course description on page 17.
SPE 315 Critical Issues: Special Education Seminar
(.5 course)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are
the focus of the course. The department portfolio is completed as a part of this course.
SPE 400/500 Teaching Students with Emotional/
Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It
addresses the historical and philosophical aspects of the
EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives
and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department)
SPE 410/510 Implementing Assessment Strategies
This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence
student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq:
PPST and admission to the epartment)
SPE 420/520 Planning, Desigu, and Delivery
This course provides students with skills to write and
implement individual program plans and to create effective
learning environments for students labeled EBD. Particular
attention is paid to inclusion models, diversity of student
need, and forming partnerships with key school personnel.
(Prereq: PPST and admission to the department)
SPE 424/524 Etiology and Origins of Learning
Disabilities
This course will focus on the history and context of learning
disabilities, which includes the medical and sociological
aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: PPST and admission to the department).
SPE 4 30/530 Instructional and Behavioral Practices
This course examines behavioral support options used with
students who are labeled EBD. It emphasizes the use of
reflective, proactive, and non-aversive approaches drawn
from current best practices and including positive behavioral
supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department)
ESE 300/500 Reading/Writing in the Content Areas*
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Should be taken at the graduate
level for the reading endorsement. Field experience required
for K-12 reading endorsement. (Prereq.: PPST and admission to the department)
SPE 4 34/534 Teaching Content Areas to Students with
Learning Disabilities
This course will teach students how to identify, adapt, and
implement developmentally appropriate instruction and
strategies that support the learning of students identified as
having learning disabilities. The specific focus will be on the
areas of reading, writing, and listening comprehension; and
math, reasoning, and problem solving skills. (Prereq: PPST
and admission to the department).
EDC 505 Literature in the Classroom (.5 course)
The study and use of literature in the K-12 classroom.
SPE 490/540 Parent and Professional Planning
This course examines the role of families of students with
special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and
applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and
admission to department).
EDC 510 Clinical and Reading Program Leadership
The study of effective leadership and professional development strategies for individual schools and school districts,
reading standards, state and federal reading legislation, and
fiscal and budgetary operations. The focused implementation
of knowledge and skills gained in reading licensure coursework. Field experience required. (Taken concurrently with
EDC 508)
EDC 508 K-12 Reading Assessment and Evaluation
The study of student reading development, the knowledge
and use of gathering and analyzing data of students' reading,
and designing and applying appropriate reading curriculum
based on this information. Field experience required.
(Taken concurrently with EDC 510)
SPE 481, 483, 485, 487 Student Teaching (1.0-2.0)
READING ENDORSEMENT PROGRAM
Augsburg College offers a K-12 Reading Endorsement program. This endorsement has been established to provide
teachers with existing teaching licenses an opportunity to
expand their knowledge and practices in the area of reading
instruction.
Candidates for this license will complete 4.5 credits of
coursework that have been designed to meet the requirements established for this license by the Minnesota Board of
Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree.
These courses include:
EED 520 K-6 Methods: Reading (1.0)*
ESE 500 Reading/Writing in the Content Areas (1.0)*
*The courses EED 320/520 and ESE 300/500 are offered to
both undergraduate and graduate students: EED 320/520 is
part of the elementary and special education initial licensure
programs; ESE 300/500 is part of the secondary initial licensure program. The rigor of the courses is increased at the
graduate level.
Reading license candidates who have already received their
initial teaching license and who are graduates of Augsburg
College within the past seven years will not be required to
retake the entire version of EED 320/520 or ESE 300/500.
However, they will be expected to complete the requirements for the graduate portion of the course they have
already taken within the context of a half-credit independent study. If the graduate course was taken as a part of initial
licensure (EED 520 or ESE 500) students do not need to
repeat the course; however, if ESE 500 was taken without a
field experience, 20 hours in a high school or middle school
reading setting must be completed.
EDC 505 K-12 Literature in the Classroom (.5)
EDC 508 K-12 Reading Assessment and Evaluation (1.0)*
EDC 510 Clinical and Reading Program Leadership (1.0)*
Reading license candidates who already have received their
initial K-8 teaching licensure and who are graduates of Augsburg College, but not within the past seven years, will be
required to take EED 520 or ESE 500 at the graduate level.
*Field experience required
Reading Endorsement Course Descriptions
EED 320/520 K-6 Methods: Reading*
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Should be taken at the graduate level
for the reading endorsement. (Prereq.: PPST and admission
to the department)
Reading license candidates who have already received their
initial teaching licensure and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500.
STUDENT TEACHING
Education students are required to complete student teaching in their content area. In the MAE program, student
teaching is generally completed before finishing the degree.
Students can apply for licensure at this point.
Student teaching for elementary and secondary initial
licenses lasts 12-14 weeks, depending on licensure scope.
During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching
and meet at Augsburg College for a student teaching seminar several times during the term. Most student teaching
placements are in the Minneapolis/St. Paul metropolitan
area and Rochester. However, students do have the opportunity to student teach abroad, where students do half of the
student teaching experience in the metro area and the
remaining portion in another country. Opportunities to
teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. Additional information is available through the
Education Department.
Student teaching for special education is completed as part
of the internship year if students are working in a licensure
appropriate setting. If not, student teaching is carried out
after completing the special education coursework.
A supervised practicum for the reading endorsement is
completed as part of EDC 510 Clinical and Reading Program Leadership. No further student teaching is required
for this endorsement.
GRADUATE DEGREE COMPLETION
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education core, with between four to six Augsburg graduatelevel licensure courses fulfilling master's requirements.
To earn a master's degree beyond the core of education
classes, students will need to successfully complete a minimum of three additional graduate-level courses:
• a research methods course, typically ML 514
• an elective course chosen from leadership-focused courses
in the Master of Arts in Leadership (MAL) program
The goal for the graduate degree completion component is
to foster the development of teachers as leaders within the
institution and community as in line with our program
theme and department mission statement.
Graduate Degree Completion Course Descriptions
Research Methods Course
All students seeking the Master of Arts in Education degree
must complete a graduate-level research requirement.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
MAE Final Project Options
Students have two options for fulfilling their Master of Arts
in Education final project: a leadership application project
(LAP) or action research. This project serves as the capstone
of the master's program.
EDC 585 Leadership Application Project
The leadership application project (LAP) is a research-based
study that links issues of leadership and education with the
degree candidate's personal interests. The character of the
project will vary with the nature of the investigation and the
materials involved, but will always be application oriented.
The central component of the LAP is the demonstration of
leadership ability through a concrete project appropriate to
the candidate's workplace or place of service.
EDC 586 Action Research in Education (.5 course)
This course will introduce students to action research, a
form of research that simultaneously contributes to the
practical concerns of people while furthering the goals of
social science. It requires active self-reflective inquiry and
collaboration. Action research is used in real situations, and
is aimed at solving real problems. The goal of action
research is to gain better knowledge of one's practice while
improving the situation in which the practice is conducted.
This is the first of a two-trimester course.
• a research- or leadership-based final project
Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional
leadership or education graduate courses to reach the total
of nine required courses. A minimum of four graduate-level
licensure courses are required for the MAE degree.
The research methods course will help prepare students to
evaluate and document research for use in their final project
or paper. This course examines both qualitative and quantitative research methods. The leadership elective courses
allow students to examine issues of leadership at a personal
or ins ti tu tional level.
Students have two options for fulfilling their Master of Arts
in Education final project, which serves as the capstone of
the master's program: a leadership application project (LAP)
or action research course sequence and project.
EDC 587 Action Research (.5 course)
The second term of this course involves intensive data
analysis, writing, and sharing of the degree candidate's
research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in
which student work will be presented in a public forum.
MAL Elective Courses
At least one elective must be taken from the Master of Arts
in Leadership courses. The following are recommended, but
others may also be used.
ML 510 Visions of Leadership: A Historical and Literary
Journey
ML 511 Creativity and the Problem-Solving Process
ML 520 Self-Identity, Values, and Personal Growth
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 545 Decision Making and Leadership
Credit Evaluation: An official transfer credit evaluation of
your previous academic work will be completed as part of
the admissions process.
ML 550 Communication, Decision Making, and Technology
ML 560 Developing a Multicultural Perspective
Advising and Registration: You are able to participate in
ML 565 Women and Leadership
academic advising and the registration process after you
have been accepted.
ML 599 Special Topics (as appropriate)
ADMISSION REQUIREMENTS
Students admitted into the MAE program must have
completed:
• a bachelor's degree from a regionally-accredited four-year
institution, and can obtain licensure at the graduate level
• cumulative grade point average of 3.0 or higher (required
for full admission for the graduate licensure option and
degree program). Students with a cumulative grade point
average of 2.5-3.0 may be admitted conditionally into the
graduate licensure program. They can apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Minimum Grade Policy and Academic Probation
Students who fail to maintain a cumulative 3.0 GPA in a
given term in graduate course work are notified that they
are on academic probation and have one term to raise their
GPA to the required level. Failure to do so could mean dismissal from the program. Students who receive below a 2.0
in any course required for licensure-undergraduate or
graduate-are notified that they are on academic probation
and must repeat that course as soon as possible and raise it
to the appropriate level. Failure to do so could mean dismissal from the program. Students who receive a 2.0 in a
graduate course may use that course for licensure purposes,
but it will not be counted towards degree completion.
Application Checklist
The following items must be sent to the Augsburg Adult and
Graduate Admissions Office:
• Completed application form-www.augsburg.edu/mae
• $35 non-refundable application fee
• Personal summary outlining your tentative educational
objectives and reasons for wanting to attend Augsburg
• Official academic transcripts from all previously attended
post-secondary institutions (including colleges, universities, and vocational/technical schools) sent directly to the
admissions office.
Applying to the Education Department: Once accepted to
the College, students may take designated courses in education and content areas. Students initially admitted at the
graduate level may register for courses at the graduate level.
Prior to taking EDC 310/533 and above, students must be
admitted to the Education Department. This admissions
process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available
through the Education Department.
MAE IN ROCHESTER
In step with Augsburg College's excellent reputation in the
field of education, the licensure portion of the Master of
Arts in Education program is now offered in Rochester*.
Licenses are available in elementary education and special
education: EBD and LD. Classes primarily meet weekday
evenings at Bethel Lutheran Church in Rochester.
*Some licensure and content classes will be held in Minneapolis for students taking the Elementary Education
licensure.
Elementary education: The K-8 elementary with a middle
school specialty license allows you to teach in grades K-8
and in your specialty area of math, science, social studies, or
language arts in middle school. Augsburg College offers this
license to people who already hold a bachelor's degree and
meet admissions requirements.
Special education: Emotional Behavioral Disorder/Learning Disability: This program is designed for those currently
working with or planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in
special education with a specialty in emotional/behavioral
disabilities and/or learning disabilities. All courses for these
licenses are available in Rochester.
MAE degree completion courses are currently held in
Minneapolis.
ACCREDITATIONS AND APPROVALS
Augsburg is accredited by:
Admission as an international student
• The Higher Learning Commission of the North Central
Association of Colleges and Schools
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 9.
• National Council for the Accreditation of Teacher Education
Augsburg is approved by: Minnesota Board of Teaching
Acceptance: You will be notified of the Admission Committee's decision usually within one to two weeks after your
application file is complete and has been evaluated by the
committee.
For additional accreditations, approvals, and membership,
seep. 3
MAE FACULTY
Elizabeth M. Ankeny , Associate Professor of Education.
BA, Augustana College; MAT, Morningside College; PhD,
Colorado State University.
Jeannie Uhlenkamp , Instructor of Education, BA, University of Minnesota; MSE, University of Wisconsin-River Falls.
Diane C. Vodicka, Assistant Professor of Education. BEd,
North Park College; MEd, Georgia Southwestern College.
Jacquylynn Brickman , Instructor of Education. BA, Augsburg College; MEd, St. Mary's University.
Christopher R. Brown, Field Experience Coordinator/
Charter School Liaison, Instructor of Education. BS, Bemidji
State University; MEd , University of Sydney, Australia.
Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Jeanine Gregoire , Associate Professor of Education. BS,
MA, PhD, University of Minnesota.
Cheryl Gresczyk, Instructor of Education. BA, University of
Minnesota; MA, College of St. Thomas.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD,
National-Louis University.
Anne Kaufman , Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Mary Beth Kelley , Instructor of Education. BS, University
of Wisconsin-Eau Claire; MEd , Bethel College.
Gregory Krueger, Instructor of Education. BA, Southwest
Minnesota State University; MA, Hamline University.
Lynn Lindow, Associate Professor of Education. BS,
Mankato State University; MS, North Dakota State University; PhD, University of Minnesota.
Susan O'Connor, Associate Professor of Education. BS,
University of Minnesota; MS, PhD , Syracuse University.
Vicki L. Olson, Professor of Education and Director of the
MAE Program. BS, MA, PhD, University of Minnesota.
Donna Patterson , Assistant Professor of Education. BA,
MEd, University of Minnesota.
Christina Peper, Instructor of Education. BA, University of
Minnesota; MEd, Southeastern Louisiana University.
Ronald Petrich , Assistant Professor of Education. BA,
Augsburg College; MS, University of Minnesota.
Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas.
Dana L. Wagner, Assistant Professor of Education. BA, St.
Olaf College; MEd, PhD, University of Minnesota.
Barbara West , Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University
Master of Arts in Leadership
Master of-Arts in 'Leadership
Welcome to the Master of Arts in Leadership (MAL), a program that has been a vital part of Augsburg College
since being founded in 1987.
The MAL program offers students an excellent opportunity to explore leadership within the context of the
liberal arts. The program design broadens the skills and mindset you need to improve your leadership
capabilities in your current and future positions, as well as in your life.
The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed
to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations
including business, health care, and the nonprofit sector. This diverse learning community provides a rich
environment for you to explore leadership beyond your own realm of expertise.
Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am
frequently told by students that the program has changed their lives, has sharpened their understanding of
themselves and others, and has opened doors that would otherwise have remained closed. To learn more about
the program, go to www.augsburg.edu/mal.
I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit
you. Contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing
you on campus soon!
Norma C. Noonan, PhD
Director, Master of Arts in Leadership
Mission Statement
The primary purpose of the Master of Arts in Leadership program is to develop leaders for organizations, the community,
and society Most organizations seek leaders who possess the
following qualities: an ethically and morally responsible
vision, an understanding of how change occurs and how it
can be managed, sensitivity to the complex problems of
organizations, and an ability to find solutions consistent with
their mission, cultural competence and sensitivity to the
needs of a diverse population, and the ability to inspire and
motivate people to work toward a common goal.
Introduction
The Master of Arts in Leadership is based on a liberal arts
approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical
approaches to situations, issues, and problems relevant to
organizational leaders. Augsburg's program recognizes that
today's leaders need a broad spectrum of abilities to provide
them with a more comprehensive understanding of their
world. Designed for working adults, the program offers
courses primarily on alternate Saturdays.
The Master of Arts in Leadership (MAL) is the core program
of Augsburg's Center for Leadership Studies (CLS). The
MAL program, launched in 1987, responds to the leadership
development needs of both for-profit and not-for-profit
organizations. While different in structure and purpose,
most organizations seek leaders with the following qualities:
a vision that is ethically and morally responsible, extending
beyond immediate concerns; an understanding of how
change occurs and affects the immediate environment; a
sensitivity to the complex problems organizations face and
an ability to achieve solutions consistent with an organization's mission; the ability to motivate and inspire individuals
and groups to work toward a common goal; and the ability
to effectively represent the organization both internally and
externally. The MAL program provides a means by which
individuals may discover and refine these and other abilities
fundamental to effective leadership.
Leadership studies is a growing field in American higher
education, and the MAL program has significantly developed and modified its curriculum in response to new trends
in the field. The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical
approaches to leadership that can be applied in the workplace and society.
incorporate some online work into their agenda. MAL students may take up to seven courses during the calendar
year. It is possible to complete the degree within two years if
a student takes two courses each trimester.
Community of Learners
Essential to the goals of the MAL program is participation in
a community of learners gathered on the Augsburg campus.
This community is enriched by the students, who have a
variety of work and life experiences. To facilitate community
interaction, students are encouraged to make use of the
Augsburg library, computer labs, and Christensen Center.
The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement
the coursework of the master's program.
A sample class schedule in the MAL program
Period I
Period II
Saturday
Saturday
8 a.m. to noon
1 to 5 p.m.
Note: Each class taken commits a student to either Period I
or Period II, an average of two meetings a month. An occasional course is taught on an immersion model which features fewer but longer sessions. A few courses are held on
Sunday afternoons, from 1 to 5 p.m.
Augsburg College has a summer session. The MAL program
usually offers at least two classes during the summer. The
courses are five weeks in duration, meeting normally two
nights a week, except for special immersion courses.
LEADERSHIP DEVELOPMENT MODEL
Leadership Development Model-Augsburg College
The MAL program promotes leadership as a process that
inspires cooperation among people who must compete for
limited resources, promotes productivity within and beyond
the organization, and works toward progress for the individual and the organization. To accomplish this, individuals
aspiring to positions of leadership must possess three key
attributes: a sense of vision, the ability to persuade, and the
ability to direct action. Underlying these attributes are abilities and awareness, outlined in the leadership development
model, that serve as specific outcomes for the MAL program. Augsburg's model of leadership development is
designed to assess, promote, enhance, and refine these capabilities within the individual.
CURRICULUM DESIGN
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working
adults, the MAL program is based on the assumption that
the students who enroll are career-oriented, self-disciplined,
and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study
Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year,
classes meet on alternate Saturdays for four hours. A few
courses are taught by the immersion model, which has
fewer sessions but longer meeting times. Most courses
Each MAL course normally includes two or more liberal arts
disciplines, encourages pursuit of the designated outcomes,
and uses a variety of learning techniques appropriate to adult
learners. Instructional techniques include case studies, discussion, written and oral presentations, and group activity.
These techniques develop targeted leadership abilities and
understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content
areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with
it successfully requires well-developed integrative abilities.
LEADERSHIP DEVELOPMENT MODEL
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
• Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Final project options
There are three ways to complete the MAL degree. In the
Thesis/Leadership Application Project (Thesis/LAP) Option
(Plan A), students complete a thesis or a major leadership
application project and 11 credits. In the Non-Thesis
Option (Plan B), students must complete 11 credits, two
papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 credits,
including the comprehensive exam seminar.
Plan A: Thesis/LAP Option
Students who select the Thesis/LAP Option are required to
develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This researchbased study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying orientation.
A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both
require similar rigor and preparation. For either alternative,
the student must register for ML 592 and 593.
For more information regarding the Thesis/LAP Option,
refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students who do not complete their thesis or leadership application project within two years are required to
pay a continuation fee each trimester.*
Effective listener
Effective speaker
rnective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of Individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage connict
Plan 8: Non-Thesis Option
One alternative to the thesis is the successful completion of
two major papers. The first of these papers will be written in
conjunction with ML 580. The second paper will be written
while enrolled in ML 597 Non-Thesis Independent Project.
The independent research projects approved each year will
be presented in an annual colloquium.
For more information regarding the Non-Thesis Option,
refer to the Thesis/LAP Project and Non-Thesis Project
Guidelines booklet. Students who do not complete their
independent project within a year of registering for ML 597
are required to pay a continuation fee each trimester.*
*Both Plans A and Bare governed by Augsburg College's
policy on continuation. A student taking Plan A has a maximum of seven trimesters (including the one in which registration initially occurred) to complete a thesis or LAP. After
that the student may continue with permission but will pay
a fee each trimester. A student taking Plan B has a maximum of four trimesters (including the one in which registration initially occurred to complete the Plan B final
project. After that the student may continue with permission but will pay a fee each trimester. The fee is a continuation fee and is separate from any parking permits or other
incidental fees.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in
conjunction with ML 580 (as in Plan B) and a Comprehen-
ML 574 Strategic Leadership
The course develops students' ability to think strategically
and lead organizations through planning and implementation; application of models and concepts to examples and
cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations.
ML 577 Universal Responsibility and Leadership:
A Nicaraguan Experience
The exploration of universal responsibility, conceptually and
experientially. Course consists of a seminar in Minneapolis
and approximately two weeks in Nicaragua. The Nicaraguan
portion includes a home stay, meetings with leaders in various venues, and visits to multiple sites and organizations.
Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy; the arts, business, foreign
investment, and relations with the U.S. government and
nonprofit organizations are explored.
ML 580 Colloquium on Contemporary Theories of
Leadership
Selected contemporary theories of leadership presented by
instructors who participate in the seminar. Emphasis on
critical thinking, discussion, written analysis. Prereq.: oneyear coursework in MAL program and ML 510)
ML 589 Comprehensive Exam Seminar (PIN}
This course is a completion option for the Master of Arts in
Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings,
and critical analysis in the seminar. It must be the final
course taken in the program. No other course may be taken
at the same time.
ML 592 Thesis/LAP Consultation I (PIN)
Independent final research project supervised by an academic adviser.
*A student may count only ML 597 or ML 598 for credit
toward the MAL degree, except with permission of the MAL
program director.
Post-Master's Certificate in Leadership Studies
Graduate students who already possess a master's degree in
any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of
five Augsburg MAL courses in leadership (which were not
previously applied to any other degree). The student may
choose any five MAL courses or may wish to focus on a specific area such as ethics and leadership, global leadership,
organizational leadership, communications, or leadership
development. This option is attractive for people who want
to continue their professional studies but not necessarily
undertake a full degree program. The normal application
process is used for students who wish to pursue the postmaster's certificate.
Joint BA in Accounting and Master of Arts in
Leadership
A BA in accounting and an MA in Leadership (MAL) can be
earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a master's
degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in
accounting and an MA in Leadership and will have fulfilled
the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on
a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings and the accounting program coordinator for a detailed academic plan.
It is recommended that students meet with an accounting
adviser to create an effective plan for successful completion
of the five-year program.
General requirements for the accounting/MAL program
ML 593 Thesis/LAP Consultation II (PIN)
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597 Non-Thesis Independent Project*
Major written project in an area of the student's choice; to
be completed in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option.
Accounting students planning to pursue the five-year degree
must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
• completed application form
• three letters of recommendation (two from professors and
one from an employer)
• personal statement
• example of their writing in an academic paper
ML 598 Independent Study*
Provides directed independent study in an area of the student's choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must
complete a Proposal for Independent Study and have it
signed by the supervising professor. Proposals must be
approved by the MAL program director prior to registration
for the course.
ML 599 Special Topics
Study of selected topics in leadership that are not treated
extensively through current course offerings. Specific topics
will be published prior to registration.
• GPA of at least 3.30
• interview with a three-person panel from the MAL program
Students must also have faculty endorsement from the
accounting program. Students must complete at least one
year of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program coordinator: Stu Stoller
ADMISSION REQUIREMENTS
Admission as an International Student
Applicants to the program must have:
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on
page 9.
• Bachelor's degree from a regionally-accredited four-year
college or university
• Minimum cumulative undergraduate grade point average
(GPA) of 3.0 (on a scale of A=4.0) and a minimum cumulative GPA of 3.0 for graduate courses completed at an
accredited college or university:
• Three years of experience (or equivalent) with one or
more organizations in a position of leadership or position
demonstrating leadership potential.
Applicants holding a master's or other advanced degrees
from accredited colleges or universities are admissible.
Should an applicant not meet the minimum admission
requirements, a conditional admission may be possible as
decided on a case-by-case basis.
Decisions about admission to the program will be made on
an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to
the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the
beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of the
following items for each applicant:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
Application Checklist
The following items must be submitted to the Adult and
Graduate Admissions Office:
ACADEMIC POLICIES
Academic Evaluation
Courses not offered on the numbered grading system are
noted in the course descriptions in this catalog as being
graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the
degree. No more than two courses with a grade of or below
2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average. In order
to graduate a student must have a GPA of 3.0 or above. All
required courses and the final projects must be successfully
completed. A student registered for final projects (ML 589,
ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a diploma until
all courses and projects are successfully completed.
MAL Program Enrollment Policy
Students may take either one or two courses per trimester.
Enrolling in two courses per trimester enables a student to
complete the coursework in the program within two years.
All students are required to complete all components of the
program within five years. Extensions beyond five years will
be considered on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more than
one trimester must request a leave of absence in writing
from the MAL program. A leave of absence may be granted
for one calendar year. Students who return to the program
after a leave of one year or more must fill out an Application
for Readmission form and submit to the Office of the Registrar. Time spent on an official MAL-approved leave of
absence will not count toward the five-year deadline for
degree completion.
ACCREDITATION AND AFFILIATIONS
• Completed application form-www.augsburg.edu/mal
• $35 nonrefundable application fee
• A 1-3 page statement relating the applicant's career and
life goals to leadership aspirations
• Recommendation letter and checklist from an immediate
supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work
style and leadership potential
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MAL FACULTY
Andrew Aoki , Professor of Political Science. BA, University
of Oregon; MA, PhD, University of Wisconsin.
John Benson , Professor Emeritus of Religion. BA, Augsburg
• Official transcripts from all undergraduate institutions
attended, listing all courses taken and any degree(s) conferred.
College; BD, Luther Theological Seminary; MA, PhD,
Columbia University.
• Official transcripts from all graduate institutions attended,
listing courses taken and degree(s) conferred, if any
Thomas Berl<as, Instructor of Leadership Studies. BCE,
PhD, University of Minnesota. Graduate Faculty in Organizational Management, Concordia University, St. Paul.
Applicants may be asked to participate in an interview with
graduate program faculty and/or staff members.
Larry Crockett, Professor of Computer Science. BA, MA,
Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota.
Cass Dalglish , Associate Professor of English. BA, College
of St. Catherine; MFA, Vermont College; PhD, The Union
Institute.
Curtis Paulsen , Associate Professor of Social Work. BA, St.
Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Diane Pike , Professor of Sociology and Director of the Center for Teaching and Learning. BA, Connecticut College;
PhD, Yale University.
John Schmit, Associate Professor of English. BS, St. John's
Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther Northwestern Theological
Seminary; PhD, University of Minnesota.
John Furia, Assistant Professor of Business Administration.
University; MA, University of New Orleans; PhD, The University of Texas-Austin.
Kathryn Swanson , Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
BA, Rhode Island College; MPA, University of Rhode Island.
Joseph Volker, Instructor of Leadership Studies. BA, UniverDaniel S. Hanson , Assistant Professor of Communication
sity of California-Irvine; MA, PhD, University of Minnesota.
Studies. BA, Augsburg College; MA, University of Minnesota.
Garry Hesser, Professor of Sociology, Director of MetroUrban Studies, and Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
David Lapakko, Associate Professor of Communication
Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Velma Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University;
EdD, West Virginia University:
Rosemary J. Link, Professor of Social Work and Associate
Vice President for Academic Affairs and Dean of Graduate
Studies. BA, University of Southampton; Postgraduate
diploma and CQSW, University of London; PhD, University
of Minnesota.
Steven Manderscheid , Instructor of Leadership Studies.
BS, St. Cloud State University; MS, University of Minnesota;
EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Thomas Morgan , Professor of Business Administration and
Executive Director, Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan , Professor of Political Science, and
Director of the Center for Leadership Studies and the MAL
Program. BA, University of Pennsylvania; MA, PhD, Indiana
University.
Magdalena Paleczny-Zapp , Associate Professor of Business
Administration. BA, MS, PhD, Academy of Economics,
Krakow, Poland.
Catherine Paulsen , Instructor. BA, St. Olaf College; MA,
Lone Mountain College.
STAFF
Patty Park, Program Coordinator
Master of Arts in Nursing
Master of Arts in Nursing
We are excited about the educational opportunities, engaging practicum experiences and wealth of transcultural
nursing knowledge offered in the Master of Arts in Nursing program at Augsburg College. We are also proud of
our students who come from a wide range of diverse cultural, educational, and experiential backgrounds. Some
master's degree candidates enter directly from college, others are making mid-life career changes, and some are
returning to college after raising a family. The career options in nursing are more variable and more rewarding
than ever before.
As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and
competence. The master's program prepares nurses for leadership across care systems, population groups,
cultures, and settings, with particular emphasis on addressing global and local health inequities. Graduates of
our master's program are practicing in acute care, community and public health, education, nursing
administration, and emerging care settings that are responsive to the needs of culturally diverse and underserved
populations. Many of our graduates are creating innovative practice models that demonstrate interdisciplinary
leadership and economically feasible solutions to health inequities within communities.
Students can choose between two tracks of study in the master's curriculum: Transcultural Nursing in
Community or Transformational Nursing Leadership and Management. Classes are offered at the Augsburg
campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minnesota. Video conferencing
is used for most classes and allows for "real time" connections between students in the two sites. Program
faculty and staff are available at both sites and eager to assist students in expanding their nursing practice and
advancing their career options while exploring together how we transform our unique gifts and interests into
personal and professional service in the world.
Sincerely,
Cheryl Leuning, PhD
Chair, Department of Nursing
Director, Master of Arts in Nursing
Master of Arts in Nursing Mission
Within the framework of a Christian liberal arts education,
the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis
on addressing health inequities.
TRANSCULTURAL NURSING IN COMMUNITY
The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare
nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in
nursing science, public health principles, theory-guided
practice, and transcultural care. The program of study
focuses on reaching populations that are underserved by
traditional care systems and who exist outside of the social
mainstream. As such, the program provides rich alternative
teaching and learning opportunities for graduate students
locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for
certification in Advanced Transcultural Nursing through the
International Transcultural Nursing Society. Also, graduates
completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification
in Advanced Community Health Nursing.
A total of 10 courses plus a thesis or graduate project are
required. Three courses in the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, five
courses from the Transcultural Nursing in Community
Track, and two electives make up the coursework for the
program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nursing
Practice
NUR 520
Research Methods in Nursing
NUR 523
Theory, Research, and Practice Seminar
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care
NUR 503
Transcultural Health, Families, and the Life
Cycle, and
NUR 515
Managing Nursing Effectiveness within Care
Systems
OR
The Politics of Health Care
NUR 541
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I
NUR 511
Advanced Community Health Nursing II
NUR 530
The Power of Ritual and Ceremony for
Transformation
NUR 532
Transcultural Healing Practices
ELECTIVES-two graduate elective courses, which may
include the following:
ECO 520
Economics of Health Care in a Global
Community
Visions of Leadership
ML510
ML511
ML530
ML531
ML560
NUR 530
NUR532
NUR562
Creativity and the Problem-Solving Process
Ethics in Communication
The Dynamics of Change
Developing a Multicultural Perspective
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
Note: Academic advisers can inform students about other
possible electives.
*Students seeking certification in Advanced Community
Health Nursing from the American Nurses Credentialing
Center (ANCC) must complete 500 hours of clinical
practicum work and select NUR 510 and NUR 511; students
seeking certification from the International Transcultural
Nursing Society may select NUR 530 and NUR 532. Clinical
practicum hours are integrated into several courses in the
curriculum.
Thesis or Graduate Project-students are required to
complete either a thesis or a graduate project, which is
equivalent to one course.
NUR 525
Graduate Field Project
NUR 535
Integrative Master's Thesis
TRANSFORMATIONAL LEADERSHIP AND
MANAGEMENT
The Transformational Leadership and Management track
unites the liberal arts with nursing science and practice.
This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be
able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across
care settings. Participation in nursing leadership practica
and classroom dialogue provides opportunities for students
to apply knowledge and gain experience partnering with
diverse care providers, populations, and communities to
address health inequities in creative and relevant ways. Specialty electives build on students' competencies and goals.
Courses are offered by the Department of Nursing faculty as
well as faculty teaching in the Master of Arts in Leadership
and Master of Business Administration programs.
Students take a total of 10 courses, plus a thesis or graduate
project. Three courses in the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, five
courses in the Transformational Leadership and Management Track, and two elective courses make up the course
work for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nurs
ing Practice
Research Methods in Nursing
NUR 520
NUR 523
Theory, Research, and Practice Seminar
Transformational Nursing Leadership Track (five courses)*
NUR 500
Transcultural Health Care
NUR 521
Transformational Nursing Leadership
BUS 520
Management of the Healthcare Organization
Two of the following courses:
ML 511
Creativity and the Problem-Solving Process
ML 527
Spirituality and Leadership in the Workplace
ML 535
Organizational Theory and Leadership
ML 565
Women and Leadership
Electives-two graduate elective courses, which may
include:
ECO 520
Economics of Health Care in a Global
Community
ML510
Visions of Leadership
Creativity and the Problem-Solving Process
ML511
Ethics in Communication
ML530
ML531
The Dynamics of Change
ML560
Developing a Multicultural Perspective
NUR530
The Power of Ritual and Ceremony for
Transformation
NUR532
Transcultural Healing Practices
NUR562
Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
Note: Academic advisers can inform students about other
possible electives.
*Upon graduation from the program and completion of the
Transformational Leadership and Management track, students are eligible to apply for certification in Advanced
Nursing Administration from the American Nurses Credentialing Center (ANCC).
Thesis or Graduate Project
Students have two options for fulfilling their Master of Arts
in Nursing final project, which serves as the capstone of the
master's program: a graduate field project, or an integrative
master's thesis.
The graduate field project, NUR 525, is based on a selfselected issue relevant to transcultural nursing in community or transformational nursing leadership. The student
will focus primarily on the application and integration of
knowledge. Working with an adviser, the student will
design and/or implement and evaluate a model of advanced
practice nursing applied to health inequities in a selected
community, or a nursing leadership issue.
The integrative thesis option, NUR 535, expands upon
and/or extends theoretical foundations or concepts identified in transcultural nursing, community health nursing,
and/or nursing leadership literature. The thesis project
demonstrates the student's ability to do independent
research involving the exposition of primary and secondary
literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for
advanced practice nursing.
Students register for their final project, with their adviser's
permission, near the end of the program. Students must
complete all coursework and defend the project within two
years after registration. After two years, students must pay a
continuation fee of $200 per term in order to retain student
status in the graduate program, including library privileges,
AugNet access, and parking privileges.
Please refer to the "Graduate Field Project or Integrative
Thesis Procedures and Policies" booklet available in the
Nursing Department for additional information.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the
Transcultural Nursing in Community track will have
enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing
through the American Nurses Credentialing Center. Nursing
practice with diverse populations will also provide students
with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica all students practice primarily in nontraditional settings with
persons underserved or excluded from mainstream health
care. Emphasis is on cultural diversity and health inequities
across health care settings. Students in the Transformational
Leadership and Management track have practice experience
in several courses with preceptors in leadership positions in
a variety of care settings.
A unique opportunity offered for practica at Augsburg is
provided by the Augsburg Central Nursing Center. The
Nursing Center provides services for persons struggling
with poverty and homelessness in the city of Minneapolis.
People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide
many opportunities for students to explore advanced nursing roles and new models and forms of practice.
Study Abroad and Off-campus Opportunities
The Nursing Department works closely with cultural
guides, nurse mentors, and Augsburg's Center for Global
Education in developing study abroad opportunities. The
following study abroad and away opportunities are four
examples of existing practicum experiences.
Students may travel to Namibia in southwest Africa to
spend two weeks exploring health and healthcare challenges
within a rapidly developing country. Practical experience
with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum.
Week-long immersion courses and practica are taught on
the Pine Ridge Indian Reservation in western South Dakota.
These courses and experiences offer students the opportunity to live on the reservation and participate with public
health nurses providing health services. They also interact
with tribal leaders and experience cultural events relevant to
the Lakota people of Pine Ridge.
Ten-day courses and practica are available in Mexico and
Guatemala as well. Students explore the relationships of
indigenous and Western health care, the connection
between social justice and health, and interact with local
indigenous healers.
Students may apply all these study abroad options to
requirements in the Master of Arts in Nursing program.
COURSE DESCRIPTIONS
NUR 500 Transcultural Health Care
This course explores meanings and expressions of health,
illness, caring, and healing transculturally. Focus is on
understanding and developing professional competence in
caring for individuals, families, groups, and communities
with diverse cultural backgrounds. Culture is examined as a
pervasive, determining "blueprint" for thought and action
throughout the human health experience. Patterns of
human interaction that foster health and quality of life are
analyzed, and health destroying patterns of interaction, e.g.,
stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36
hours of practice experience)
NUR 501 Transcultural Care Systems
In this course, organizations are viewed as cultural systems
that are complex and adaptive, where continuous change
and unpredictability rule the development and course of
evolution. The importance of relationships, the role of selforganization, the processes of emergence and co-evolution
are explored via readings and discussions. Attendance at a
local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of
transcultural healthcare organizations are expected.
NUR 503 Transcultural Health, Families, and the Life
Cycle
The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the
function of individuals living in families and in communities
is explored. Content about systems, communication, small
group, and nursing theories is applied to family constellation.
The influence of the multigenerational family is examined in
terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture
are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience)
NUR 505 Theoretical Foundations for Advanced Nursing
Practice
This course focuses on nursing science and nursing theory
as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and
research traditions in nursing are compared and related to
the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing
knowledge. (36 hours of practice experience)
NUR 510 Advanced Community Health Nursing I
This course focuses on persons, families and groups living
in relationship. Emphasis is on applying the core functions
of community/public health - assessment, policy development and assurance. Principles of epidemiology, population
demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures
within dominant social systems are analyzed and critiqued
with regard to resource access and distribution among
underserved populations. (36 hours of practice experience)
NUR 511 Advanced Community Health Nursing II
Emphasis is on the application of public/community health
theory and research in providing health care to populations
and communities. Essential public health services are
assessed for adequacy in meeting community health needs
and addressing transcultural health goals. The impact of
diversity, privilege, resource limits, and globalization add
depth and reality to local and global community health concerns, patterns of health, suffering, and healthcare provisioning. Prerequisite: NUR 510. (72 hours of practice
experience)
NUR 515 Managing Nursing Effectiveness within Care
Systems
In planning and implementing nursing activities, healthcare
organizations are considered subcultures of society, which
entail particular issues of access and utilization for marginalized people. Strategies for negotiating structures of privilege
and professional control will be explored. Working with
marginalized populations, students will identify and support
the agency or persons who are seeking help from these systems. Nursing action will focus on mediating subcultures of
clients with the subculture of healthcare systems. Major
emphasis will be placed on mutuality with clients in planning actions and evaluating outcomes. (72 hours of practice
experience)
NUR 520 Research Methods in Nursing
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class
topics will include formulating study questions to explore
collective foundations of meaning and explanation in health
and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. Prerequisite: a college-level statistics course.
(36 hours of practice experience)
NUR 521 Transformational Nursing Leadership
This course emphasizes transformational nursing leadership
and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care
systems. Opportunities for students to engage in designing
relevant models of care delivery are woven into clinical
practica. (72 hours of practice experience)
NUR 523 Theory, Research, and Practice Seminar
The conceptualization, investigation, and application of
nursing knowledge will be critiqued with particular focus
on its contribution to developing practice in transcultural
community health care. Through reflection and dialogue,
which includes professional experience of practice contexts,
as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (36 hours
of practice experience)
NUR 525 Graduate Field Project
This course focuses on the application and integration of
knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. Working
with a nursing faculty adviser, students design and/or implement and evaluate a theory-based model of advanced practice nursing. Relevant coursework is integrated into the
project and the final written report. Plans for disseminating
the report for public and professional use are encouraged.
Students will defend the project to their graduate committee
(major faculty adviser and two readers) and invited guests
at the time of completion.
NUR 530 The Power of Ritual and Ceremony for
Transformation
In this course, the student will explore ritual and ceremony
from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions,
and in the modern American medical system that sustains
its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony
and healing. In modern American culture, the perceived
division between the mind, body, and spirit has led to ritual
and ceremony being considered adjunctive to the scientific
approach to healing. Students will have an opportunity to
interact with persons who integrate ritual and ceremony
into their lives and healthcare practices. Students will also
discuss the meaning of ritual and ceremony to their own
lives and professional practice.
NUR 532 Transcultural Healing Practices
This course will introduce students to complementary healing practices including the historical and cultural contexts
in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies:
music therapy, traditional Chinese medicine, mind-body
healing, spiritual and faith practices, energy healing practices , movement therapies, homeopathy, manual therapies,
and nutrition and nutritional supplements.
NUR 535 Integrative Master's Thesis
The integrative thesis expands upon or extends the theoretical foundations in the literature of Transcultural Nursing in
Community or Transformational Leadership and Management. It demonstrates the student's ability to do independent research that integrates past and current literature
appropriate to the topic, the collection and analysis of
empirical data, and the articulation of implications for
advanced nursing practice or leadership in nursing organizations. Students will defend the project to their selected
graduate committee (comprised of the student's faculty
adviser and two readers) and invited guests. Plans for disseminating the report for public and professional use are
encouraged.
NUR 541 The Politics of Health Care
This course will explore how health and illness are related
to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the
course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social
inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of
healing resources in the population, and what strategies the
poor and powerless employ to gain access to healthcare
resources. This course will include an optional study abroad
experience in Guatemala. (72 hours of practice experience)
NUR 562 Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
This broad-based interdisciplinary course explores the influence of culture and gender on the HIV/AIDS pandemic in
sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological, and political responses to the disease are
examined. Women's collective and individual efforts to preserve the health of their families and communities are highlighted as hopeful and positive responses to the HIV/AIDS
crisis in sub-Saharan Africa.
NUR 599 Topics
Study of selected topics that are not treated extensively
through current course offerings. Specific topics will be
published prior to registration.
BUS 520 Management of the Healthcare Organization
This course provides an overview of the key organizational
and behavioral concepts which underlie effective management practices in healthcare organizations. It addresses both
the theory and practice of effective management. The course
will emphasize the importance of addressing the expectations, needs, and performances of people in organizations,
and recognizes the role of the internal, external, and global
cultures that impact organizational structure, behavior, and
change.
ECO 520 Economics of Health Care in a Global
Community
At the end of the class, students will be better able to apply
economic concepts to the health systems of both the United
States and other parts of the world. The focus will be on the
public policy aspects of the healthcare system, e.g. , issues of
access and cost.
ML 510 Visions of Leadership: A Historical and Literary
journey
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program.
This course views the nature and purpose of leadership
from a variety of disciplines and perspectives.
ML 511 Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
ML 52 7 Spirituality and Leadership in the Workplace
The wide-ranging spirituality movement in the workplace is
a notable feature of contemporary life. This course explores
the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
ADMISSIONS REQUIREMENTS
Applicants into the Master of Arts in Nursing program
must have:
• Bachelor's degree in nursing from a regionally-accredited
four-year college or university, or must have an Associate
of Science degree in nursing in addition to a non-nursing
bachelor's degree.
• Cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework
• Experience as a registered nurse
• Professional liability insurance
ML 530 Ethics in Communication
Interdisciplinary study of ethics and communication
through the investigation of a variety of ethical perspectives
within human communication. This course places particular
attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
ML 531 The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs.
Ways of achieving well-being may be viewed differently by
leaders in public and private domains and across cultures.
The course explores these various perspectives, including
areas of conflict and opportunities for leadership in social
and organizational change. Sociological, human development, and economic theories are applied to contemporary
public and private sector issues for social change.
• Current nursing license
• All required immunizations
A college-level statistics course is required for progression in
the program, but is not necessary for admission.
Decisions about admission to the program will be made on
an individual basis by the Graduate Admissions Committee.
Admissions are handled throughout the year, with students
being admitted at the beginning of the fall (September),
winter Uanuary), and spring (April) terms.
Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:
• Previous college record and GPA
• Letters of recommendation
• Professional experience
ML 535 Organizational Theory and Leadership
In-depth exploration of organizational theory plus related
concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in
order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
ML 560 Developing a Multicultural Perspective
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. It offers an
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past
and present. The course is intended to enhance the analytical and leadership skills of the participants.
• Written statement describing professional and
educational goals
Application Checklist
The following items must be sent to the Adult and Graduate
Admissions Office:
• Completed application formwww.augsburg.edu/ma_nursing
• $35 nonrefundable application fee
• A 2-3 page typed statement describing the applicant's professional and educational goals
• Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study.
(Two of these recommendations must be from professional colleagues.)
• Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations
• Official transcripts from all undergraduate and graduate
institutions attended, listing all courses taken and any
degree(s) conferred
An interview with graduate program faculty and/or staff
members may be requested.
Admission as an international student
International applicants must submit the required application materials listed above . Refer to the additional requirements outlined in Admission of International Students on
page 9.
ACCREDITATION AND AFFILIATIONS
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
DEPARTMENT OF NURSING FACULTY
Magdeline Aagard , Associate Professor of Nursing. BA,
Augustana College; MBA, PhD, University of St. Thomas.
Marty Alemc\n, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College.
Katherine Baumgartner, Assistant Professor of Nursing.
BSN, Minnesota State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC).
BA, St. Olaf College; MS, PhD, University of Minnesota.
I
Linda Holt, Instructor of Nursing, Co-Coordinator of the
Augsburg Central Nursing Center (ACNC) . BSN, University
of Minnesota; MSN, University of Washington-Seattle.
Cheryl Leuning , Professor of Nursing, Chair of the Department of Nursing, and Director of the MAN program. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miiier, Assistant Professor of Nursing. ADN,
Rochester State junior College; BSN , Augsburg College; MA,
Augsburg College.
Susan Nash , Associate Professor of Nursing. BSN, MSN,
EdD, University of Minnesota.
Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St.
Mary's College Graduate Center; MS, University of Minnesota; PhD, University of Colorado.
Pauline Utesch , Assistant Professor of Nursing. BSN,
Winona State University; MA, Augsburg College.
Master of Business Administration
Master of Business Administration
We are certain that you will make an excellent decision by choosing Augsburg to develop your skills,
knowledge, and capabilities. We believe our program will give you an opportunity to challenge yourself by
engaging in classes, projects, and studies that will help form and refine your ability to think critically, analyze
problems, and align your decisions with ethical values and beliefs-while gaining valuable, relevant, and
contemporary business acumen and skills.
Today's business world offers great opportunities to not only realize traditional business goals of increasing
shareholder or owner value but also offers individuals a unique opportunity to serve their communities,
stakeholders, and associates by exercising good decision-making in the areas of corporate social responsibility,
sustainability, and diversity. Our increasingly global and virtual economies call for new knowledge, new
perspectives, and new competencies. Graduates of our MBA program are qualified to take their place as
leaders in their organizations, their communities, and the global economy.
Our unique summative course, the Management Consulting Project, gives students the challenging
opportunity to work on real business issues with actual businesses and organizations in the Twin Cities and
Rochester. Guided and coached by expert faculty with significant business experience, students work in small
consulting teams and bring together the business disciplines they have studied in the program to perform an
accurate analysis and recommendation to the client organization.
Students in the Augsburg MBA program can choose among a growing number of alternatives that include
completion of a core curriculum general MBA, a healthcare management-focused MBA, or additional
concentrations in finance, marketing, human resources, international business, or project management. We
believe we have the structure and design to promote learning and retain rigor, integrity, and quality in an
accelerated degree program. The Augsburg MBA is organized into cohorts, taught by experienced and highly
qualified faculty, and aided by excellent facilities, multiple locations, and the latest in technology, From the
first day of orientation to the day you walk across the stage at Commencement, we promise to offer you an
exciting, challenging, reflective educational experience that will increase your confidence, reinforce your
concepts of vocation, and enable you to seek greater roles of responsibility and impact in your career.
Sincerely,
4-- ~~
Steven M. Zitnick
Director, MBA Program
The Master of Business Administration MissionTo prepare students for professional careers in business by
developing their decision-making skills and judgment, and
by transforming them into effective managers and leaders.
The program aspires to provide an outstanding student-centered education that produces graduates who are critically
astute, technically proficient, and who understand the moral
and ethical consequences of their decisions on their organization and on the world.
Master of Business Administration Program Overview
Todays business leader must be able to quickly analyze situations and information and then critically think through the
alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this fast-evolving business culture.
The curriculum of the MBA gives students the ability to think
critically and ethically as they face the increased challenges of
a global business environment. Quality, individual initiative,
ethics, and teamwork are hallmarks of the Augsburg MBA.
We have a commitment to continually improve the students'
experience and learning in the program. Our faculty is
uniquely qualified to bridge theory and real world application, giving the MBA student the opportunity to acquire skills
and knowledge in a variety of disciplines.
The Augsburg MBA can be completed in fewer than 24
months.
Cohorts
Augsburg's MBA program is organized around small groups,
or cohorts. Students in a cohort program model stay
together as a group through the sequence of classes for the
duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a
cohesive learning community where students not only learn
from one another, but mentor each other and peer coach.
You'll share diverse professional expertise and experience as
you work in teams on projects, case studies, presentations,
and simulations, both inside and outside of class.
Working individually and in small groups enables you to
enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together
as a community you will build personal, social, and academic abilities.
Adult learners bring a wealth of work and personal life
experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and
relationships you build with fellow students and faculty will
extend into an important and valuable network as you take
your career to new levels.
Locations and Schedules
Classes are offered at four locations: Augsburg's Minneapolis
campus, Thrivent Financial in downtown Minneapolis,
Augsbsurg's Rochester campus, and at St. Stephen Lutheran
Church in Bloomington. Cohorts begin three times per academic year: fall term (September), winter term Qanuary),
and spring term (April) . Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the
beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Adult and
Graduate Admissions Office at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is composed of both active and
retired senior business leaders from global, regional, and
entrepreneurial organizations. The board meets several
times yearly to review the program's progress, offer advice,
and provide insight into contemporary business issues that
influence curriculum development or modification. Additionally, the board is invited to participate in student and
alumni events throughout the year.
COURSE DESCRIPTIONS
MBA 592 Leadership: Ethics, Service, and Transformation
This course will provide learners with well-rounded, comprehensive leadership skills that will enhance personal and
organizational effectiveness. Leadership skills and abilities
have long been viewed as important contributors to success
in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of
management and leadership, relationship building, servant
leadership, leadership communication, and self-awareness
and discovery of leadership styles, traits, and abilities.
MBA 520 Accounting for Business Managers
Concepts of Generally Accepted Accounting Principles
(GAAP) for preparing financial statements. Students will
learn to analyze income statements, balance sheets, and
annual reports, and to budget using projected sales, fixed
and variable expenses, breakeven calculation, and capital
budgeting.
MBA 545 Organizational Development
Theory and application of organizational development (OD)
of human resources within organizations. Topics include
strategies and tactics for developing human resources to
support organizational cultural changes (such as total quality management), team building, collaboration with other
teams, training, the impact of diversity, and evaluation of
OD strategies.
MBA 570 Quantitative Decision-Making for Managers
Extracting actionable information from data, interpreting
data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large
databases, and using simulation and modeling in business
decisions.
MBA 575 Strategic Technology
Making strategic technology decisions most favorable to
organization and culture, interaction with customers and
suppliers, and future growth of the organization. Students
will come to understand the impact of the Internet and electronic commerce on the traditional business model, the
effect on employees, and the ethical and societal results of
given technology choices.
MBA 510 Managerial Economics
Application of economic tools in solving managerial problems . Topics include markets and organizations, demand
and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and
ethics and the organizational architecture. Students develop
critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to
help business students become architects of business strategy rather than simply middle managers plodding along the
beaten path of others.
MBA 550 Marketing Management
Applying marketing theory and practice to real-li.fe marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the
relationship between price and demand, brand management, and marketing plans and strategy. Students gain
hands-on experience with marketing in cross-functional
organization strategies.
MBA 580 Management Consulting Project
Working in teams with a local organization, students
develop expertise in an area related to their vocation, using
communication, leadership and collaboration skills, and
academic knowledge to research, analyze, and make recommendations. The management consulting project culminates
in a presentation to the client and the faculty adviser.
MBA 530 Managerial Finance
Understanding the foundations of financial management
including markets, institutions, interest rates, risk and
return, and the time value of money. Included are security
valuation, corporate valuation, strategic investment and
financing decisions, working capital management, mergers
and acquisitions, derivatives, bankruptcy; and multinational
implications.
MBA 540 Business and Professional Ethics
This course provides students with an understanding of the
ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems
helps the student determine how decisions will affect people
positively or negatively This course conveys a model of
analysis of ethical problems to allow students the ability to
make better judgments about what is right and fair. The
course also allows students to gain confidence in their
understanding and their proposed solutions for ethical
issues, thus being able to forcefully and reasonably defend
their point of view.
MBA 560 Communication Issues in Management
An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of
participants shape communication. Students will use case
studies and their own workplace experiences to examine
effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values.
MBA 565 Managing in a Global Environment
Explores the reasons, conditions, processes, and challenges
of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
MBA 595 Strategic Management
Organizations that survive over time generally meet customer needs more effectively than the customer's alternatives. These organizations adapt to a constantly changing
environment, usually coordinating change in a variety of
different functional areas. Strategy matches the organization's capabilities to its market position, facilitates resource
allocation, and provides guidance for decision-making. This
course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management.
THE AUGSBURG MBA WITH A HEALTHCARE MANAGEMENT CONCENTRATION
This program includes the following courses from the MBA
core program, followed by the Healthcare Management
Concentration.
MBA 592
MBA 520
MBA 510
MBA 570
MBA 530
MBA 560
MBA 545
MBA 575
MBA 550
MBA 595
Leadership: Ethics, Service, and Transformation
Accounting for Business Managers
Managerial Economics
Quantitative Decision-Making for Managers
Managerial Finance
Communication Issues in Management
Organizational Development in Healthcare
Management
Strategic Technology in Healthcare Management
Marketing in Healthcare Management
Strategic Management for Healthcare
Management
MBH 597 Integrated Health Delivery Systems (Required)
This course is focused on the health-related industries that
comprise the healthcare system in the United States. Critical
success factors for the medical care, hospital care, long-term
care, mental health care, medical equipment, pharmaceutical, health insurance, and managed care industries are
examined. The course also considers the influences of
demographics, consumer expectations, and government
policies on healthcare system performance.
MBH 542 Legal and Ethical Considerations in Health
Care (Required)
This course covers the laws affecting administration of hospitals and other healthcare organizations: administrative law,
corporate and business law, labor law, civil liability, and taxrelated issues. The course also considers the ethical issues
underlying financing, organization, and delivery of healthcare services as well as addresses the numerous ethical issues
raised by advances in technology, changing societal values,
decreased resources, and increasing professional liability.
MBH 53 7 Healthcare Financing (Required)
This course focuses on a variety of public and private third
party mechanisms for financing healthcare services. A
review is made of the various trends and constraints associated with each mechanism. Particular attention is paid to
the role of private health insurance and government reimbursement mechanisms for health services. Prerequisite:
MBA 530 Managerial Finance
MBH 546 Human Resource Issues in Health Care
(Elective or required, depending on location)
This course provides complete coverage of relevant human
resource issues in healthcare management, as well as a solid
foundation in both HR and healthcare administrative practices. It offers a comprehensive, focused approach to the
demands of the current human resources role. This practical, hands-on course introduces human resources to those
who are preparing to work in any area of health care or
health services. Written for practitioners and students in all
disciplines related to health, this course covers important
topics such as recruitment, training, termination, legal
issues, labor unions, design and analysis safety, employee
relations, healthcare compensation practices, and the challenges facing healthcare management today.
MBH 593 Healthcare Operations Management (Elective)
This course analyzes the operations of healthcare organizations to improve quality and productivity. Quality improvement models including Six Sigma are reviewed for
usefulness and effectiveness within healthcare delivery or
manufacturing environments related to health care. Management information systems (MIS) are evaluated as aids to the
quality process. A course project is a key element in applying strategic concepts and processes.
MBH 562 Global Healthcare Issues (Required)
Governments bear significant responsibilities for assuring
the health of their people. As our understanding of the
social determinants of health has improved, exercising this
responsibility calls for national policies that include planning for the personal healthcare system, addressing broader
issues of population health services and links to policies
that affect education, economic development, the environment, among other areas. All nations, especially developing
countries and those in transition, face challenges to their
national health strategies from the effects of globalization
and global decision-making on issues that affect health.
MBH 572 Information Technology in Health Care
(Elective)
The course focuses on managing information as a strategic
resource within healthcare organizations; designing information systems to capture, combine, and transform information
to measure processes and outcomes of care, support collaborative clinical decision-making, support management decisions, empower patients, and improve healthcare operations.
CONCENTRATIONS
Master of Business Administration students may choose a
concentration in one of several disciplines following com-
pletion of the core curriculum. A concentration allows students to become competitive in a specific career field or, in
some cases, assists the student in achieving a professional
certification or accreditation.
Graduate Certificates
The following concentrations are also available as graduate
certificate programs. Students who seek advanced skills and
knowledge in a specific business discipline, but either
already possess an MBA or are not interested in pursuing a
degree at this time, may enroll in any concentration as a certificate student. These courses are transcribed and "for
credit." In most cases, (depending on employer policies)
they will be accepted for tuition reimbursement. Contact
the MBA Office at 612-330-1778 or the Adult and Graduate
Admissions Office at 612-330-1390 for more information.
Finance Concentration
Students prepare for careers in international banking,
finance, and investments by learning finance and investment theory and applications , and the operations of financial markets.
• Financial theory and applications
• Investment theory and portfolio management
• Financial markets
• Options and derivatives
• International finance
• Financial statement analysis
Marketing Concentration
Students receive solid exposure to major topic areas beyond
the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing.
• Marketing research
• Marketing communications
• Sales management
• Consumer behavior
• Technology and e-commerce
• International marketing
Human Resource Management Concentration
Students can prepare for careers in the field of human
resource management. Major topics cover a wide range of
HR functions including training and selection, compensation and benefits, and global issues in human resources. Students completing the certificate will be preparing for
certification as a human resource professional (PHR).
• Training, selection, and performance
• Industrial/Labor relations
• Compensation and benefits management
• Organizational effectiveness
• Global human resources
• Strategic human resources
Healthcare Management Concentration
The Master of Business Administration with a concentration
in healthcare management (MBA/HCM) is designed to provide students with leadership as well as the management
knowledge and skills needed to be successful in today's
healthcare organizations. The MBA/HCM emphasizes the
identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and
decision models that will support the variety of management
roles that can be seen in today's healthcare environment.
• Legal and ethical considerations in healthcare
management
• Official GMAT score report (school code 6014)-not
required for certificate applicants
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission oflnternational Students on
page 9.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
• Integrated health delivery systems
• Healthcare financing
• Cross-cultural issues in health care
• Global healthcare issues
• Healthcare operations management (elective)
Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 6.) Students
must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg
College.
GMAT Waiver Policy
International Business Concentration
Students develop a specialized toolkit to deal with the global
economy with its massive increases in international trade,
foreign direct investment, multinational companies, and
international financial transactions.
• Business English
• International marketing
• International managerial finance
• International business negotiations
• International logistics
As a general policy, the Augsburg MBA program requires the
GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The
GMAT is used both to evaluate the candidate's opportunity
for success as well as indicate areas where remedial work
may be necessary. However, the Admissions Committee will
consider, on a case-by-case basis, GMAT waiver requests for
the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should
grant a GMAT waiver. Current occupation or undergraduate
disciplines are not specific grounds for a GMAT waiver.
• Legal aspects of international business
ELIGIBILITY
Project Management Concentration-coming in 2009
ADMISSION REQUIREMENTS
Applicants to the MBA program must have:
• bachelor's degree from a regionally accredited four-year
institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checl<list
The following materials must be submitted to the Adult and
Graduate Admissions Office:
• completed application-Apply online at
www.augsburg.edu/mba/admissions/application.html
• $35 application fee
• Two personal statements
• Official undergraduate/graduate transcripts sent directly
to the Augsburg Adult and Graduate Admissions Office
• Current resume of work history
• Two confidential letters of recommendation
GMAT waivers may be offered to:
Those candidates who have been enrolled in a graduate
degree program in a technical or quantitatively rigorous
discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing
with an overall grade point average of 3.0 or better (or the
equivalent of a B average under the system used by that
institution). Students should have completed at least four
academic courses within this curriculum to qualify. It is
important to note that employment history and current
assignment will be reviewed in addition to the degree
requirement.
• Those who hold the following graduate degrees from an
accredited college or university with an overall grade
point average of 3.0 or better (or the equivalent of a B
average under the system used by that institution.)
• Medical or dental degree (MD,DDS)
• Law degree QD)-depending on undergraduate major
• Master's or doctoral degree in an academic discipline
that included a significant quantitative, engineering,
mathematics, or statistics component or involved
research requiring significant quantitative skills.
• Any other quantitatively based graduate degree from
an accredited college or university that the Admissions
Committee believes has highly prepared the candidate
for rigorous graduate-level work
• Master's, PhD, EdD, or advanced degrees in disciplines
other than those identified, including those granted by
academic institutions outside the U.S. will be evaluated
by the Admissions Committee. (See grade requirement
above)
• Those who have completed a graduate program at
Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Current and active CPA designation. If the CPA designation has been inactive and not current for a period greater
than five years, the waiver will not be granted.
GMAT WAIVER CHECKLIST
Please submit the following documentation to the associate
director of the MBA program:
• One-page written request outlining reasons why the
Admissions Committee should grant a GMAT waiver
• Copies of transcripts for all work completed at any college
or university, whether or not a degree was granted (unless
previously submitted to the graduate admissions office)
• Current resume (unless previously submitted to the graduate admissions office)
• Any other information that you wish to submit to support
your request
Typically, GMAT waiver decisions are made within one week
of receipt of materials. For questions about this checklist or
the waiver policy, please contact either the Adult and Graduate Admissions Office or the MBA program office.
ACADEMIC POLICIES
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort
and complete their MBA program as scheduled. All students
are required to complete all components of the program
within five years of matriculation. Extensions beyond five
years will be considered on the basis of petition to the MBA
director. Students who leave the program for more than one
trimester must request a leave of absence in writing from the
MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave
of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an
official MBA-approved leave of absence will not count toward
the five-year deadline for degree completion.
Last Day to Withdraw from Class
For information regarding the last date on which students
may withdraw from a class and receive a "W" on their
records, please contact the MBA office.
Academic Evaluation
Evaluation of academic performance in the MBA program
will be based on number grades using a 4.0-scale as defined
below:
4.0
Achieves highest standards of excellence
3.5
3.0
Meets acceptable standards
2.5
2.0
Meets minimum standards
Unacceptable performance (no credit - course must
be repeated)
1.5-0.0 Unacceptable performance (no credit - course must
be repeated)
W
Grade assigned when a student withdraws from a
course after the deadline, "Without notation on the
record." Students can only withdraw from the same
class two times. If a student withdraws from the
same course a third time, he or she must meet with
the director of the MBA program to discuss continued participation in the MBA program.
An incomplete grade (I) may be awarded when the
instructor grants permission after determining that
a student emergency may delay completion of
coursework. Students who receive an incomplete
grade should be capable of passing the course if
they satisfactorily complete outstanding course
requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade
form with the Office of the Registrar that states the
reasons for the request, outlines the work required
to complete the course, and includes the course
instructor's signature. The instructor may stipulate
the terms and conditions that apply to course completion; however, students may not attend the same
course (or a portion of the same course) in a following term with an incomplete grade. The student
must complete the outstanding work in enough
time to allow evaluation of the work by the instructor and the filing of a grade before the final day of
the following academic term in the student's program. If the work is not completed by the specified
date of the following academic term, the grade for
the course becomes 0.0.
Degree Requirements
To be conferred the MBA degree, students must achieve the
following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below,
and with a cumulative GPA of 3.0 or higher
• Successful completion and submission of the management
consulting project
Students who successfully complete Augsburg's MBA program will receive a Master of Business Administration degree.
ACCREDITATION AND AFFILIATIONS
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MBA FACULTY
William Arden , Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University;
MBA, Boston University.
David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego.
Lori Peterson, Assistant Professor of Business Administration. BSB, Carlson School, University of Minnesota; PhD, University of Minnesota.
Larry Sallee , Instructor, Business Administration. BS, University of Wisconsin-Superior; MBA, University of WisconsinLaCrosse; DBA, U.S. International University; Certified Public
Accountant (CPA), Certified Management Accountant.
Nora Braun , Associate Professor of Business Administration.
BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota.
John Schmit, Associate Professor of English. BS, St. john's
Thomas Burns, Instructor, Business Administration. BA, Iona
David Schwain , Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University.
College; MBA, University of St. Thomas.
C. Lee Clarke , Assistant Professor of Business Administration.
BA, Capital University; MDiv, Trinity Lutheran Seminary;
MBA, University of St. Thomas.
University; MA, University of New Orleans; PhD, University
of Texas.
Joanne Smith , Instructor, Business Administration. BA, Smith
College; MA, University of Minnesota.
David Conrad , Assistant Professor of Business Administration.
Peter Stark, Assistant Professor of Business Administration.
BS, Northwestern University; MBA, EdD, Pepperdine University:
BA, Winona State University; MA, EdD, St. Mary's University
of Minnesota.
John Stein, Instructor, of Economics. BS, University of
Detroit; MA, University of Illinois.
Stella Hofrenning , Assistant Professor of Economics. BS,
University of Maryland; PhD, University of Illinois.
Stuart Stoller, Professor of Business Administration. BS, MS,
Long Island University; Certified Public Accountant (CPA).
Mark Isaacson , Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Steven Zitnick, Assistant Professor of Business Administra-
Ashok Kapoor , Associate Professor of Business Administra-
tion and Director of the MBA program. BA, Shimer College;
MS, University of Utah.
tion. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Laura Lazar, Assistant Professor of Business Administration.
BA, MLS, Valparaiso University; MBA, PhD, Indiana University:
Edward Lotterman , Assistant Professor of Economics. BA,
MS, University of Minnesota.
Steven Lukas, Instructor, Business Administration. BS, MA,
University of Nebraska; EdD, University of St. Thomas.
Roseanne Malevich , Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison.
Marc Mcintosh , Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University:
Michael Mcllhon, Instructor, Business Administration. BBA,
MA, University of Iowa.
John Molloy, Assistant Professor ofBusiness Administration.
BBA, MS, University of Wisconsin, Madison.
Magdalena Paleczny-Zapp, Associate Professor of Business
Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Master of Science in Physician .Assistant ·studies
Master of Science in Physician Assistant Studies
Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the
information included in this catalog helpful as you make the decision to pursue your graduate degree in
physician assistant studies.
Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent
with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and
backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed
in current medical theory and practice, and graduates are encouraged to work in primary care settings. The
program promotes dedication to excellence in performance, with the highest standards of ethics and integrity;
and commitment to lifelong personal and professional development.
Your education here will be guided by a group of faculty who are committed to the physician assistant
profession and to seeing you achieve success as a graduate of the program. With a PA degree from Augsburg
College, you will stand out as a person who cares about changing the world one person at a time, and who is
willing to risk becoming different by building on your strengths.
Since its founding in 1995, our program graduates have achieved many successes, some of which include:
• The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the
National Board Exam.
• 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try.
• ALL graduates seeking employment in the PA field have been employed within six months of graduation.
We believe that this success is due in part to the quality of the education and preparation that the student
receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working,
committed individuals dedicated to their goal of becoming a physician assistant.
Choosing the PA Program at Augsburg College will require you to move beyond current comforts and
assumptions. You will likely encounter people of different backgrounds, and learn from their experiences to
transform yourself into a competent and caring healthcare provider. Here you will begin your lifelong
commitment to the care and well being of people.
Dawn B. Ludwig, PhD, PA-C
Director, Physician Assistant Studies Program
student has been in for the required rotations, or may be
elsewhere in the state.
The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare
providers. Each student is evaluated by the physician preceptor for the designated rotation. Nine times during the
clinical phase students will return to Augsburg for testing as
well as didactic and clinical skill workshops.
CLINICAL PHASE DESCRIPTIONS
PA 600 Family Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of family medicine. Inclusion of proper data collection
through history and physical examination, formulation of
accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine
as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 601 Internal Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of internal medicine. Inclusion of proper data collection
through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine
as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 602 General Surgery Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation
of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current
medical literature. Prerequisite: Clinical phase PA student
PA 603 Pediatric Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of pediatrics. Inclusion of proper data collection
through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine
as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 604 Women's Health Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of women's health. Inclusion of proper data callee-
tion through history and physical examination, formulation
of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current
medical literature. Prerequisite: Clinical phase PA student
PA 605 Emergency Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of emergency medicine. Inclusion of proper data
collection through history and physical examination, formulation of accurate problem lists, thorough investigation,
and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA
student
PA 606 Psychiatry Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical
practice of psychiatric medicine. Inclusion of proper data
collection through history and physical examination, formulation of accurate problem lists, thorough investigation,
and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA
student
PA 607 Elective Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of
medicine. Students are allowed to choose, in consultation
with the clinical coordinator, the area of medicine in which
they would like to study as their elective. Prerequisite: Clinical phase PA student
PA 620 or 621 or 622 Preceptorship
A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of
medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate
problem lists, thorough investigation, and development of
treatment plans incorporating evidence-based medicine as
determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty.
Prerequisite: PA 600-607
PA 690 Capstone
This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for
graduation and clinical practice. The student will demonstrate an understanding of the program's and profession's
principles. Prerequisite: PA 600-607
• Demonstration of a commitment to, and involvement
with, underserved communities.
ADMISSION REQUIREMENTS
Complete and current-year admission guidelines can be
found on our website at www.augsburg.edu/pa.
Note: The Graduate Record Exam (GRE) is not required.
Admission to any physician assistant program is a highly
competitive process. Augsburg College's graduate program
in physician assistant studies receives approximately 250
applications for each entering class of 28 students.
The Augsburg Physician Assistant Studies program has a
two-step application process-applying through CASPA and
to Augsburg's PA Studies Program.
Qualified applicants will have:
• Bachelor's degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0
• Completed the prerequisite courses listed below
PA Studies Application Process
The Augsburg PA Program participates in the Centralized
Application Service for Physician Assistants (CASPA) which
is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the
entering class must be processed through CASPA, following
all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online
at www.caspaonline.org.
Prerequisite Courses
To be an eligible applicant for the physician assistant studies
program, you must have completed the prerequisite courses
listed below. These courses must have been completed
within 10 years of the year you are applying for admission.
If you have already completed your undergraduate degree,
prerequisites must be completed by the end of fall semester
(no later than December 30) of the year you are applying. If
you are completing your first undergraduate degree, you
may complete prerequisite course work in the spring semester of the year you are applying; however, that coursework
must be completed prior to the start date of the program.
All course prerequisites must have been passed with a grade
of C (2.0) or higher. Meeting minimum prerequisites does
not guarantee admission into the program.
You will be considered an eligible applicant if you have a
minimum cumulative GPA of 3.0 (as calculated by CASPA),
if you have completed or will complete your undergraduate
degree prior to the start date of the program, and if you have
completed or will complete your prerequisite courses within
the timeline specified for your situation.
Augsburg's PA Program Supplemental Application can be
downloaded from www.augsburg.edu/pa. It is important for
the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the $25 supplemental application fee is non-refundable. You will be
required to print and sign the supplemental application and
mail it to the program by the application deadline. Since all
incoming students begin the course of study in late May, the
application is thus made approximately a year before
matriculation.
• one full course of general psychology
• one full course of developmental psychology (birth to
death lifespan)
• one full course of physiology* (human/vertebrate/organ)
• one full course of microbiology*
• one full course of biochemistry*
• one full course of general statistics
• one course of medical terminology
*Labs are recommended but not required.
Refer to our "Guide to Prerequisites" on our website to help
you with your prerequisite course selections.
The following are strongly recommended but not required:
• Minimum science GPA of 3.0
• Additional science courses such as anatomy, genetics,
immunology, other biology courses, and organic chemistry
• Clinical healthcare experience. Direct patient contact is
the best type of experience to obtain in order to
strengthen an application. Healthcare experience may be
full time or part time, paid or volunteer.
Selection Process
All complete files ( CASPA and Supplemental Applications
that meet requirements) will be reviewed by the admissions
committee. The admissions committee procedures utilize a
blind review, so applicant demographic data is unknown
(e.g., race, age, gender). Each file is reviewed by members of
the committee.
The selection committee looks for a balanced application by
reviewing many criteria including cumulative GPA, science
GPA, overall academic record, service to underserved
(meaning disadvantaged, minority; or under-represented
populations), direct patient contact experience, knowledge
of the profession, fit with the program goals and mission,
and recommendation letters.
Once the committee has completed the file review, a group
of candidates is selected for a telephone interview. The telephone interviews are generally conducted in mid- to lateJanuary. In addition, those selected for a telephone
interview are invited to a Candidate Information Session in
the program to meet faculty, staff, current students, and to
view the facilities. After telephone interviews are conducted,
the class of 28 students, as well as a list of alternates will be
selected. All applicants are notified of their status by midFebruary.
PA PROGRAM POLICIES
Technical Standards
•
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
------ - -- - -- - - --- - -- -
--..-
..
Show less